ING Unsung Heroes Previous Winners
Each year, ING welcomes 100 deserving educators from across
the country to the family of Unsung Heroes award winners. To
find out more about previous years' winners from each state, click on the
map below.
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Alabama |
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Tina Cherry (2007)
Susan Moore Elementary School
Blountsville, AL
"Art Smarts" is an after-school program developed by Cherry to provide lower-income students exposure to the arts. According to
Cherry, arts programs are becoming extinct in many schools because of budget cuts. "Art Smarts" provides students at Susan Moore Elementary
School exposure to multiple musical genres and the basics of a theatrical production including practice and performance. To provide a
well-rounded program, Cherry has asked outside art agencies to contribute their expertise and/or provide lessons. Cherry is a vocal
performer, former arts teacher, former band member and is a contributor to the Alabama State Course of Study for the Arts. She is also a
current advisor for the Alabama Black Belt Arts Initiative. Cherry resides in Altoona.
Suzanne Booth (2006)
Woodland Forrest Elementary
Tuscaloosa, AL
Booth's program proposal, "Extra, Extra...Write All About It!", is a writing lab designed to help students at Woodland
Forrest Elementary School unlock their writing talents through quality instruction. Complete with computers, a listening
station, a book publishing center and writing supplies, Booth believes the program can cultivate literate students who are
able to meet the challenges of the ever-changing global community. All of Woodland Forrest Elementary's K-5 students will
have access to the lab and teachers will work closely with professionals at the University of Alabama for additional training
and field services. Teachers will develop lab activities to help students learn to express their ideas clearly through a
variety of customized instructional strategies that suit their individual learning styles. According to Booth, the lab would
provide a place for teachers and students to focus on quality writing in an enthusiastic, motivating atmosphere. Booth
resides in Tuscaloosa.
Susie Criswell (2006)
Wrights Mill Road Elementary
Auburn, AL
Criswell and her colleagues proposed converting an underutilized area of the school and “Creating the Invention
Studio”. The space will allow students to work collaboratively or individually on ideas using an assortment of
materials such as Styrofoam, modeling clay, balloons, wood blocks and simple machinery to help spark creativity and
exploration. Potentially the entire student body (415 students) at Wrights Mill Road Elementary will benefit from the
completion of the lab, which will also house a computer station to be used for research and notation of their ideas for
inventions. This project will allow the creative spirits of both teachers and students to flourish as they work in tandem to
create tangible projects that inspire exploration and encourage problem solving. The space will be supervised by the teacher
whose class is utilizing the space at any given time. While using the materials, students will be required to exercise safety
precautions. Criswell resides in Auburn.
Linda Godwin (2005)
Flomaton Enrichment School
Flomaton, AL
Godwin’s “Learning Enrichment Arts Program (LEAP) for Lower Alabama ” is designed to help elevate
confidence and self-esteem in children in Kindergarten through 8th grade. LEAP for lower Alabama will help students express
themselves creatively, incorporating many varied media forms. According to Godwin, the Gifted Education teacher/coordinator
for the Escambia County Alabama School System, the children will be able to write creatively, draw, paint, sculpt, perform
plays and present musical performances for the community. Godwin will also involve instructors from Jefferson Davis
Community College in Brewton, Ala. To provide instruction and guidance for children in grades 3-8 in the LEAP Center. Godwin
lives in Atmore.
Jennifer Reed-Taunton (2005)
Alabama Avenue Middle School
Albertville, AL
Reed-Taunton’s winning program idea, “Exploring the Technology Universe,” provides an opportunity
for students to explore technology by incorporating NASA information into the current curriculum. In a physical science
course, students will pretend to be astronauts and go through a year-long “astronaut training ” where they will
investigate the principles of science through hands-on activities. Those activities include designing and building a model
plane; building and launching hot-air balloons and rockets; researching waves; and studying actual data from NASA. Each
student will have a handheld tool they will use for research that will help motivate them to complete their class work
and expand their knowledge of how technology is applied. The program will serve as an experimental model for the school to
test the effect of technology use on overall student performance. Reed-Taunton lives in Boaz.
Rebecca McKay (2004) Stemley Road Elementary School
Talladega, AL
McKay’s project, “A Window to the World: Connecting through Technology,” connects two rural
communities, Talladega, Ala., and Conway, S.C., in a study of time, continuity and change of human migration. Second grade
classes in three schools study human migration through anthropological research and communication via video conference, email
and mail. Students use research to investigate their historical roots and family histories, and social skills to interview
community members, families and friends. The students express their understanding through music, plays and photography,
culminating in a book and video documentary.
Judy Reeves (2004) Baldwin County High School
Bay Minette, AL
Reeves’ “Environmental Academy” project is an environmental school, located on a wetland that is
overrun with invasive species, that focuses on specific career objectives. Students in the academy take five applied science
courses, work in the field to develop an 18-acre forest and wetland habitat on campus, maintain an aquaculture facility that
serves the community, and participate in a work-based study program with local agency and business partners. The school has
the lowest socioeconomic base, the highest dropout rate and the lowest standardized test scores in the county. Because many
students have an environmental ethic and care about fishing, hunting, boating and the outdoors, this project engages them in
meaningful educational experiences that keep them in school and exposes them to adults who have careers of interest.
Teresa Owens (2003) Susan Moore Elementary School
Blountsville, AL
Owens' "Foretelling the Future Through Palm Reading" is a language
arts program specifically designed to improve the writing and reading
skills of fifth graders through the use of PDAs, or (Palm Digital Application)
computer devices. These PDAs allow students to create, compose and download
assignments to a digital portfolio kept on the classroom computer without
waiting for access to the classroom computer or a weekly computer lab.
The teacher easily can view students' digital files to offer immediate
feedback while also allowing parents access to their children's work via
an e-board site. Students benefit from immediate feedback on spelling
mistakes caught through the use of spell check along with important teacher-provided
feedback on spelling, grammar and style that will improve writing, reading,
keyboarding and technical skills in a fun, non-intimidating manner.
Donna Webb (2003)
Gulf Shores Middle School
Gulf Shores, AL
Webb's "Migration Station" project focuses on the mysterious
migration of the monarch butterfly and the role the Gulf Coast plays in
its life cycle. In this hands-on interactive greenhouse project, students
grow milkweed plants that teachers, students and community volunteers
plant in selected areas. The monarch's breeding habitat along the Gulf
Coast is being destroyed by urban development; by planting milkweed, students
and community members replace the only food eaten by the monarch caterpillar
- an essential step to ensuring the continuation of the monarch's lifecycle
in the region. This project helps students prove that they can make a
positive impact on their environment and allows students, teachers and
parents to collaborate through an environmental improvement project.
Cathy Ivey (2002)
Mountain Brook High School
Birmingham, AL
Ivey's "Yes! You Can Do Chemistry in Elementary School" brings high school
chemistry students to elementary school classes to conduct chemistry experiments
with the younger students. The class is broken into groups of three or
four with one high school student serving as a lab assistant for each
group. Experiments usually demonstrate chemical and physical changes,
such as making oxygen gas from hydrogen peroxide and yeast, making hydrogen
gas from zinc metal and hydrochloric acid, or making slime. Experiments
are adapted to the age and level of the students. The program sparks interest
in chemistry among the younger students and lets the high schoolers share
what they've learned.
Beverly Kubina (2001)
Lott Middle School
Citronelle, Ala.
Kubina's "Going to Great Measures" project is a math and science
lab created to show the relevance of math in students' everyday lives
and to improve their overall math performance. Mixing the disciplines
of chemistry, physics, anatomy, and physiology, the lab enables students
to gain hands-on experience in gathering scientific data with calculator-based
laboratory systems, computers, and a variety of probes and monitors. Affecting
approximately 150 eighth-grade students of a Title I school, the project
renews students' enthusiasm for science and is a source of pride for students,
parents, and teachers alike.
Cathy Walker (2001)
Nora Mae Hutchens Elementary School
Mobile, Ala.
Walker's "Leveled Reading: The Ladder to Success" project is
a book room with a library of "leveled" books that are labeled
according to readability. Teachers guide students through books appropriate
for their reading level and show them effective strategies for processing
what they read. Open to all students, kindergarten through fifth-grade,
the book room reaches a diverse range of reading abilities and allows
students to feel successful in their reading rather than becoming frustrated,
thus increasing student motivation and achievement.
Angela Beech (2000)
Allentown Elementary School
Semmes, AL
Beech's "Wetland & Nature Trail Environmental Education"
project involves restoring a swamp near Allentown Elementary to a constructed
wetland with wildlife and environmental study areas and nature trails.
Through scientific observation of the constructed wetland, all grade levels
learn about the complex workings and interrelationships of plants, animals,
and humans. By examining water quality, variety of wildlife, pollution
factors, and other data, participants gain knowledge of their environment
and increase information-gathering skills.
Margaret Sullivan (2000)
Jefferson Davis High School
Montgomery, AL
Sullivan's "Each One Teach One" is a cooperative learning project
in which high school students teach elementary students. The focus is
on scientific investigation of environmental and biological topics. Knowledge
is gained through texts, videos, and games and put to use in the laboratory.
Knowledge of science is increased on the part of all students, with enthusiasm
and participation encouraged through student teaching.
Elaine Rice (1999)
Rolling Hills Elementary
Huntsville, AL
Rice's "Esteemers at Risk" project helps at-risk third, fourth
and fifth grade male students develop and improve skills at a critical
stage in their development. Students learn how to be leaders and how to
improve their academic work. Students also participate in field trips
and other activities.
Ollye Conley (1998)
The Academy for Science and Language
Huntsville, AL
Conley's Alabama African American Historic Project taught students about
the early contributors to the development of Huntsville. Using newspapers,
journals, city council minutes, census records, local historical data,
and personal interviews, students developed research skills which helped
them incorporate their research into an exhibit shared by the entire community.
Ellisa Hodnett (1998)
Dixie Elementary School
Opelika, AL
Hodnett's Bytes and Pieces project took students beyond normal computer
education and showed them the inner-workings of the computer. Through
cooperative research, students learned the history, development, and function
of the computer. The program culminated with the students building their
own computer which they used to write a detailed report of their project.
Cindy Wise (1998)
Woodville School
Woodville, AL
Wise's program, Sold on Social Studies, was designed to stimulate an
interest in social studies and nonfictional reading. The program broadened
the students' horizons by introducing them to literature beyond the fictional
world. Through a hands-on approach to learning, students created projects
which they displayed at a social studies fair.
Shirley Garrett (1997)
Phenix City Middle School
Phenix City, AL
Garrett's project, Channel Earth, is a videotaped, simulated news television
program created by the students. As part of their language arts program,
the students gathered information on environmental issues (rain forest
destruction, recycling, conservation, etc.) and possible solutions. Then
the students organized the information into different forms (such as essays,
books, skits, and poems) and produced, edited and presented a finished
video on the school's closed circuit television every nine weeks.
Ann Lawrence and Karen Wyatt (1996)
Mountain Brook Elementary School
Birmingham, AL
Lawrence and Wyatt developed a unique program that emphasized collaboration
of the teachers and resources in different school districts to integrate
technology and math skills in the classroom. Through relevant activities
using technology, the program helped develop an increased understanding
of mathematical concepts. Students who completed the program scored significantly
higher on standardized tests than in prior years.
Melinda Storey (1996)
Mountain Brook Elementary School
Birmingham, AL
Storey's project, "Gardening Galore," comprised a nature trail in a nearby
woods, a hummingbird garden, a butterfly garden, and an outdoor classroom.
Storey's project also allowed students to create a guide book for visitors
on the trail, two original, interactive multi-media CD's, and a curriculum
complete with materials for activities on the trail.
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Alaska |
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Maureen McCombs (2007)
Tanaina Elementary School
Wasilla, AK
McCombs developed the "Kids Fitness" program to provide students with options of various activities during their open activity/play time. Four hundred and thirty two children from preschool through fifth grade enjoy physical activities in the school's gym. According to McCombs, physical fitness is important, especially in light of the issues around childhood obesity. Tanaina Elementary School does physical fitness testing twice a year to review the health of its students. McCombs' project has helped kids learn about keeping their bodies healthy, the importance of staying active, and that with a healthy body comes healthy living. McCombs lives in Wasilla.
Mike Shea (2007)
Teeland Middle School
Wasilla, AK
Preservation of the Little Susitna River is the main focus of Shea's seventh-grade students at Teeland Middle School for his winning
program idea, "Little Susitna River Rangers". The goal of the program is for the students, known as "river rangers", to learn about watershed
ecology and water preservation. Participants will analyze their data and identify one negatively impacted site that human development has
caused. The students are then required to develop a re-vegetation plan with the Wasilla Soil and Water Conservation District. The seventh
graders will carry their project on in to the eighth grade and then train the new seventh graders on their findings. Shea resides in Wasilla.
Mark "Hans" Chester (2006)
Glacier Valley Elementary
Juneau, AK
Chester's winning "Tlingit Language Project" provides students at Glacier Valley Elementary with an opportunity to become
fluent in conversational Tlingit, a language that nearly became extinct, but is now being revitalized in the Juneau School
District and other Southeast Alaska communities. This unique program pairs fluent Tlingit speakers, most of whom are over the
age of 60, with elementary students in an effort to develop activities in the classroom and home environment that encourage
the youngsters to learn about Tlingit history and customs. While studying storytelling, science, language arts, song, dance
and art within the Tlingit culture, students will use audio, visual, kinesthetic and interpersonal communication with each
other, teachers and family members as further reinforcement. Approximately 50 students will be assessed biweekly in order to
monitor their fluency. They will also meet twice a week with their peers from other classrooms to learn and share their
experiences. At the end of the year, students will showcase their knowledge by hosting a Tlingit ceremony for their families
and members of the community. Chester resides in Juneau.
Dona Helmer (2006)
College Gate Elementary
Anchorage, AK
Helmer's "Reading, Writing & Thinking Like Scientists" program will afford students the opportunity to learn about science
through ongoing, direct observation. With few chances to explore and read about science on an ongoing basis, Helmer saw an
opportunity for a dedicated library unit to offer students at College Gate Elementary a scientific topic. With the help of
science experts, they will create a special unit about owls. The materials will be used to support student research and
observation of owls for final presentations. The program objective will be to help the 30 participating students enhance
their scientific vocabulary and improve writing skills while building a new appreciation for science. The library expansion
will completely immerse students in science. Helmer resides in Anchorage.
Dave Schmitz (2005)
North Pole, AK
Schmitz developed the “Alaskan Community Supported Agriscience Project” where the students choose a list
of value-added animal and plant products that they will grow or make and market to a group of shareholders. The project
provides development opportunities for leadership, personal growth and career success. The students will gain an
understanding when they are engaged in the everyday workings of the project. They will learn teamwork and how to rethink and
modify a business idea. Schmitz lives in North Pole.
AnnMarie Rudstrom (2004)
Brevig Mission School
Brevig Mission, AK
Rudstrom, teaming up with teachers Ginger Crockett, William Bryson III, and Paul Hamilton, coordinates “The Voice
of the Huskies News Show” project. A schoolwide effort, students produce a 30-minute news show consisting of segments
created by individual classrooms covering events happening within the school and local community. Students volunteer to act
as anchors and introduce the news segments, which are seen live via video-conference broadcast to schools throughout the
district. Designed to improve language skills, this fun project helps students gain fluency, vocabulary and clarity in
communication, while challenging them to become critical thinkers. Building student self-esteem and school and community
pride, the “Voice of the Huskies” project has generated excitement in academic projects and helped involve
parents and community members in school events.
Jetta Budd (2003)
Pacific and Sitka High Schools
Sitka, AK
Budd's project, "Eyes on the Wall: Sitka Youth Photograph Native
Artists," strengthens intergenerational dialogue and promotes intercultural
knowledge and respect for Native artistic traditions. The program teaches
students to use their photography skills to capture black and white images
of Native elders in Sitka and gives them an outlet to display these portraits
on the walls of their school. Both the students and the elders write reflections
about their interactions together, which are incorporated into the wall
displays. The project teaches artistic composition and allows students
to take risks by displaying their self-confidence, social skills and artistic
work.
Teri Haddeland (2002)
William H. Seward Elementary
Seward, AK
Haddeland's "Alaska Studies" project is built around a yearlong series
of field trips that includes: the Alaska Native Heritage Center. the Native
Youth Olympics in Anchorage, a ferry trip to one of Alaska's island communities;
a plane ride to Barrow, and a trip to Kenai Fjords in Resurrection Bay
with the Alaska Explorers, among others. The trips serve as the basis
for extensive reports, and arts projects, let the students get to know
Alaska's diverse geography and cultures first-hand, and teach them confidence-building
wilderness survival skills. In addition, students gain valuable research,
writing, and presentation practice.
Martin Lang (2001)
Chugiak High School
Eagle River, Alaska
Lang's "Video Production: Capturing Us at Our Best" project
introduces students to the world of storytelling and film-making. Through
the program, students view classic films and work in groups to write an
original screenplay. Incorporating technology to promote creative thinking
and cooperative learning, students create storyboards, select camera angles,
and film and edit their screenplay to effectively tell their story. The
program also gives students the opportunity to help others learn, as they
film teachers delivering lessons and transfer that film to CDs for use
with at-risk students during after-school programs. This project benefits
both students and the community in that it provides local businesses the
opportunity to later hire local students for technology positions, rather
than out-of-state residents.
Barbara Angaiak (1999)
Kilbuck Elementary School
Bethel, AK
Angaiak's "Outdoor School" program takes students to a remote
camp setting for a week. Students receive firsthand experience learning
survival skills, first aid, water study, animal and insect identification,
and team cooperation skills. The unique opportunity is built upon during
the school year as teachers put this common experience to use as a tool
to draw the group together as a learning community, where everyone has
value and helps each other.
Lisa LoPresti-Hupp (1999)
Shungnak School
Shungnak, AK
LoPresti-Hupp's "Plan-a-Dream" project gives students living
in remote Alaska the chance to plan a trip to Anchorage. Through the planning
of the trip, students learn to keep financial records of their fund-raising,
request travel information, and read maps. The students also organize
community fundraisers, which includes raffling a dog sled built by the
high school students.
Steven Lee (1998)
Pilot Stations School
Pilot Station, AK
Lee's Alaskan Native carving program was designed to teach students
native Eskimo skills and to increase the self esteem of the students involved.
With the assistance of the village elders, students were shown how to
design and make their own carvings. In addition, students were taught
how to market their works and learned the concept of profit and reinvestment.
Amy Viltrakis (1997)
Salcha Elementary School
Fairbanks, AK
Viltrakis' Salcha Historical School-Community Museum project involved
an expansion of the original museum, the study of museum techniques, a
compilation of local history, an archeological dig, and the production
of a traveling multi-media presentation. The entire project was researched,
produced and presented by students in grades 3-6, acting as "experts"
in the history of the school and surrounding community.
Kathie Cook (1996)
Ladd Elementary School
Fairbanks, AK
Cook created a program based on scientific curriculum using technology
as a research tool. In partnership with the University of Alaska Fairbanks,
students selected their own topic to research and worked in teams using
technology such as the Internet to investigate their scientific question.
Cook's project incorporated math, language, history, and technology skills
to help students become comfortable and enjoy the field of science.
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Arizona |
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Cindy Hodgeson (2007)
Agua Caliente Elementary School
Tucson, AZ
Hodgeson has developed a program that provides students with neurological deficiencies the opportunity to enhance their learning by
focusing on reflex integration, sensory needs and motor development. The "Motor Lab" program is different from typical physical education
classes because it provides more structured individual and partner-type activities. Currently there are over 300 students benefiting from the
program each week, and according to Hodgeson, the community involvement has garnered quite a bit of attention from the school's surrounding
neighborhoods. Communication is provided to all parents on the benefits of the lab and parent volunteers receive training and help in the
"Motor Lab". Hodgeson says that students have already shown tremendous growth in their motor development, learning readiness and academic
achievement from weekly participation in the lab. Hodgeson resides in Tucson.
Jack Kahn (2007)
McClintock High School
Tempe, AZ
"The Amazing Race: Ancient Cultures" was designed by Kahn to have students develop and participate in a humanities version of "The Amazing Race", a popular reality television show. The project allows the students to gather information from around the globe for an appealing and energetic educational experience. In developing their "stories", the 90 12th-grade students at McClintock High School will utilize cutting-edge video technology, software, and other resources. During the game, students will represent other cultures that they will be studying. Creativity will play a big part in the game and the students will have to utilize their creative minds to keep the game moving. The final product will be evaluated on the culture or time period on which it is focused. Kahn lives in Gilbert.
Christine Allred (2006)
Boulder Creek High School
Anthem, AZ
Allred's award-winning program idea, "Journey to the Center of the Earth", is a unique way of merging two disciplines -
literature and science. Incorporating both disciplines, students will learn about and study fossils, the geological time
scale, the structure of the Earth and volcanoes and earthquakes while reading the novel, Journey to the Center of the Earth
by Jules Verne. The concept is for students to compare the scientific ideas during the time of the book (the late 1800's) to
current scientific thinking. They will look at the overall views of the Earth's structure during the 19th century and how
they relate to and/or differ from the thoughts of today's society. Using a scale model of the Earth, students will simulate
the journey of the main character in the book and take a tour of the planet. They will track their experience using journal
entries. The goal is to promote analytical thinking in students and encourage them to want to learn. Allred resides in
Phoenix.
Melinda Petersen (2006)
Western Sky Middle School
Goodyear, AZ
Petersen's lesson idea, "Weather Station-An Interdisciplinary Approach", will marry a variety of subjects to help students
analyze our planet's hydrosphere and atmosphere. Through a series of inquiry-based investigations, her students at Western
Sky Middle School will study the water cycle and eventually make educated predictions about the weather in their area. They
will also fulfill all of the Arizona Earth Science Standard objectives while learning about the historical, mathematical,
linguistic and scientific impacts of weather-related topics. Students will learn everything from how ancient cultures
predicted the weather to how to integrate mathematic principles in analyzing weather-related data. Not only will the more
than 300 students in her sixth-grade class be directly impacted, but more than 900 students in the school will benefit from
the information generated from this cutting-edge module. Petersen resides in El Mirage.
Cassi Mackey-Chenen (2005)
Montessori Education Centre
Mesa, AZ
Mackey-Chenen’s winning program idea, “Mercado” (Spanish for “open market”), introduces
basic economic principles to elementary school children in an exciting and challenging way. After completing a general
economic curriculum, the school puts on four Mercado programs in a year. Students form stores after selecting
products or services, create a business plan and learn skills related to their stores (production and/or practicing
services). They develop a budget and marketing strategies, advertise and track inventory. Each elementary classroom
creates businesses. They also shop at their schoolmates’ stores, so primary classes have the opportunity to shop and
interact with older students. Mercado money is earned throughout the year and teachers are asked to decide how
children merit the amount. The program also invites students from the thomas J. Pappas School for the Homeless to
participate. together the students create a community where they support each other, respect diversity and work in
cooperation to achieve a shared vision and goal. Mackey-Chenen is a resident of Phoenix.
Jennifer Wahlstrand (2004)
Peralta Elementary School
Phoenix, AZ
Wahlstrand’s “Read and Write to Achieve: Improving First Grade Literacy and Language Development”
program is designed to help students learn to read by bridging the literacy gap that often occurs between school and home.
Students take home literacy tote bags each night to practice reading outside of class. Each tote bag contains books that
range in difficulty for beginning to advanced readers, in addition to language development activities that can be checked out
on a weekly basis. The contents of the tote bag also come with instructions in both English and the student’s native
language, making it possible for parents to get involved in the process. The students are assessed on their reading skills
with the teacher biweekly. As each student progresses in his or her reading skills, the child earns recognition for his or
her achievement.
Terri Fields (2003)
Sunnyslope High School
Phoenix, AZ
Field's "Reading is Sweet" project enhances reading skills
and increases interest in free-reading among high school students. Students
are motivated to read through spirited encouragement from teachers including
one-on-one discussions of various reading strategies, classroom visits
featuring dramatic readings from novels, and rewards of prizes and free
books for students who demonstrate substantial interest in reading. The
program also incorporates a "publishing center" staffed by the
high school students that turns elementary students' work into hard cover
library books. Most important, this program teaches that reading skills
can provide lifelong enjoyment.
Mary Hinson (2002)
Catalina High Magnet School
Tucson, AZ
Hinson's "Project Empowerment/ Learning Strategies Plus Speech Recognition
Software" combines the innovative use of speech recognition software with
the teaching of specific learning strategies targeting prewriting, writing,
and the use of the software for students with learning disabilities, orthopedic
impairments, and multiple disabilities. The project aims to increase the
students' written fluency, reading levels, and academic achievement, gives
mainstreamed disabled students extended time to complete their work, and
facilitates their successful transition from high school to college. Through
Project Empowerment, the voices of these students are finally heard.
Vivian Hunt (2002)
Apache Elementary
Peoria, AZ
Hunt's "THRILL Seekers - To Help Readers Is to Love Life" links students
who struggle with reading with tutors recruited from a retirement community,
the Peoria Fire Department, upper-grade students, and parents. Students
receive at least two 30-minute tutoring sessions per week consisting of
word study, guided writing, and reading selections matched to instructional
levels and classroom curriculum. Tutors document progress with lesson
plans recorded in a notebook and implement skill drills or supplemental
classroom reading selections requested by teachers. Tests show that the
average THRILL student gains one year's progress in one semester.
Rhea Steyer (2002)
McKemy Middle School
Tempe, AZ
Steyer's "My, How Things Change!" program introduces students to world
changes and helps them understand the effects such changes have on the
world in which they live. Studying, discussing, and debating events such
as the Industrial Revolution, wars, inventions and discoveries, and social
conditions around the world, students compare and contrast those events
with events happening in their own communities. Through the program, students
recognize positive contributions throughout history, better understand
the importance of human rights and economics in a free society, and discover
the relationship between scientific advancement and an improved society.
Elizabeth Bradshaw (2001)
Mesquite Elementary School
Tucson, Ariz.
Bradshaw's "Hands across the Border" project is a cultural
exchange between Vail, Arizona, and Carbó, Mexico, roughly 200
miles apart on opposite sides of the border. Fifth and sixth graders from
Vail travel to Carbó, where they visit classrooms devoid of technology
and basic supplies and experience home life in the adobe village. In return,
the Vail students host Carbó students at their homes and at school,
where Mexican folk music and dances are shared at a school-wide assembly.
Through the project, students, educators, parents, and community members
work together toward a common goal of learning, mutual respect, and friendship
between two diverse cultures.
Kevin Kehl (2001)
Palo Verde High School
Tucson, Ariz.
Kehl's "Tierra Mojada Environmental Research Center" project
is a living lab that replicates the habitat of Arizona's Sonoran Desert.
Complete with towering saguaro cacti and fragrant creosote bushes, this
habitat illustrates the importance of this fragile land and gives students
the opportunity to conduct water testing and study plants and animals.
Through this, students not only gain valuable hands-on science experience,
but also a better appreciation for endangered and threatened wildlife
and what steps are needed to save them for future generations.
Patricia Kupferer (2000)
Taylor Junior High School
Mesa, AZ
Kupferer's "Computers in Biology" project helps ninth-grade
students become aware of the diversity and uniqueness of organisms in
Arizona and increases their computer literacy. Students research different
organisms and use the information via computers to create a slide show
presentation and Web pages for the school site. They also publish the
information in newsletters and field guides to share with other students
and teachers. Along with gaining valuable computer skills, students also
enhance concepts taught in their taxonomy and ecology units.
Mary Lara (2000)
DeMiguel Elementary School
Flagstaff, AZ
Lara's "Reach for the Stars" project teaches space science
effectively to K-6 students and extends enthusiasm for the subject to
other students, staff, parents, and community members. Students observe
outer space with a 16-foot reflecting telescope, research space science
topics on the Internet, and view lunar samples. The project expands science
knowledge, promotes teamwork and problem solving, and motivates students
to employ math, reading, and writing skills as they conduct research.
Dave Carpenter (1999)
Meyer Elementary
Higley, AZ
Carpenter's "Meyer Reading Rainbow" promotes reading in an entertaining
way throughout the school. The student-produced weekly video program focuses
on students and their books, student council news, and classroom visits.
Students develop both technology-related skills and academic skills.
Julie Larson (1999)
Dr. Daniel Bright Elementary
Cottonwood, AZ
Larson's "Environmental Gardens" project provides hands-on learning
conducive to teamwork. The program involves students, their families,
educators, and the local community. The gardens include habitats for iguanas,
rabbits, desert tortoises, birds, and a fish pond. Additionally, students
and community volunteers maintain butterfly and hummingbird gardens. Aspects
of science are incorporated through research, soil and water analysis,
evaluation of bird and fish adaptations, and the study of weather and
growing zones.
Renee Ciezki (1998)
Ironwood High School
Glendale, AZ
Ciezki's project taught students the skills they need to run their own
business. Students learned desktop publishing skills, which they used
to create products for businesses, community groups, and non-profit organizations.
Terry Haggerty (1998)
Central High School
Phoenix, AZ
Haggerty's Brown Bag Lunch Series was designed to give at-risk students
skills and guidance not received during their normal classes. Through
intramural athletics, guest speakers, and other presentations, students
were taught skills which help them make good decisions about school and
their future.
Carolyn Maxey (1998)
Calabasas Middle School / Rio Rico High School Library
Tubac, AZ
Maxey's project, Community of Learners Technology Initiative, benefited
both the students and the community. The first part of the project required
students to teach computer classes to the community, which has the second
highest unemployment rate in Arizona. The second part of the project brought
business members of the community to teach the students job skills, which
helped them think more about careers and their future.
Sandra Whipple (1997)
Littleton Elementary School
Cashion, AZ
Whipple's project, called PARE (Parents as Reading Educators), is designed
to increase students' reading skills while at the same time increasing
the level of classroom involvement by parents. Parents receive training
on working with their children to complete literary assignments and activities.
Student progress is tracked by meeting monthly reading goals, as well
as state-mandated reading tests.
Kristen Ellis and Sarah Roberts (1996)
V.H. Larson
Phoenix, AZ
Ellis and Roberts created the Positive Reflections Club Entrepreneurial
Program for junior high students to prepare them for the workplace. Through
seven programs ranging from a banking system to a restaurant, students
were exposed to marketing, advertising, and finance. Students experienced
the challenges of business management decisions and analyzed the success
of their programs. Created eight years ago, approximately 100 students
participate in the program annually.
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Diane Montgomery and Cindy Withaker (2007)
Brookland Middle/High School
Brookland, AR
Montgomery and Withaker's program, "International Expo", will expand the knowledge of rural students into global ambassadors. Students will be encouraged to select underdeveloped countries and to search their communities for representatives of these countries. Displays will be built depicting life in these countries and all students' parents and community members will be invited to experience the "International Expo". There will also be an International Bazaar where the proceeds from sales will be donated to a specified non-profit organization. The students will not only learn about life in other countries, but also that students in Arkansas can make a difference in other students' lives.
Amy Smallwood (2007)
Grace Hill Elementary School
Rogers, AR
"Emerald City Garden & Market - Growing Success" is a project developed by Smallwood to provide many opportunities to integrate reading, writing, and the arts for students at Grace Hill Elementary School. With community involvement, the project will look at the business side of agriculture. The "Garden" will also provide a great opportunity for more parental and volunteer involvement. Students will learn through a variety of hands-on activities. They will plant and care for the garden, read books about gardening, keep a journal, and create works of art based on the garden. The students will also measure, graph and look at the garden under microscopes, start a business, produce products from garden items, save and reinvest money, and make a donation to charity. Smallwood hopes that the students will learn many valuable character-building traits in the process. She lives in Rogers.
Charlotte Douglas (2006)
Van Buren High School
Van Buren, AR
Douglas' "Operation MEDS" program is a mini-medical camp that gives students at Van Buren High School their first
introduction to careers in the medical field. In partnership with professionals from Summit Medical Center, Angelcare
Paramedics, the Department of Emergency Management, and the Physicians Council, participants will explore topics from human
anatomy to disaster readiness in professional environments. Other program activities will be brought to life through lecture
opportunities, hands-on lab experiments and on-site visits to clinics, hospitals and nature trails. In addition to learning
the importance of physical health, students will develop valuable relationships in the medical and academic community, and
lay the foundation for cooperative learning skills to be used in the future. The 100 participating students at Van Buren
Junior High and Alternative School will have the chance to prepare for high school-level science classes early through this
one-of-a-kind learning opportunity. Douglas resides in Alma.
Terri Connard (2005)
Conner Jr. High School
McGehee, AR
Located in rural Arkansas, McGehee is a small community without any recreational parks due to a lack of public
funding. Connard recognized an opportunity for her students to use lessons from their geography class to make it happen.
Through the “Snappy Parks: Plotting and Preserving Our Parks” project, students will select a state or national
park to research and work with a park ranger to gather pictures and additional materials. Then, they will analyze and plot
the park on a global positioning system (GPS) unit and create a presentation on why it is a good park. Finally, students will
collaborate and plot a park for the city of McGehee using a GPS unit and present their ideas to the school administration and
City Council to propose the creation of a city park. The project will initially begin with 25 students, but will impact over
200 7th and 8th grade students over time. Using writing, math, presentation and critical thinking skills, the project will
help students use the gift of learning to give a gift back to their own community. Connard lives in Monticello.
Margaret Cupp (2005)
El Dorado, AR
Cupp’s winning program idea, “The KHGA Project,” integrates academics, arts and technology for third
and fourth grade students. The program is targeted to students with low literacy test scores in order to improve their
reading and writing skills. Additional spots will go to students with an interest in broadcast journalism. Students in the
program will research and report on school news and community events for a weekly in-house television news show. They will
learn how to use video and audio equipment and what it takes to produce a television show including the format, content and
name. Although teachers will help the students initially, the goal is for the students to run the production on their own.
Cupp, a resident of El Dorado, hopes the program will equip students with skills they need to be lifelong learners and
productive citizens.
Stacey Tatera (2004)
Arkansas School for the Deaf
Little Rock, AR
Tatera’s “Flex-Abilities: A New Twist on Reading Instruction” program is designed to help progress
the reading and language development skills of students who are deaf or have severe hearing problems. Using Digital FlexCams,
books are brought to life by projecting larger than life images of the book to the entire class. Together, students work with
their teacher on reading, vocabulary and comprehension through a visual, exciting approach. Additionally, students benefit
because teachers, who would normally have to hold the books, can communicate in American Sign Language with both hands
throughout the entirety of the class. Student learning also becomes more hands-on, as they interact with each other to become
more capable, confident readers.
Mary Meacham (2002)
Brinkley High School
Brinkley, AR
Meacham's "Green Thumbs and the Sprouts" is a collaborative project between
a high school environmental/gardening club (the Green Thumbs) and elementary
students (the Sprouts) that turns an unused playground into a garden area.
Students design, plant, and maintain raised plant beds that follow a theme
in reading, math, science, or history, such as a salad garden to harvest
and eat, or a bed focusing on Arkansas farm crops with soybeans and cotton.
High school club members, parents, and community members provide heavy
initial work. The project provides a valuable hands-on learning experience
for students and a way for community volunteers to become involved with
the school.
Melanie Crider (2001)
Black Rock Schools
Black Rock, Ark.
Crider's "LIT2" (Learning and Inquiry through Technology)
project changes the way students receive instruction by emphasizing the
use of technology in the classroom. The goal is to increase exposure to
technology so that each student can benefit from the tools throughout
the day. Students can access the Internet for inquiry-based learning and
use software to improve writing and computation skills. As the teacher
develops projects to guide the process, students become more independently
motivated learners. By integrating technology into the learning environment,
the project helps students stay interested in the curriculum and master
basic skills in active ways.
Norma Williams (2000)
Marmaduke School
Marmaduke, AR
Williams' "Right Reading/Great Writing" project brings junior
high students together with elementary students and senior citizens in
the community. The junior high students read and analyze published short
stories for understanding of writing techniques and application of individual
voice and style. They then interview the younger students and the seniors,
write their own stories using the biographical information, and share
their finished work. Through the project, writing skills are developed,
and understanding is fostered among diverse groups.
Curtis Varnell (1999)
Paris High School
Paris, AR
Varnell's "Study of Arkansas Coal Mines" involves the school
and community through the study of the environmental, economical, and
geological impact of local mining. The program produces an interest in
local history, not just with students but with the community, creating
an awareness in local ecology and environment.
Irina Lyublinskaya (1998)
Arkansas School for Math and Sciences
Hot Springs, AR
Lyublinskaya's project brought elementary and middle school students
to the Arkansas School for Math and Sciences where they conducted hands-on
physics experiments with high school students. A cooperative project,
it increased younger students' interest in science, while at the same
time helping high school students develop critical thinking skills by
designing experiments for children.
Roxie McCain (1997)
Greene County Tech Intermediate
Paragould, AR
McCain's project involves the creation of a two-acre environmental classroom
from an abandoned school landfill, which included a one-acre wooded area.
Designed for sixth grade students, the project provides a coherent program
of math and science. The program helps students develop an understanding
of the natural world, allows them to solve "real life" problems, and challenges
students to work cooperatively by setting goals, stating objectives, determining
priorities, and seeking problem-solving strategies.
James Swim (1997)
Bentonville High School
Bentonville, AR
Swim's project introduces high school students as positive academic role
models for elementary school students. The high school students provide
hands-on science demonstrations to third, fourth and fifth grade students
in the school district. The elementary school students are then given
the e-mail address of the high school students so they can continue to
ask questions and reinforce their learning. Younger students have a person
they have met, worked with, and can ask science related questions
Linda Daves (1996)
Springdale High School
Springdale, AR
Daves created a program for special education students with mental, physical,
and emotional handicaps. Her goal was to prepare students to be knowledgeable,
productive consumers, producers, and citizens by teaching concepts in
economics and business. Through classroom instruction and actual work
experience in classroom businesses, the project involved using skills
such as math, science, and English as students managed their business.
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Jonathan Felix (2007)
68th Street Elementary School
Los Angeles, CA
"Write On!" is a project-based program developed by Felix that integrates writing, English, photography, technology and web design into the teaching curriculum for his third-grade students at 68th Street Elementary School. The students use technology to research, write, edit and create a library of books which are then made available as e-books online. They learn how to use a digital camera, download and edit photographs, create and print pages and publish and upload their books on the Internet. In the past, the students have done all of their work using only one computer. Now, with the funds from ING, they will have the proper technology and software to continue producing their e-books. The technology used in "Write On!" is designed to give the children leverage to express their creativity. According to Felix, the skills that the students learn during the process are invaluable. He hopes that each student will learn that they are bigger than their circumstances and that their ideas have the power to create wealth. Each book that the students produce is sold to their family and friends. With the ING award, not only will Felix's students benefit, but the entire student body and many students will benefit for years to come. Felix resides in Los Angeles.
Virginia Irvin (2007)
Joe Walker Middle School
Lancaster, CA
The goal of Irvin's project is to increase student, family and school communication, improve access to technology, and promote family involvement to keep students and parents actively engaged in school and the community. Her program, "K.I.O.S.K. (Kreating Internet Opportunities for School & Kommunity)", allows parents and students to use English in a Flash technology to build English vocabulary, interpersonal skills, and academic cognitive language. Parents and students also have access to the district Edline portal to check on attendance, grades and homework assignments; are able to communicate with teachers and administrators; and can access the Internet to do
research for school projects and employment, school and community volunteer opportunities. According to Irvin, on average, program users will gain 100 new English vocabulary words per week. As students and parents obtain English proficiency over the course of the project, reading levels and library circulation are expected to show a dramatic increase. Irvin resides in Lancaster.
Kyle Lowry (2007)
Northview High School
Covina, CA
Northview High School's journalism class, led by Lowry, will be introducing something new this year. "Express", an e-zine (online
magazine), will be run by the class. "Express" will allow any student in the school to submit writing, artwork or digital photography. There
are several phases to the project including production of a full-color book of all of the artwork and photographs submitted to the magazine.
The journalism class will have full editing duties and will be designating special topics and themes for the magazine. The class will also be responsible for instructing students on the guidelines and how to submit work. After "Express" has run successfully for several months, Lowry says that any high school in California wishing to participate in this revolutionary project will be welcome to contribute. Lowry resides in Covina.
Martin Teachworth (2007)
La Jolla High School
La Jolla, CA
"The Car Conversion" project, created by Teachworth, will involve students in grades nine through 12 at La Jolla High School. It will allow students to work and lead cross-curricular teams. These teams will form 'company-like' organizations to design and convert vehicles from gas-generated to electric. They will then install photovoltaic panels to help power these vehicles. Students will learn alternatives to fossil fuels for generating electrical power. The simultaneous conversion of two vehicles will allow two major groups of students to work on and develop an efficient electric vehicle. The project will simulate a car company production effort using approximately 381 students from seven different academic and industrial art courses. Teachworth resides in La Mesa.
Kirk Bundy (2006)
Newhart Middle School
Mission Viejo, CA
Bundy's award-winning project, "To Infinity & Beyond: Researching to Podcasting Global Energy Awareness", is a collective
program that involves all students - including special education, average and gifted students. Students in the program at
Shorecliffs Middle School will work in small teams to research today's most critical energy issues and produce audio/video
energy awareness global podcasts. The podcasts will then be researched, scripted and produced by the student teams and will
include information and photos from various websites and video clips. Each team's audio and video podcasts will deliver
important energy awareness messages to their school and overall community on ways they can protect their environment for the
future. Bundy resides in San Juan Capistrano.
Cathleen Meach, Charles Webster, Sandy Paul, Cindy Tobey and Joy Straub (2006)
Vessels Elementary
Cypress, CA
Meach and her team hope the "California Pow Wow" program will break down the walls of traditional classrooms through the use
of modern technologies that connect Northern California students of the Paiute tribe with students in Southern California.
The proposal outlines a plan to utilize web cameras and digital cameras to exchange information about regional geography,
history and customs. A 77" interactive whiteboard would showcase the digital data students collect, while live video footage
would allow them to share anecdotal information about their respective regions and lifestyles. Meach believes this program
can not only help students at Vessels Elementary hone their writing skills, but it can also help eliminate stereotypes among
each group through direct communication. According to Meach, students will create media-rich research reports and provide
reference materials for future fourth-graders at Vessels Elementary and throughout the district.
Maria Shiffer (2006)
Seeley Union Elementary School
Seeley, CA
Shiffer's innovative program idea, "Imperial Valley Desert Ecosystem", is an integration of life and social sciences. The
program involves the study of the local area desert ecosystem and allows students to learn more about the area in which they
live. Students will explore the flora and fauna of the desert as well as conduct research about California Native Americans
that have long lived near the area. The objectives of the study are for students to learn about and re-create a desert
ecosystem on school grounds, research various gardening concepts, and gather information on native plants and animals. The
re-creation of the ecosystem will give students hands-on experience and a chance to study science outside of the classroom.
At the end of the program, participants will take a tour of two local museums to continue the study of the native animals.
Shiffer resides in El Centro.
Claire Stoermer (2006)
Fruitvale Elementary School
Oakland, CA
It is the 100th anniversary of the 1906 earthquake in the San Francisco Bay Area. Stoermer wants to educate her fifth-graders
on how to use The National Energy Education Development (NEED) Project Curriculum, which is linked to the state standards,
through her "Living in the Danger Zone" program. Ninety-five students will research and collect solar-powered tools and
equipment used to sustain life in case of a blackout due to a natural disaster. At the end of mastering the NEED curriculum
and the tools, the students will create PSA's on DVDs to be administered to the community. Students will also develop a Solar
and Safety Brochure explaining how to use each tool and equipment with step-by-step guidance in case of an emergency.
Stoermer resides in Oakland.
Terry Bermudez (2005)
Simonds Elementary School
San Jose, CA
“The Simonds Community Band” project is the brainchild of Bermudez. She has successfully dedicated her time
and energy to help bring together volunteers from the community to help run the program. This unique project is run solely by
these volunteers and provides child musicians of all ages and skills the opportunity to study music together. The project
also helps with the children’s self esteem and leadership skills. Bermudez resides in San Jose.
Eric Cleveland (2005)
New Roads High School
Santa Monica, CA
Cleveland, a teacher at New Roads School, developed the “Tools to Save the Planet Workshop” program to address
the effect that conventional energy sources have on the ecosystem and to explore alternative energy sources. Specifically,
sources involving electricity. In “Workshop,” a daily discussion of newsworthy issues relating to energy will
provide a starting point from which students will develop a comprehensive understanding of conventional and alternative
energy. They will also explore why conservation and the development of sustainable, less toxic energy should be at the
forefront of scientific study. To culminate the intensive study of energy and how to incorporate cleaner energy into their
daily lives, students will share news of their work with the entire student body through science fairs and special
presentations. Parents and the community will learn of the finding s through articles in New Roads publications and the local
newspapers. Cleveland lives in Beverly Hills.
Howard McNair (2005)
Roosevelt High School
Fresno, CA
With childhood obesity on the rise in the U.S., McNair came up with a unique program, “California D.R.E.A.M.
(Diet Right Exercise Assessment Management)ing & See You at the Top,” to help reverse the statistics. The program,
which targets at-risk youth ages 13-18 with a Body Mass Index (BMI) above the 30 percent range, is an interdisciplinary
project that incorporates physical education, nutrition, math and science. Students will learn key behavioral changes such as
increasing their consumption of water and participating in more physical activities – including hiking to the top of
Yosemite ’s Half-Dome. The school does not currently have a fitness center and there isn’t one near the campus.
As a part of the program, McNair plans to create a fitness center where students can get the exercise they need to stay fit
and in turn boost their self esteem. McNair hopes to help the students develop healthy lifestyles that will last throughout
their lives. McNair lives in Clovis.
Joanne da Luz (2005)
Life Learning Academy Charter High School
San Francisco, CA
Life Learning Academy students come from troubled backgrounds and are generally disenchanted with learning. To engage
students, teachers usually collaborate and teach using experiential learning, and modeling learning as it happens in the real
world. Da Luz saw a chance to use geometric and artistic principles and created the “Tessellating Tiles Mosaic
Project” and had her students design a large-scale mosaic, visually enhancing the school’s campus. The project
originated last year with a smaller scale assignment of a 2x2 mosaic, and she recognized the potential interest from students
if the project were to be expanded. Together with the school’s art and construction teachers, 30 students each year
will create a wall-size mosaic. Da Luz, who lives in Orinda, will use the grant funds to invest in materials that will allow
the project to be self-sustaining and beautify the campus year after year.
Barry Scott (2004)
The Camp (at Juvenile Hall)
French Camp, CA
Scott’s program, “Filmmakers Making Changes at Juvenile Hall,” challenges at-risk youth serving time in the
juvenile detention center to direct their energy toward positive and constructive filmmaking activities. Working as teams,
and in individually assigned roles including director, scriptwriter, set designer, cinematographer and editor, students in
the program plan, develop, record and edit videos addressing a variety of topics. After teams have completed production,
students share positive feedback and constructive criticism of the videos. Allowing students a chance to increase their
personal writing, reading, speaking and listening skills, the video projects improve student self-esteem, social awareness
and attitudes toward learning.
Larry Statler (2004)
Santa Teresa Elementary School
San Jose, CA
Statler’s project, “Hands Across the Internet – A Home and School Language Arts Connection,” is
designed to allow students of varying ability levels the opportunity to utilize computer and Internet technology to
communicate with family, friends and school staff, while increasing their personal reading and writing skills. Students in
the Discovery Program, which is a blended classroom of kindergartners and students with severe handicaps, work together on
school projects with the goal of breaking down the barriers of ignorance, prejudice and intolerance. Through providing a
multimedia experience using computers, digital cameras and scanners, and the Internet, students in the program have the
opportunity to display their school accomplishments and maintain a written and pictorial email connection with friends and
relatives anywhere. The project is designed to strengthen the connection between the home and school, while keeping parents
more informed of their child’s progress.
Samantha Allen (2003)
Lincoln Middle School
Santa Monica, CA
Allen's "Paths of Islam" project uses Islamic art to explore
mathematics. During this project, students discover the relationship between
an artistic pattern, a T-chart, a function and a graph. Students explore
various visual patterns and organize the data into T-charts and later
use that information to graph it on the coordinate plane. Students then
are able to create formulas to represent each pattern and graph. Finally
students make their own linear pattern like the ones used in Islamic art
to create their own "path to Islam." Students enjoy using their
artistic and creative talents and applying them through this cross-disciplinary
math project.
Sarah Barten (2003)
James Monroe Elementary
Bermuda Dunes, CA
Barten's "Writing, Integrating Technology" project helps students
improve their writing skills through the use of laptop computers. Through
a word processing program, students learn sentence structure, grammar,
capitalization, punctuation and spelling. The computer program makes it
easy for the children to see their mistakes and work with an editing partner
to correct the errors. Since making corrections is so easy, students are
not intimidated to articulate their ideas. By the end of the school year,
students have developed strong writing skills and are capable of creating
school newsletters and other published materials.
Jorge Cortez (2003)
Juarez-Lincoln Accelerated School
Chula Vista, CA
Cortez's "Learning is Fun, Entirely (LIFE)" program provides
additional literacy instruction for students in need of academic intervention.
Teachers work with these students for at least an hour after school and
help the students work on projects based on identified skill and language
needs. Students are challenged to create projects including a newspaper
of school and community events, writing and directing a theater production,
and Socratic discussions of selected readings. Parent workshops teach
strategies for working at home with students and build a family learning
focus. Participating parents receive gift certificates to educational
stores so they can continue literacy games and projects at home.
Shellie Dansby-Hall (2003)
Thomas A. Edison Elementary School
Altadena, CA
Dansby-Hall's "The Motivation-Mentor-Character Education Study Group"
is designed to motivate students to be successful members of society.
It will provide a positive, nurturing environment, develop positive value
in students' personalities (Character Education), expose students to community
leaders, and help students develop an educational plan for the future.
This program will provide students with many activities, including writing
an educational plan and learning the 6 Pillars of Character through essays
and presentations at various community events. Students will write resumes,
hold a Dress for Success Day, go through a mock interview, and perform
various community service activities. Also part of this program is weekend
study groups designed to improve state standardized test scores.
Margo Schullerts (2002)
Encinal School
Live Oak, CA
Schullerts' "Fort Encinal" is an interactive living history program where
yearlong student research about the Western Movement culminates in a two-day
reenactment of the period. Throughout the year, students study different
aspects of the era with the help of guest speakers, books, videos, and
craft making and earn "money" to use at the group's "trading post." At
the end of the year, students attend the overnight Fort Encinal, where
they participate in Gold Rush era activities such as basket weaving, quilting,
bread baking, butter churning, panning for gold, and singing of period
songs. The program promotes teamwork and learning about history in an
exciting, fun environment.
Sloan Holmes (2001)
West High School
Bakersfield, Calif.
Holmes' "Positive Youth Development Program" is a health advocacy
project that improves the overall well-being of students at West High
and surrounding elementary schools. The campus-wide project involves various
activities: health fair, the creation of a tobacco- and drug-prevention
mural, campaigns to promote healthier diets, a performing arts festival,
and a suicide prevention program. The project also includes trained Student
Health Advocates and the creation of the Tobacco Prevention Puppets, aimed
at K-2 students. As the West High students enhance their school environment
and build relationships with teachers and each other, they improve general
health knowledge and develop strong feelings of connection and belonging.
Susan Mach (2001)
Ontario High School
Ontario, Calif.
Mach's " Art Garden" project is a cooperative garden that includes
both visually appealing landscape architecture and sculpture created by
students. The purpose of the Art Garden is to draw attention to Ontario
High School's Fine Arts program and Earth Club, while beautifying the
entrance to the building. The Garden also benefits students as they earn
Advanced Placement credit and build a portfolio of direct observation
of landscape-based artwork as required by many college-level art programs.
Lynz Mullaney (2001) Blackstock Junior High
Oxnard, Calif.
Mullaney's "Bowling for Brains" project is a highly interactive
series of lessons that shows students how to interpret statistics and
analyze data to recognize how they are used to present hypotheses. The
project introduces students to magazines and Internet polls and applies
scientific thinking to examine how researchers' preconceived notions and
biases affect their conclusions. Students then form hypotheses of their
own and conduct their own surveys in order to prove or disprove their
ideas. The unit ends with a trip to the bowling alley where students are
grouped to test their hypotheses. The project promotes objective thinking
and opens students' eyes to the way statistics can be skewed to meet the
researcher's goals.
Gail Powers (2001)
Valley View Middle School
Simi Valley, Calif.
Powers' "Democracy in Action" is a cooperative project between
several Valley View teachers that simulates a national nominating convention.
As part of the project, students experience the presidential election
process as they read about election history, debate national issues, create
their own platform, and participate in the convention as delegates, pollsters,
speakers, registrars, chairpersons, campaign managers and candidates for
office. During the process, students are able to improve their speaking
and communication skills while learning more about our political process
and how it works.
Torrence Temple (2001)
Shivela Middle School
Murrieta, Calif.
Temple's "Eggs N Science" project is a year-long program in
which students develop a science-based movie starring "Eggs N Science"
– a four-inch tall wooden egg and class mascot. Students first select
a science concept and use it to develop a script for their film. Next,
students form production teams that take on the individual tasks of research,
writing, character casting, prop creation, scheduling, filming, editing,
and planning the premiere. At last, the film is shown to fellow students
and parents. Through it all, students learn lessons in science, writing,
teamwork and technology that will help them throughout their lives.
Marcia Blum (2000)
The Bridge Program
Pleasant Hill, CA
Blum's "Bridge Café Project" is a vocational training
program for Special Education students in Mt. Diablo Unified School District.
Using a complete kitchen and lunchroom in the district's administrative
office building, the program prepares developmentally disabled students
for a full-time community vocational skills program or for competitive
jobs in food preparation. By offering hands-on training in all aspects
of restaurant work, the project helps give these students the experience
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