State of Florida School District Education Foundation Matching Grant Program: A Proven Strategy for Increasing Private-Sector Investment and Involvement in Florida’s Public Schools Contributions are matched dollar-for-dollar to fund locally developed initiatives in one or more of the eligible programmatic areas:

Career/Technical Education Low-Performing Students

Increasing Graduation Rates STEM Education

Literacy Teaching Quality

The School District Education Foundation Matching Grant Program, adopted by the Florida Legislature in 2000, is a cornerstone of the success of Florida’s local education foundations. It is an integral component of our strategy to increase private-sector interest, involvement and investment in advancing student achievement in our schools.

Current legislation specifically states that the funds “are provided as challenge grants to public school district education foundations for programs that serve low-performing students, technical career education, literacy initiatives, Science, Technology, Engineering, Math (STEM) Education initiatives, increased teacher quality and/or increased graduation rates. The amount of each grant shall be equal to the private contribution made to a qualifying public school district education foundation.”

Through the 2017-18 school year, the State of Florida has appropriated nearly $43 million, which has been leveraged with private-sector contributions to total nearly $92 million for eligible local projects. In 2017-2018, the School District Education Foundation Matching Grant Program:

• Saw an investment total of $10,350,884 • $4 million in State allocation was matched with nearly $6.4 million in private-sector investment • 63 school districts participated and 144 projects were funded • 1,121,513 total students impacted, including 23,040 low-performing students • Participating education foundations serve 99% of Florida’s K-12 public school students Leveraging Business, Community and Individual Contributions for Florida’s Students and Teachers Career and Technical Education Education Foundation of Palm Beach County “Medical Academies” The focus of this project was to increase awareness of health education, healthcare careers and job opportunities in the healthcare industry and to demonstrate clinical competency and increased employability skills for middle and high school students in Palm Beach County. Project funding supported additional and upgraded medical equipment and supplies used in the clinical setting, as well as ensured mentor involvement from FAU College of Medicine, University of Miami School of Medicine and Keiser University School of Nursing for the 602 students involved in the program.

In 2017-18, 99% of participating students completed and passed at least one of the following certifications: Emergency Medical Responder, Certified Medical Administrative Assistant, Certified EKG Technician, Patient Care Technician, or Certified Pharmacy Technician.

Quotes from Other CTE Projects: Not only did I have the opportunity to work in the administrative office observing and working with the financial end of the theatre industry but I also had the opportunity to sit in on production meetings and talk and form relationships with professionals in fields I am interested in pursuing. Josh G., Orange County high school student, Orange County Public Schools Internship Program

The magic happens whenever somebody looks at you and says, ‘I believe in you.’ That’s a big part of what we’ve done…Ultimately, it’s more than about jobs. It’s about building a future for young people. Yvonne Frye, Business Partner, Hillsborough’s Career and Technical Education: Career Exploration Program

…it’s a lot easier to find out what you’re interested in during high school…When you graduate, you already have an understanding of what you’re going to do, where you’re going to go, and how you’re going to get there. Student at Bethlehem High School, Holmes County Career and Technical Education

2017-2018 Impact Numbers

Programs covered the range of experiences from initial introductory efforts to increase interest in CTE; to augmented supports for existing programs; to intensive support ensuring increased CTE certification.

Districts are expanding and reaching further with CTE connecting it to graduation and the full engagement of students. Increasing Graduation Rates Glades Education Foundation “AVID About Success” The Glades Education Foundation expanded their AVID (Advancement Via Individual Determination) program by three grade levels this year to include 4th through 10th grade students. In Glades County, this project supports teacher professional development, mentoring services and classroom activities that offer support that educators and students need to be college and career ready by high school graduation. These activities center around the use of organizational tools, assignment management, and awareness of post-secondary career and education options. The overall goal of AVID About Success is to increase graduation rates in Glades County, as well as to increase the number of students who seek post-secondary education. “AVID has had such a great impact on my life. Things we do in AVID keep me 100% of the 277 participating students made progress organized and help me keep my grades up, toward graduating from high school. such as Tutorial Request Forms. TRFs are a great way to bond and get help from peers; a great way to understand.” 7th grade student at West Glades School “AVID has helped me with so many things: public speaking, working in groups, organizational skills, grades, discipline, and most important, career and college readiness. I remember the first day of AVID you broke down the basics and then about five to six weeks later we started doing the TRFs. I am currently in AVID and don’t plan on leaving anytime soon. I plan on continuing AVID for the rest of my high school career. I thank you for AVID!” 9th grade student at West Glades School Other Projects:

9th grade career lab, Champions for Student tour of Miami-Dade College, Learning’s (Collier) Real World Learning Model: Monroe County Education Foundation’s College & Career Prep Program Take Stock in Children Program Increasing Graduation Rates

2017-2018 Impact Numbers

Building on the work already in place, these investments get and keep students on track for graduation.

24 different projects for $36/student in state funds. Literacy Gilchrist County Schools “Improving Early Literacy”

This project supplemented literacy and early learning opportunities for targeted students at two Title I, high-poverty schools in Gilchrist County. Students participating in Voluntary Pre-Kindergarten Programs were offered after school literacy and other academic opportunities immediately following their VPK program.

100% of participating students improved their Florida VPK Assessment scores and deemed ready for Kindergarten.

Quotes from Other Literacy Projects:

When I started working with Alex, his vocabulary was very limited (he didn’t even know what the word “vocabulary” meant). In our last few sessions, what we’re learning seems to have really clicked for Alex and he is able to recall definitions quickly and verbatim. He even knows what “vocabulary” means now, and I can sense his pride in how much he’s learning and recalling. Sometimes he even guesses the definition before I tell him, which shows me that his confidence is building and he’s able to problem solve to arrive at an answer. Read2Succeed Volunteer at Riverdale Elementary School, Foundation for Orange County Public Schools

I do feel that DBQ [document-based question] has helped me in writing. Putting together different pieces into one essay is a skill I’ve picked up mostly from doing DBQ. Student participant, The DBQ Project: Supporting Students to Read Smart, Think Straight and Write Clearly, Charlotte Local Education Foundation

Our lowest students that attended and needed the gaps filled of those basic skills had those needs met. Teacher, AmeriCorps Polk Reads Program, Polk Education Foundation Literacy

2017-2018 Impact Numbers

51different projects improved reading skills measured on standardized tests for 93,235 students at a cost of $15/student in state dollars.

44% of students improved their score on standardized reading skills test. Low-Performing Students Pasco Education Foundation “Ready for Success: College, Career and Life”

STEM-focused projects provided resources, materials and guidance to promote high academic performance for K-12 students in Title I schools in Pasco County. Classroom projects promoted hands-on learning, cross curriculum project-based learning, critical thinking and problem-solving skills.

83% of participating low-performing students improved their grade in science and math

Other Low-Performing Students Projects:

The outdoor classroom is a good use of resources to teach us the wonders of sus- tainability and chemistry. Student at Taylor County High School, Taylor County Education Foundation

Lee County’s Dancing Classrooms project reports a Orange County’s Find Your Voice program saw 87% 90% improvement in student behavior improvement in attendance and discipline referrals in participating girls Low-Performing Students

2017-2018 Impact Numbers

These projects represented some of the most focused work ranging from one- on-one support, to technology innovations, to interventions addressing barriers to school success.

Consistently these efforts were able to deepen interest, engagement, and achievement as measured by direct outcomes relevant to each effort. STEM Education Clay County Education Foundation “Building Community Through STEM Microfarms”

MicroFarms were developed at four low-performing schools in Clay County. Through this initiative, cross curriculum, integrated STEM units were implemented across all grade levels in each school garden, including education on agriscience, healthy eating, information on STEM careers, and STEM-related curriculum activities.

45% of participating students engaged in extra- curricular STEM programs

Other STEM Projects:

We had a test on ecosystems and I thought back Robotics has impacted my academic career by to the field trip and remembered all of them. opening a door that I never knew existed. Moody Elementary student, Manatee Student, Pahokee Middle School Education Foundation’s Nature’s Robotics Program, Education Academy STEM Trip Foundation of Palm Beach County

Nassau County’s Ready to Rumble! Project funded three new elementary robotics programs this year STEM Education

2017-2018 Impact Numbers

57 different initiatives increased interest in STEM education for more than 83,534 students at a cost of $9/student in state dollars.

Doing deep STEM work requires materials and technology and these grants show a consistent pattern of jump-starting efforts to acquire the materials to do great work. Teaching Quality The Foundation for Lee County Public Schools “Collegium for the Advancement of Education”

Collegium for the Advancement of Education is a program that shares best practices for excellence in teaching based on the integration of the Sterling and Glasser models of Quality Model Training. Teachers trained in this philosophy develop ways to examine data, set and monitor goals, and integrate quality tools into the classroom, as well as strategies for increasing student achievement by helping students to self-evaluate and make responsible choices. Teacher quote: “The collegium was more than just a class. I felt like I got to make strong connections with other teachers throughout the district and that will be very powerful.”

100% of teachers increased their ability to teach to the Florida Standards

Quotes from Other Teaching Quality Projects: The best part of this was having the opportunity to step outside my tiny teaching bubble and learn some awesome new teaching skills and techniques. Teacher participant in Alachua’s Peers in Public Practice program

Diego…was really drifting through Algebra disinterested for part of this year. He didn’t seem to have the drive or excitement of other students and I was having a hard time finding a way to motivate him. Following this lesson, things changed for Diego. The engaging context of launching projectiles from catapults and modeling meaningful data hooked Diego. Following this lesson, he quickly started improving in Algebra 1 overall. These kinds of problem-based learning opportunities are exactly what children like Diego need to get excited about education. I wish that schools had the budget available to do much more in the way of hands-on problem-based learning. Adapter Grant Recipient Teacher, Miami- Dade’s Ideas with IMPACT Program Teaching Quality

2017-2018 Impact Numbers

In initiatives to improve instruction and support teacher development, local education foundations augmented district efforts and improved attitude toward teaching for nearly 11,000 teachers in 31 counties across Florida

Districts deepened knowledge of how to support teachers and increased the use of standardized measures for observing and measuring teacher effectiveness. Classroom Grants and Teaching Supply Stores

I visited the market yesterday and got so many needed supplies! Last year, I personally spent more than $50 JUST on pencils! This has saved me so much money that I can now use to support my students in different ways. We are able to do projects that would have been a hardship for them (or my pocketbook) before, but we can now make colorful posters and manipulatives that are so helpful in enhancing their learning. Polk County teacher, Polk Education Foundation’s Free Teacher Market Grants

With the new … Standards, I felt it important to increase the opportunities for my students to participate in hands-on science, technology, engineering and math activities. I will be able to give them experiences that they otherwise would not have. They will be learning to observe by using their senses, as well as being able to explore and create with the variety of activities. In addition, I will be able to add to the Science Center whereby my students will have fun building, designing and engineering using manipulative that will invite them to explore and increase their fine motor skills. As I have low income and English Language Learners, this grant will provide those props and concrete items to manipulate, to work independently as well as work with others to increase their vocabulary. Pinellas County teacher, Pinellas Education Foundation’s Advancing Innovative Minds

Bay Education Foundation’s Expressway to Excellence teacher grant program focused on projects with a literacy or STEM emphasis. In the Excellence in Education category, projects addressed Florida Standards and/or school improvement goals. Their Literacy Through the Visual Arts and Arts Alive projects integrated visual arts with traditional curriculum to increase student achievement. STEM Grants directly affected learning in the STEM disciplines in Title I schools. Their CEC Pankhurst Grants assisted learning among students with disabilities. This program saw 77% student improvement in reading skills tests and 85% improvement in STEM scores for participating students. Classroom Grants and Teaching Supply Stores

My instructional delivery was more dynamic this year because of the resources provided through this grant. This year, our 6th grade students were able to explore and learn with technology that is not available at most elementary schools. Coding/ programming and flying drones is not easy, but our students learned how to overcome new challenges and foster a growth mindset Brevard County teacher, Brevard Schools Foundation’s Bright Ideas Classroom Grants

Marion County’s Tools 4 Teaching program partnered with Lake Weir High School’s Logistics and Distribution Program to order and distribute classroom supplies online to 12 schools more than 18 miles away from the physical store. Teacher survey results indicate that access to needed school supplies helped students earn better grades for 85% of teacher respondents and 94% of teachers reported that having necessary supplies helped them teach to the Florida Standards. School District Education Foundation Matching Grant Program Program Implementation Details

History Local education foundations came into existence with the help of Florida Commissioner of Education Betty Castor who, in 1984, came forward with legislation allowing the establishment of one direct support, nonprofit organization (DS0) to be aligned with each of Florida’s 67 county-wide public school districts. Governor Bob Martinez signed the bill into law (FSS 1001.453). Today there are 64 local education foundations served by the Consortium of Florida Education Foundations (CFEF), some structured as DSOs and others with more autonomous governance, but all dedicated to supporting students, teachers and schools in their local school district.

The CFEF maximizes the individual and colective strength of Florida local education foundations to support local partners and schools. The CFEF’s member foundations serve 99% of Florida’s 2.8 million K-12 student population and are led by 1,100 business and community board members who collectively raise $64 million annually for initiatives when school budgets fall short and tax dollars will not allow. The CFEF serves as the primary link between local education foundations and regional, statewide and national partners. The CFEF leverages those relationships and creates partnerships with businesses and foundations that impact students and strengthens cooperation between the private-sector and Florida’s public schools.

Background and Program Summary The CFEF directly administers the School District Education Foundation Matching Grant Program (SDEFMG) on a yearly basis, from July 1 through June 30 of each grant cycle. The SDEFMG Program is designed to increase private-sector investment in Florida’s K-12 public education. After raising funds from business, individual, civic organization and foundation contributions, each local education foundation aligned with Florida’s 67 county-wide school districts is invited to access the matching funds annually through the CFEF for the following eligible programmatic areas: Literacy, Support for Low-Performing Students, STEM (Science, Technology, Engineering & Math) Education, Career/Technical Education, Increasing Graduation Rates and Teaching Quality. The CFEF acts as more than a fiscal agent for the program, providing full support through dedicated staff:

CFEF Director of Programs: • Oversees the implementation of the SDEFMG Program • Provides support to local education foundations in meeting the eligibility requirements for participation • Coordinates appropriate trainings to support the SDEFMG Program • Maintains online grant portal • Develops member resources, including best practices, how-to manuals and promotional materials highlighting projects for the SDEFMG CFEF President: • Ensures all state regulations related to the SDEFMG Program are met • Works collaboratively with state education leaders to ensure that the program reflects the overall needs of Florida’s K-12 public school students and the programmatic priorities currently reflect the need • Provides ongoing outreach and support for all school districts and foundations to ensure they are positioned to engage their local businesses and community members through their local education foundation to access the matching grant each year • Provides on-site support to rural local education foundations to develop an eligible program that supports the needs of the local community

CFEF Administrative Assistant & Events Coordinator: • Performs communications functions to members on key components of the SDEFMG Program • Manages contact databases • Prepares packets for meetings • Proofreads and edits material for grammatical and factual accuracy

Program Proviso Language 100 SPECIAL CATEGORIES GRANTS AND AIDS - SCHOOL DISTRICT MATCHING GRANTS PROGRAM FROM GENERAL REVENUE FUND . . . . . 4,000,000

Funds in Specific Appropriation 100 are provided as challenge grants to public school district education foundations for programs that serve low-performing students, technical career education, literacy initiatives, Science, Technology, Engineering, Math (STEM) Education initiatives, increased teacher quality and/or increased graduation rates. The amount of each grant shall be equal to the private contribution made to a qualifying public school district education foundation. In-kind contributions shall not be considered for matching purposes. Administrative costs for the program shall not exceed five percent.

Before any funds provided in Specific Appropriation 100 may be disbursed to any public school district education foundation, the public school district foundation must certify to the Commissioner of Education that the private cash has actually been received by the public school education foundation seeking matching funds. The Consortium of Florida Education Foundations shall be the fiscal agent for this program.

Program Implementation/ Scope of Work The administration of the SDEFMG Program is an ongoing process that includes many steps and constant oversight. The following are the detailed steps of administering the grant to all local education foundations in Florida.

Determine Allocations for All 67 County-Wide School District Local Education Foundations Once notified of appropriated amount, allocations per county is determined. Each district is eligible for a base amount of $10,000. The remaining funding is allocated based on a distribution formula using the most recent Full Time Equivalent (FTE) student count according to the Florida Department of Education. The $10,000 base plus the FTE percentage comprises the total allocation and is offered to the districts to match dollar-for-dollar with private-sector funding. Notify All Districts of the Opportunity to Participate In the spring, the CFEF communicates with all school districts regarding the opportunity to participate in the SDEFMG Program for the upcoming grant cycle. All local education foundations and, in the absence of a foundation, district superintendents are notified. The CFEF makes the notification in anticipation of funding to ensure that, if appropriated, counties that are interested in participating understand the necessary requirements and timeline to do so. All proposed projects must fall within one or more of the six state assigned programmatic areas: Literacy, Support for Low-Performing Students, Increasing Graduation Rates, STEM, Career/Technical Education and Teacher Quality. Should they choose to apply for a grant, a representative of that foundation and/or district must participate in an online training.

If requested, the CFEF president will visit districts, making presentations on the program demonstrating how to start the process of accessing the grant. CFEF services also include consultation with local education foundation board and community members to assist in planning activities to allow all districts an opportunity to participate in the opportunity and technical support in establishing a 501(c)3 local education foundation for their school district as provided for by statute.

Hold Online, Webinar-Based Training Sessions for Program Participants In the summer months, six training sessions are held that provide a broad program overview as well as a step -by-step description of how to apply, the program timeline, eligibility requirements, allowable and unallowable expenses, available resources, project examples, reporting requirements and more. Each participant is provided with a copy of the training materials and a handout containing allocations, program overview, timeline, guidelines, policies and procedures, requirement check-off form and application and final report templates.

All participants can view the recorded training session in the Members Area of our online Member Resource Library at www.educationfoundationsfl.org.

Participating Foundations Submit Certification Forms Documenting the Dollar-for-Dollar Match If an education foundation or district chooses to participate in the program, they must submit a Certification of Cash Received form by the deadline stated in the program timeline. This is a form stating the privatesector funding has been secured to match the allocated state funding dollar-for-dollar for activities or programs to improve academic achievement of Literacy, Increasing Graduation Rates, Career/Technical Education, Support for Low-Performing Students, Science Technology Engineering and Math (STEM) Education, and Teaching Quality in public schools.

When submitting applications in the CFEF online grants management platform, participants provide a list of where the matching dollars originate to ensure that the funding does come from private-sector funders.

Submit Online Grant Application All participants are required to submit their grant applications using the online grant system. Participants are provided a login and password (one per district) where they have the ability to complete their application and manage it on an on-going basis. The CFEF program coordinator monitors all website activity and handles the administrative back-end of the grant process by assigning administrative capabilities, inputting budget caps per district, reviewing any application amendments and reviewing evaluation plans of each project.

CFEF First Quarter Deliverables Due The CFEF submits project deliverables each quarter as agreed upon in the Project Performance and Accountability section of the state grant application. First Quarter Deliverables are due September 30 of the grant year and include evidence of: updated grant management portal; program materials and requirements; announcements of program availability; participant training; and Certification of Cash Received Forms received by all participating counties. Peer Review Process Once the application deadline passes, the program coordinator implements a peer review process of each application. Each application is reviewed by the program coordinator to ensure that it is complete and has a clear evaluation plan. Then it is sent out for review by a colleague from another education foundation in a different part of the state. Peers are allowed to review applications because this is a non-competitive grant process and all reviewers benefit from reading applications from other counties.

The review consists of questions that ensure that all applications adhere to the grant guidelines by having a clear explanation of their project plan, measurable need and evaluation plan as well as a clear timeline for implementation. Records are kept of each project review. If an application had any narrative feedback, the program coordinator forwards that information on to the applicant for their consideration. If any questions arise as to the eligibility of a project, the application will get a third review by the president of the CFEF to ensure that there is consensus on project eligibility for matching funds.

Grant Application Review Questions: 1. Is the need for this project clearly stated, relative and important? 2. Are the project goals and objectives clear and measurable? 3. Is the timeline for the completion of project activities reasonable? 4. If this is a reading program, is the training scientifically researched-based? 5. Is the evaluation plan articulated and reasonable for the project scope? 6. Are the descriptions of how outcomes will be measured reasonable and applicable to the project scope? 7. If the applicant has chosen to measure an outcome(s) not pre-listed in the application (if they chose “Other measure”), does it measure a change in behavior, knowledge, skill or attitude related to the specified project priority area(s)? 8. Is the budget reasonable for the scope of the project? 9. Does the budget contain ONLY allowable expenses? (Administrative expenses, capital improvements, support of interscholastic athletics, refreshments, decorative items, awards for outstanding service, and the entertainment of dignitaries are NOT allowed.) 10. Would you recommend this grant for funding? If not, please explain.

Receive 60% of State Funding to Disburse to Participants In the first quarter, the CFEF receives 60% of the total appropriated amount from the state. The CFEF takes a 5% administration fee, and the remainder is disbursed to local education foundations for their projects.

Second Round Allocations Each county-wide local education foundation receives an initial allocation for the SDEFMG Program. Some counties will choose not to participate and some will not be able to raise the full match, allowing them to accept only a portion of their allocation. The funding that is not certified by the original deadline is rolled into a Second Round allocation to all foundations that participated in first round and indicated interest in any second round funds that may become available.

The Second Round allocations are based solely on a percentage of FTE. There is no base amount applied to the second round allocations. Each foundation must certify that they can match this second round amount in addition to their first round allocation. For example, if a county is allocated $12,000 in round one and offered $5,000 in second round, they must document that they can match the entire $17,000 with private funding. With the addition of second round funding, applicants may amend their existing project budgets to reflect the additional funding and have their budgets reviewed by the CFEF, or they may apply for a new project and go through the full peer review process.

CFEF Second Quarter Deliverables Due Second quarter deliverables are due December 30 of the grant year. Deliverables are specified in the Project Performance and Accountability form and include evidence of: peer review process; Second Round allocation process; professional development training to CFEF members; and CFEF audit process.

Sub-Grantee Mid-Year Reports In January of each year, program participants are required to submit a Mid-Year Report to the CFEF through the online grants management platform. The Mid-Year Report asks for the amount that has been disbursed to date, the progress being made on the approved project and the plans for remaining disbursement. This information is used to generate an expenditure report that is submitted to the FDOE as part of the CFEF’s project deliverables. Each participating foundation/district must complete the report, and the CFEF’s Shared Revenue Policy states that they must complete the form by the deadline or forego participation in the next grant cycle.

CFEF Overall Mid-Year Report The CFEF compiles the information from participants’ Mid-Year Reports and sends an overall report to the Florida Department of Education as part of the project deliverables. The report includes photos, press releases and testimonials as part of the program impact. Since the projects are generally not completed until June, the information will provide a snapshot of project implementation and the progress made to date.

Receive 40% of State Funding to Disburse to Participants The CFEF receives the remaining 40% of state appropriated funding in the third quarter (typically in January) and, after taking the 5% administration fee, the CFEF disburses the remaining funds to all participating foundations in the amounts of the remaining allocations (minus first disbursements). At this point, all funds will have been disbursed.

CFEF Third Quarter Deliverables Due Third quarter deliverables are due March 30 of the grant year. Deliverables are specified in the Project Performance and Accountability form and include evidence of: mid-year reporting process; and professional development opportunities to CFEF members.

Annual Meeting Information At the CFEF’s Annual Membership Meeting held in June, a portion of the meeting is reserved for an overview of the SDEFMG: program highlights from the current year; discussion on best practices for the upcoming year; resources available and forms pertaining to the upcoming grant year; and presentation from members on successful projects. A portion of these activities relate to the next grant cycle in order to prepare participants should the funding be available for the next grant year. The CFEF conducts these on-going activities in anticipation of funding to ensure that all participants are aware of program requirements.

Collect Sub-Grantee Final Project Reports In May of each year, program participants may begin to enter their Final Reports in the online grant portal, one report per funded project. If a member foundation has one funded project they complete one Final Report, if they have four projects, they complete four Final Reports. All project reports are reviewed by the CFEF program coordinator for completeness, content and adherence to fiscal requirements. The CFEF performs a financial spot-check of ten percent of funded projects, requiring these participants to submit expenditure receipts to correspond with their stated final expenditure report. All Final Reports for funded projects are due June 30 of each year. Compile Overall Program Report Once all sub-grantee final project reports have been collected, they are compiled into an overall program report that is submitted to the Florida Department of Education as proof of performance through the year. The overall program report will include detailed information on each funded project along with statewide highlights.

CFEF Fourth Quarter Deliverables Due Fourth quarter deliverables are due June 30 of the grant year as specified in the Project Performance and Accountability form and include evidence of: final reporting process; and professional development opportunities to CFEF members.

Development and Maintenance of Online Grant Portal Throughout the grant cycle there are many steps that need to be completed on the administrative side of the online web portal to ensure that content stays current and reflects the priorities set forth in the proviso language. Parameters need to be manually set to ensure that all projects have budget limits and that access to modifying applications is monitored. The CFEF is alerted to all project updates through email notifications from the online system. Maintenance of the online grant portal is an on-going process throughout the year.

Some outcomes reported may not reflect actual individual classroom project achievements. Outcomes in this report are aggregated by district project where highly varied metrics may be used at the classroom level and therefore, difficult or impossible to combine in a meaningful statistic. Project Title: Catalyst For Change

Foundation: The Education Foundation of Alachua County

Project Abstract:

The Education Foundation of Alachua County Awarded seven Catalyst for Change Grants out of 13 applications received, and one district-level project. These grants were given to teachers and administrators whose grants demonstrated innovation and attempted to affect changes in the areas of: Literacy, Low-Performing Students, STEM Education and/or Teaching Quality.

Project Summary: Seven Catalyst for Change Grants and one district-level project were awarded through the C atalyst for Change Grant program. Some of the most notable projects included:

The "Helping Lowest Quartile Reading Students"project at Lincoln Middle School, addressed lowest quartile student literacy skills through collaboration with The American Reading Company.

The "Planting Partners: Interdisciplinary Community Garden" program at Oakview Middle School addressed STEM Education, Low Performing Students, Career and Tech Education as well as Literacy. Seventh grade students constructed and tended to a community garden, while learning skills through accompanying tasks such as reading the novel "Seedfolks" and learning how to use Photoshop/Illustrator to create materials for the garden. Students loved tilling the soil and growing their plants from seeds. They collected insect specimens, gathered data about soil composition and weather, tracked the growth of their plants, and the CTE students participated in “genius hour” expert projects to research a garden topic of their choice. They also documented their garden journey with the cameras purchased by the grant. Many students came in during lunch and after school to continue working in the garden. Some students created decorations to place in their areas, and planted specific plants to attract pollinators. They kept a compost pile and monitored its status by taking temperature readings and logging the types of insect activity they observed. They researched plant life cycles and created digital infographics to present their work. They talked about food deserts and calculated population density in their math classes. In Civics, they talked about community involvement and civic duty.

Littlewood Elementary "Stem Learners: The Next Generation of Engineers"--The goal of this project was to expose our primary students to a variety of skills and STEM occupations.

The Glenn Springs "The Inclination Project”put 800 books in five third grade classrooms, providing students with high- quality books and series, and in turn, increasing reading levels and reading independence. Reluctant readers were shown books of their choice and on their level, which made them eager to read more. According to beginning of the year parent surveys taken in September 2017, students read independently outside of school an average of 15-20 minutes. After the library was introduced to the third grade students, students read independently outside of school an average of 30 minutes – 1 hour; this is a 50%-200% increase in eight months. Beginning of the year parent surveys report that 29% of parents felt that their children were motivated to read independently. End of the year parent surveys report that 91% felt that their children were motivated to read independently. The Inclination Project library has significantly impacted students’ motivation to read and empowered them to search for books that are just right for them.

Outcomes: Career/Technical Education 97% of student participants completed and passed career/technical education certification

Literacy 87% of student participants improved in a standardized writing skills test(s) 78% of student participants showed increased participation in reading 49% of student participants improved in a standardized reading skills test(s)

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Low-Performing Students 37% of student participants improved their grade in specific subject area

STEM Education 51% of student participants improved their grade in STEM subject area 20% of student participants showed increased interest in pursuing STEM career 9% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 94% of teacher participants demonstrated change in or increased use of effective instructional strategies 80% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 81% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: CTE students took their certification exams through Certiport.

Literacy outcomes were measured through library circulation data using the Book Retriever App. The increase in minutes spent reading independently was measured through end of the year parent surveys. The increase in student reading level on skills tests was measured through IStation ISIP reports and District AIMS tests. The students who increased their grade in reading was measured by comparing quarter 1 grades to quarter 3 report card grades.

Low-performing student outcomes were measured through District Progress Monitoring Assessments (AIMS).

STEM outcomes were measured using scores from the Florida Standards Assessment and AIMS.

Teaching quality outcomes were measured through a questionnaire following Professional Development sessions and Model Lesson Studies. AIMS quarterly data was provided to teachers to analyze class and student progress against mathematics standards and the district level of proficiency. Participation logs indicated all teachers were engaged in the professional development sessions and collaborative PLCs. FSA final mathematics results from 2016-2017 and 2017-2018. FSA mathematics scores indicated mastery of the 2017-2018 Florida State Standards.

Grades Address: K-8 Private-Sector Investment: $36,254

Low-Performing Students: 100 State Matching Amount: $33,088

Total Students Impacted: 2,040 Total Project Investment: $69,342

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: ElevatED

Foundation: The Education Foundation of Alachua County

Project Abstract:

ElevatEd is a professional teacher development conference run in partnership with The Education Foundation of Alachua County and the Professional Development Department of the Alachua County School Board. Teachers from around the county attended a one day conference that included two keynote addresses from nationally acclaimed educators as well as breakout sessions with those keynonte speaker. Teachers also had the option to attend breakout sessions led by handpicked instructors from Alachua County Public Schools covering a wide range of topics.

Project Summary: The ElevatEd Conference is a teacher-led conference where teachers from across the district have an opportunity to collaborate through breakout sessions and hear from keynote speakers on professional development topics. The conference drew topics of discussion, ideas, and session leaders from a select group of highly effective teachers and former teachers (now administrators). This year, the keynote speakers were 2017 Florida Teacher of the Year Jessica Solano acclaimed author of "The Growth Mindset" Annie Brock. The main topic of focus was The Growth Mindset, an acclaimed theory that deals with the ways teachers build up and teach their students how to succeed and grow. Every teacher was also provided with a copy of Ms. Brock's book for their own personal use.

ACPS Teacher Sessions covered the following topics: • Building Classroom Community with Morning Meetings • Secondary Classroom Management for Teachers who Want to have Fun • Student-Centered Learning: A Practical Approach • Teaching, Technology, and Grants—Oh My! • Elementary Classroom Management 101 • Bringing Math to Life with Problem-Based and Project-Based Learning • Co-teaching: Collaborating for Student Success • Trauma, Stress, and Learning: Understanding the Student Experience

Outcomes: Teaching Quality 88% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Participants were sent an online post-conference survey that asked a number of questions with different answer formats.

Grades Address: K-12 Private-Sector Investment: $4,990

Low-Performing Students: NA State Matching Amount: $4,886

Total Students Impacted: NA Total Project Investment: $9,876

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Peers in Public Practice

Foundation: The Education Foundation of Alachua County

Project Abstract:

Peers in Public Practice is a teacher observation program where The Education Foundation of Alachua County works with an individual school to host beginner teachers from around the county for an entire day of classroom observation and group debriefs all with the goal of exposing new teachers to new teaching environments, techniques and strategies along with fostering a sense of community and camaraderie within the ACPS Teachers and Administrators.

Project Summary: The Education Foundation, Archer Elementary School, Oak View Middle School and the Alachua County Public Schools worked together to select the participants as well as the teachers who were observed in their classrooms. Archer Elementary and Oak View Middle Schools selected their highly effective teachers to be observed while participating teachers were either selected by their principals or expressed interest individually after an information campaign was sent out to the schools notifying them of the opportunity to participate in the program. At Archer Elementary, 19 teachers came from across the district to observe 12 highly effective teachers. At Oak View Middle School, seven new teachers came from across the district to observe 11 highly effective teachers over three sessions.

The observation schedule was as follows: Teachers arrived at 9 am for a brief morning planning meeting before heading to their first classroom observation. Teachers observed three separate classrooms and also participated in a professional development seminar that highlighted the specific topic of discussion that that days agenda. This was all concluded by a debrief session where the observing teachers could sit down one on one with the highly effective teachers and discuss, ask questions and wrap up conclusions/ observations from the day.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Participating teachers were asked to complete a pre and post survey indicating these outcome measures.

Grades Address: K-12 Private-Sector Investment: $5,538

Low-Performing Students: NA State Matching Amount: $5,442

Total Students Impacted: NA Total Project Investment: $10,980

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Destination Graduation

Foundation: Baker County Education Foundation

Project Abstract:

The goal of this project was to increase the high school graduation rate and promotion to the next grade level with a focus on students who were low performing academically. Students who were over-age and behind in their school grade levels were identified and grouped in classrooms with various grade levels. The instruction is differentiated to meet the needs of individual students. Students work independently in all subject areas with a focus on credits that the student has previously failed.

Project Summary: This project supported three different programs at the high school level that utilize the Plato Courseware Program: Opportunity School, Alternative School, and Credit Recovery Classes during and after school. These programs have experienced significant success with potential dropout students, as well as students behind academically. These students have earned high school credits needed for graduation. Reading is a vital part of this project, as students must be able to work independently and progress at their own pace. With students being able to recover credits they previously failed, they are encouraged and motivated to work harder and achieve success. Plato also assists the student in preparing for assessments (EOC Exams, FSA, GED, etc.) required for earning a diploma. There were three significant measurable outcomes that we experienced this school year: more than 50% of the low-performing participants improved their overall grades in school; 87% of the high school seniors in this program successfully graduated from high school; and 78% of the project participants made progress toward graduating from high school.

Outcomes: Increasing Graduation Rates 87% of high school senior project participants graduated from high school 78% of student participants made progress toward graduating high school

Low-Performing Students 50% of student participants improved their grade in specific subject area 50% of student participants improved their overall grade(s) in school

How Outcomes were Measured: Outcomes were measured through test scores from Plato, promotion to the next grade level, credits attempted, credits recovered, numbers of seniors graduating, and student grades.

Grades Address: 9-12 Private-Sector Investment: $6,213

Low-Performing Students: 120 State Matching Amount: $6,213

Total Students Impacted: 120 Total Project Investment: $12,425

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Education Enhancement Grants

Foundation: Baker County Education Foundation

Project Abstract:

Mini-grants were written by teachers and school leaders to fund individual classroom projects, as well as school and/or district-wide projects. These mini-grants specifically impact the areas of science, technology, math and reading and play a significant role in helping to improve literacy. These mini-grants afford teachers and school leaders the opportunity to enhance the curriculum with alternative means of presenting materials to struggling students. Teacher, school, and district mini-grants not only have a positive effect on student achievement, but they also boost the morale of the teachers and school staff receiving them. They help to make learning fun and more interesting for our students. These grants also provide a more "hand-on" approach to learning and help to actively engage our students.

Project Summary: Our mini-grants have a great impact on the learning environment of the classroom. They are especially beneficial in engaging our low-performing students in classroom activities. We have a variety of projects that help to spark the interests of a diverse population of students. Some of these projects include expanding classroom libraries which places an emphasis on improving literacy. The purchase of classroom manipulatives, science equipment, classroom kits, and technology items such as iPads, help to place a focus in the subject areas of science, technology, and math. These grants also help sustain programs used throughout the school through computer software that is utilized throughout individual schools. These mini-grants are the "icing on the cake" for the classroom settings.

Outcomes: Literacy 49% of student participants improved in a standardized reading skills test(s) 42% of student participants showed increased participation in reading

Low-Performing Students 29% of student participants improved their grade in specific subject area 14% of student participants showed improved attendance or reduced behavior incidents at school 11% of student participants improved their overall grade(s) in school

STEM Education 100% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured through STAR Tests, student survey on interest in reading, classroom observations, weekly tests, standardized reading tests, Follett Destiny, and benchmark tests.

Outcomes for low performing students included math grades, New Blazer Book Challenge, Follett Destiny, Scholastic Scope Assignments, Coach Practice Test, STAR Math, STAR Early Literacy, and benchmark tests.

STEM outcomes were measured through pre/post tests, STAR Testing, student surveys, weekly tests, observations, ability to pass Industry Certification, USA Test Prep, benchmark tests, and Hands-On Demonstration.

Grades Address: PreK-12 Private-Sector Investment: $9,485

Low-Performing Students: 1,085 State Matching Amount: $9,369

Total Students Impacted: 3,017 Total Project Investment: $18,855

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Catch 'Em and Keep 'Em

Foundation: Bay Education Foundation

Project Abstract:

Catch 'Em and Keep 'Em is a program designed to support local and state efforts to recruit, recognize, and retain quality educators in the public schools of Bay County. Recognition is a key factor in employee retention, and our local and state programs to recognize outstanding educators is second to none with public events celebrating the accomplishments of educators selected by their peers as Teachers of the Year and Support Employees of the Year at their respective schools. Retention is further enhanced with a tuition assistance program which provides financial support to employees returning to college to enhance their skills. As well, we help support to the annual district-wide reading conference which provides continuing education in literacy for local educators. This is a voluntary event which is well-attended each year. As a tourist destination, we offer an exceptional quality of life for employees. With the sixth lowest school property tax burden in the state, we do NOT offer exceptional salaries to our employees. The Foundation's efforts in this project are designed to provide much needed recruitment tools, recognition programs, and retention activities to encourage quality educators to become a part of our community.

Project Summary: The Bay Education Foundation assists Bay District Schools and the state of Florida by supporting efforts to recruit, recognize, and retain excellent employees. It is no secret that the pressure on employees to improve their practice in order to produce greater student learning gains. Across all grade levels, the demand for increased student achievement is highly visible and increasingly more complex in an evolving system of accountability. We work to recruit, recognize, and retain effective employees through two programs, Tuition Assistance and Employee Recognition, with the confidence that these programs support the district's effort to ensure that local teachers and paraprofessionals are given many opportunities to feel appreciated and to be celebrated for their essential work. As a complement to the district's staff development program, we also offer opportunities for educators to improve their skills and earn additional certifications. Tuition Assistance Scholarships: These modest scholarships are designed to assist educators who are seeking to upgrade their skills in ways that benefit the district. All local public school educators are eligible to apply for assistance once per year to attend Gulf Coast State College, Florida State University-Panama City, BEACON Learning Center, or other approved institutions/workshops. Successful applicants submit essays indicating how their educational plans provide value to the district through additional endorsements, certifications, or degrees or by increasing skills for current assignments. Applicants are selected by the Standing Scholarship Committee of the Bay Education Foundation using a rubric. All recipients are required to submit grades at the end of the term. Assistance grants generally range from $200-$600. Employee of the Year: The Bay Education Foundation partners with the school district and other community groups to sponsor recognition events to celebrate the work of our outstanding local educators. Our biggest events are Teacher of the Year and Support Employee of the Year, which are two massive community celebrations recognizing educators from every school and center in the district. All school nominees submit applications and finalists are selected by a distinguished panel of community leaders and retired educators. All nominees are feted at events that are attended by friends and family along with community dignitaries and school district leaders.

Outcomes: Teaching Quality 70% of teacher participants showed improved attitude toward teaching 17% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: A simple pre-post survey was used to determine improvement. Grades were used to determine subject area learning.

Grades Address: K-12 Private-Sector Investment: $24,180

Low-Performing Students: NA State Matching Amount: $12,000

Total Students Impacted: NA Total Project Investment: $36,180 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Expressway to Excellence

Foundation: Bay Education Foundation

Project Abstract:

The Bay Education Foundation is proud of its Expressway to Excellence program. We view this classroom grant program as the most accessible research and development avenue for local teachers. With a sharp focus on student achievement, Expressway offers innovative activities and extra materials to encourage increased student learning across the curriculum. The 2017-18 school year marks the 29th consecutive year that the Bay Education Foundation has offered grants for innovative, creative classroom projects to local educators, with at least 255,000 students as beneficiaries. Grants for $500 are offered this year in five separate programs designed to address the needs of students in literacy and STEM areas. Each of the five programs is designed to address the priorities of the SDEFMG initiative. This program has grown from $5,000 in 1989-90 to over $80,000 in 2017-18, thanks to the legislature, the CFEF and generous donors.

Project Summary: With the goal of improving student achievement throughout Bay District Schools, the Expressways to Excellence program ensures that local public school students are offered opportunities to learn in variety of ways. In the 2017-18 school year, we selected projects that focused on literacy (reading and writing), STEM, and teacher quality. These grants were awarded in five separate programs which are designed by the Bay Education Foundation and its donors to address these three priorities. Educators submitted applications that were judged by a trained committee of the Foundation's Board of Directors or their designees using a rubric. Scores were aggregated and top scorers awarded funds for their projects.

Excellence in Education--This program was designed to provide learning experiences for all students across all grade levels. All successful applicants proposed activities that addressed Florida standards and/or school improvement goals and focused on literacy or STEM areas. In their proposals, applicants were required to cite the need, develop objectives to meet the need, create activities to meet the objectives, present a timeline of activities and describe an evaluation plan that identifies the number of students impacted and the method for measuring impact. Additionally, applicants submitted a budget listing allowable expenditures.

Literacy Through the Visual Arts--This program required the same application process with the added requirement that applicants outline projects that integrate the visual arts with traditional curriculum.

Arts Alive--This program required the same application process with the added requirement that applicants outline projects that incorporate the performing arts (music, dance, theater) to increase student achievement.

STEM Grants--This program required applicants to meet the same criteria as above; however, projects must directly affect learning in the STEM disciplines.

CEC Pankhurst Grant--This was a donor-restricted grant designed to assist learning among students with disabilities.

In addition to classroom grants, the Foundation also partnered with Bay District Schools to offer learning showcases and competitions that provided an extra avenue for students to "show what they know." Aligned with state and national events, these events offer exciting learning experiences for students.

Tom Barefield History Fair--This event, aimed at middle and high school students, offered competition at the local level in five different categories. With exacting standards, this provided training to students in serious historical research.

Math Counts--This event, aimed at middle school students, gave sixth, seventh, and eighth graders an opportunity to compete with math skills.

Three Rivers Science Fair--This event encouraged learning that is deep and comprehensive, with an emphasis on ethical standards and research in twenty-two categories of science and engineering.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Literacy 77% of student participants improved in a standardized reading skills test(s)

STEM Education 85% of student participants improved their grade in STEM subject area

How Outcomes were Measured: The MAPS assessment was the primary test used to measure student growth in literacy. A few projects used other standardized tests: Johns Reading Inventory, NWEA, GED Ready, Smarty Ants.

STEM outcomes were measured using standardized tests and teacher-made pre-post tests.

Grades Address: K-12 Private-Sector Investment: $30,506

Low-Performing Students: NA State Matching Amount: $30,034

Total Students Impacted: 4,896 Total Project Investment: $60,540

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Bouncing Upward in Bradford

Foundation: Bradford County Education Foundation

Project Abstract:

The Bradford County Education Foundation addressed four literacy areas in district schools: assisting with the purchase of additional fiction and non-fiction materials for Bradford Middle School; assisting PK - 8 students with the purchase of materials at a school-based Scholastic Book Fair; after school tutoring; and assisting with the presentation of a play at Southside Elementary.

Project Summary: The Bradford Scholastic Book Fairs continue to be our most popular activity for the elementary schools and the Foundation. This year we extended the book fair to Bradford Middle School for students in grades 6-8. The Bradford Middle School media specialist was thrilled with the opportunity to increase the non-fiction collection at the school. The play performance at Southside was a great success for the school and community. Funda sls supported Bradford Middle School’s after school tutoring program.

Outcomes: Literacy 25% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: A comparison of beginning year and ending year STAR reading scores from the middle school were used to evaluate the results.

Grades Address: PreK-8 Private-Sector Investment: $13,621

Low-Performing Students: NA State Matching Amount: $13,621

Total Students Impacted: 2,500 Total Project Investment: $27,242

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Bright Ideas Classroom Grants

Foundation: Brevard Schools Foundation

Project Abstract:

Brevard Schools Foundation Bright Ideas Classroom Grants provided a meaningful opportunity for a teacher or team of teachers to improve the quality of their teaching by developing and implementing creative and innovative projects in their classrooms. Teachers from all academic disciplines competed for grants that addressed Priority Florida Standards and focused on improving instructional practice. As a result of their participation, nearly 70% of the teachers made changes in their teaching, either in delivery of curriculum or instructional design and lesson planning. Brevard Schools Foundation used the matching grant program to leverage additional support from the community to offer more grants. There was an increase from companies wanting to support projects which focus on STEM education.

Project Summary: Bright Ideas Classroom Grants provided the means for teachers to undertake special projects in the classrooms. Grant funds directly enhanced education by improving teaching quality, which resulted in increased student achievement. This year we awarded 35 grants, for a wide variety of projects including math, science, exceptional education, and early literacy. Requests for applications were received for both the first and second semesters, giving teachers the opportunity to apply for newly identified needs and opportunities. The amount requested could not exceed $500 for a classroom project, or $1,500 for a grade level or schoolwide project. Once received, applications were judged and scored three times by fellow teachers, retired teachers, and/or subject matter/industry specialists. Projects demonstrated creativity and innovation, impact on student achievement, evaluation processes, organization and improved instructional practice. Projects that demonstrated a colleague collaboration, or aligned with the district's priority focus areas of Social and Emotional Support, Consistent Discipline, Early Literacy, Middle School Algebra or Graduation Rate and College Readiness received bonus points. Once scored, applications were approved by the Foundation board and funded from highest to lowest score until the funding was exhausted.

As part of their applications, teachers are asked to identify one Instructional Personal Performance Appraisal System Dimension and Element (IPPAS) to focus on with their project. The majority of teachers chose either Instructional Delivery or Instructional Design and Lesson Planning. Here are a few comments from teachers about how participation in the Bright Ideas Classroom Grant program improved the quality of their teaching:

From a high school class for students with disabilities: "The students achieved their goals because I was able to step out of their way and allow them to plan the meals and shopping. While I did guide their planning, especially at first (peanut butter and jelly, French fries, and ice cream are NOT an acceptable meal!), they learned how to create a nutritionally balanced meal, stay within a budget, and then prepare, serve and clean up after a meal. I learned to step back and allow the students to have more of a voice in the planning. As a result, they were more engaged, and learned while having fun."

"My Instructional Delivery was more dynamic this year because of the resources provided through this grant. This year, our 6th grade students were able to explore and learn with technology that is not available at most elementary schools. Coding/programming and flying drones is not easy, but our students learned how to overcome new challenges and foster a growth mindset."

"The use of recorders and the opportunity to include a very different type of instrument in my instruction allowed me to grow as an educator using a different tool in my musical repertoire. I was proficient prior to this project, but the acquisition of music and method books for the entire grade level propelled me to a distinguished level of proficiency in delivering and creating a learning environment that supported my students' needs to take risk and not be afraid of failure (Dweck), as well as fostering "grit" in my students to apply themselves when learning a musical instrument and seeing it through the initial stages to the final performance."

Outcomes: Teaching Quality 74% of teacher participants demonstrated change in or increased use of effective instructional strategies

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: Teacher surveys and information included in the project final reports were used to collect data. For student achievement outcomes, each teacher outlines an evaluation/assessment plan specific to their project and reports results at the end of the school year. Plans of measurement include pre-and post-testing, comparisons of achievement levels and gains on tests, individually designed rubrics, project presentations or other means that demonstrate the effectiveness of the project against the stated goals.

Grades Address: K-12 Private-Sector Investment: $31,011

Low-Performing Students: NA State Matching Amount: $10,390

Total Students Impacted: 9,295 Total Project Investment: $41,401

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Space Week

Foundation: Brevard Schools Foundation

Project Abstract:

In order to spark an interest in STEM education, each year since 2003, in November and December, Brevard Public Schools conducts Space Week for all public school sixth grade students. The Space Week curriculum begins in early September in sixth grade classrooms district-wide. Throughout the curriculum students study space and space exploration. The highlight of the program is a full-day study trip to Kennedy Space Center (KSC) for experiential learning. While there, students have a briefing and exclusive question/answer session with an astronaut, participate in an engineering truss design/build challenge, tour the Visitor Center and see many displays and demonstrations on the work that takes place at KSC. By exposing students to engaging STEM concepts in sixth grade, they can begin, in middle school, taking classes necessary to work in STEM fields and become our future engineers and space explorers.

Project Summary: In response to this need, and to spark an interest in STEM education and specifically space exploration, Brevard Schools Foundation partners with Brevard Public Schools and the Kennedy Space Center to sponsor a unique program, Space Week. Each year in November and December, approximately 5,000 public school sixth graders have the opportunity to learn science concepts while studying space exploration. The highlight of the program is a day-long study trip to Kennedy Space Center for experiential learning.

All teachers accessed online Educator Activity Guides so they could perform pre- and post-trip lessons and activities in preparation for the study trip. They began implementing the pre-test and the classroom instruction in the Space Week curriculum in early September. A “Space Week Explorer’s Logbook” was provided by Kennedy Space Center to each student where they recorded their observations, learnings, reflections, etc. on the day of their trip and during follow-up activities back in the classroom. This year, students participated in the Shuttle Launch Experience, Engineering Design Challenge - building a truss prototype, Space Shuttle Atlantis exhibit, Apollo Saturn V Rocket Center and exploring the Rocket Garden. Participant surveys and academic data were collected and analyzed to measure gains in student achievement and make program improvements where needed for maximum impact.

As part of the program, for the last several years Jim Kennedy, former Director of KSC, visited each of the sixty-five participating schools.The goal of Mr. Kennedy’s hour-long presentation is to inspire the next generation of explorers through stories that teach leadership and character skills as they relate to astronauts, space exploration and the people involved in the field. The student and teacher feedback from Mr. Kennedy’s presentations has been so great, that two years ago the program piloted an additional presentation by him with a STEM focus. While still being improved and refined, this presentation was available to all sixth graders again this year. Besides making curricular connections to STEM and important grade six science concepts, these components support students as they begin to consider their future careers and recognize characteristics, habits, and skills that will help them succeed in work and in life.

Outcomes: STEM Education 76% of student participants improved their grade in STEM subject area

How Outcomes were Measured: The benchmark for this program is the pre-test that the students take. For the low-performing students, data is disaggregated according to the 5th grade science test scores taken the previous school year. The low-performing students targeted in this grade

Grades Address: 6 Private-Sector Investment: $48,917

Low-Performing Students: NA State Matching Amount: $48,913

Total Students Impacted: 4,912 Total Project Investment: $97,830 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Supply Zone for Teachers

Foundation: Brevard Schools Foundation

Project Abstract:

Operating as a free store, The Supply Zone serves the educational and creative needs of children in Brevard Public Schools by providing free school supplies to teachers at high-poverty schools. By focusing on low-income and homeless student populations, the Supply Zone works to ensure that all children have equal access to necessary school supplies despite their circumstances. In addition to serving teachers, the Supply Zone serves students directly, once a year, for a Back to School Supply Giveaway event where students receive a backpack, basic school supplies, and books for reading at home. Receiving these basic school supplies allows students to start the school year prepared and ready to learn. Teachers no longer have to reach into their pocket to ensure no student goes without since they can shop for free at the Supply Zone.

Project Summary: During the school year, the Supply Zone is open twice weekly for teacher shopping. Because of our acceptance as a full Affiliate with the Kids in Need Foundation, this year we were able to serve 25 schools, all of which have 70% or more of the their students enrolled in the Free or Reduced Lunch Program. Teachers at any school are able to earn a shopping trip at the store through volunteerism. In addition, each school's Teacher of the Year receives a complimentary shop at the store. The store is staffed by a full-time manager, part-time assistant and unpaid volunteers. They solicit and manage donations and fundraising, maintain inventory, conduct community outreach, and perform all the tasks required of a retail operation. When donations of supplies fall short of the need, supplies are purchased from one of several low-cost sources. The Supply Zone always maintains a stock of basic school supplies, as well as a library of books that has proven extremely popular. The ability to add more schools to the eligible list will grow as capacity increases based on donations.

To help increase donations, a generous benefactor hosts an annual fundraising event in their home, made a $100,001 donation for the Supply Zone to help establish an endowment and provide immediate funding for store operations. The ability to match donations through this program has proven an exceptional incentive for donor involvement.

The Supply Zone closes during the summer to conduct annual inventory. The store staff plans and executes an annual back to school giveaway event at the end of July for income eligible students who qualify based on enrollment in free/reduced lunch. Staff works to facilitate school supply drives throughout our 72 mile long county and orders adequate supplies in order to ensure all registered students receive a backpack and basic supplies. The Supply Zone is housed in facilities donated by the school district on the campus of Clearlake Education Center and the giveaway event takes place in the gymnasium. Corporate sponsors buy a table, staffing with their employees and volunteers. The event engages many community organizations to assist at the event, checking in students, distributing supplies, as well as providing a brown bag lunch. The partnership with Goodwill provides thousands of gently used books for the store library, making it possible for students to choose books to take home in addition to supplies and a backpack.

Outcomes: Teaching Quality 98% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Teacher shops are tracked through the ACCESS inventory system and Brevard Schools Foundation reports on the number of teachers visiting the store as an indicator of teacher satisfaction, the value of shopping trips as a measure of benefit received, and overall inventory value as a measure of community support. In addition teachers are asked to complete a short survey after shopping at the store.

Grades Address: K-12 Private-Sector Investment: $48,765

Low-Performing Students: NA State Matching Amount: $35,168

Total Students Impacted: 16,000 Total Project Investment: $83,934 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Innovative Teaching Grant Program

Foundation: Broward Education Foundation

Project Abstract:

The Broward Education Foundation’s Innovative Teaching Programs are designed to give teachers and other educators the opportunity to implement innovative programs that enhance the educational experience of students. Students of all ages in Broward County Schools have benefited from many stimulating learning projects that have been funded through the programs. These projects have helped to increase students’ enthusiasm for learning, improve the level of students’ achievement, and increase the likelihood that students will stay in school.

Innovative Teaching Programs increase teaching quality by improving teachers’ ability to teach and enjoy their profession. The focus of Innovative Teaching Programs is to provide opportunities for teachers to find innovative, creative and effective teaching methods to help low-performing students improve. These Innovative Teaching Programs not only promote the development of 21st Century classroom programs but encourage sharing of these programs as well. In addition, Innovative Teaching Programs provide opportunities for teachers to grow professionally and personally by guiding them through the steps to become leaders in their profession. Our Innovative Teaching Program Committee is working with school district leaders to implement new strategies in support of teachers making the instructional shifts necessary to increase overall effectiveness.

Project Summary: BEF Teacher Grants: The Innovative Teacher Grant program awards cash grants between $400 -$1,200 to teachers who want to try something new in the classroom to stimulate learning, but need funding to make their idea a reality. Providing the seed money for creative teaching ideas is critical to helping children learn and stay in school. The Broward Education Foundation received more than 160 Teacher Grant applications this year from educators throughout the school system. Through an arduous grant reading process, 30 of these grants were approved by the Innovative Teaching Committee to receive $49,000 in award money.

Some examples of the projects include: TECH-SMART ACHIEVERS By using the three iPads, the students researched Famous American using biographies and internet websites to site text evidence of important facts, timelines, pictures, and quotes on a PowerPoint Presentation to a live audience. The students used the iPads to create their own projects based on strengths and interests during Genius Hour. The students also used an EPIC App to practice reading books, and taking reading comprehension tests and used three iPads Minis to read stories and take reading comprehension tests before school and during Reading Block center rotation schedule. The students reinforced all subject areas through Kahoot and mathematics on iPad Mini. The iPads gave students more time on task to master the Florida Standards for the Florida Standards Assessment (FSA) for third grade.

WELCOME TO MY VIRTUAL WORLD Students workED collaboratively with peers to design and develop a geometric city block based on their experiences. The vast availability of resources accessible through Google Expedition, VR Math, iPod Touch devices, and the addition of the virtual headsets provideD students with an array of thrilling, real world experiences. Students were able to view geometric shapes in a 3-Dimensional format, walk a number line to add and subtract integers, and order food in a restaurant to practice adding decimals. Students effectively planned strategies to guide their inquiry and located, organized, analyzed, evaluated, and synthesized information from a variety of sources and media. Using multimedia tools, the students presented their final products.

Adapt and Disseminator Teacher Grants: The IMPACT process takes approximately 18 months to complete a full cycle of IMPACT - from dissemination grants, through networking activities, to the implementation of adapter grants. IMPACT is an on-going program with grant awards and activities occurring throughout the year. The cycle is described as follows: Twenty Disseminator teachers were selected for the 2017-2018 school year through an application and review process. These teachers are assisted in packaging and marketing their own successful classroom strategies.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Two primary marketing tools have been developed to spread the word about these teachers' ideas are the Idea Catalog and the Idea Packets. The Idea Catalog was distributed to all 17,000 teachers in Broward County. This catalog acts as a "product catalog" publicizing the teachers' ideas -- their products. Idea Packets or "class ware" contain lesson plans, worksheets, bibliographies, pre- and post-tests and everything else needed to implement the ideas in the catalog. All Expo participants received all the Idea Packets on a USB Swivel Drive. The Idea Packets are available on the foundation our website.

The BEF Teacher Expo was held on February 3, 2018, at Nova Southeastern University Davie campus. Over 550 Broward County teachers attended this event. Disseminators present their ideas through tabletop displays and workshop presentations. All Broward teachers were encouraged to adapt the ideas in the catalog by applying for an Adapter grant. The formal Adapters received one-on-one training from the Disseminators and a small grant to expand the idea. The Foundation received 350 Adapter grants by the February 26, 2018, deadline. These adapted applications were sent to the Disseminators for their review. The Disseminators and the Innovative Teaching Committee recommended 143 teachers Adapter Grant Awards of $400 each totaling $56,344.

Outcomes: Teaching Quality 96% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: The outcomes of the Innovative Teaching Programs were evaluated through a mixed methodology design: quantitative data collected through curriculum-based assessments (student completed pre and post tools); project tracking log indicating number of lessons used, number of students reached, etc.; and teacher online survey to assess if teachers learned new knowledge and improved skills. Qualitative data was collected through the site visit checklists, observation logs, and end of project reports completed by the teachers.

Prior results indicate that 97% of the teachers who participated in the Innovative Teaching Programs said that the grants improved their ability to teach and their enjoyment of teaching. Innovative Teaching Programs not only promote the development of innovative classroom programs but encourage sharing of these programs as well.

Using data from pre- and post- tests and/or students’ grades, Innovative Teaching Programs results include: 98% of students improved their academic success; 91% of the students’ improved their scores/grades; 89% of teachers were able to use the Marzano strategies in framework; and 94% of teachers reported an improved ability to teach.

Grades Address: PreK-12 Private-Sector Investment: $107,889

Low-Performing Students: NA State Matching Amount: $107,888

Total Students Impacted: 27,819 Total Project Investment: $215,777

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Tools for Schools Broward

Foundation: Broward Education Foundation

Project Abstract:

Tools for Schools is a program of the Broward Education Foundation that focuses on providing disadvantaged children from Broward County Public Schools with new school supplies. During this past academic year, Tools for Schools Broward donated over $1.5 million worth of school supplies to Broward County teachers and their students in need. The average value of school supplies that each teacher took was $462. Over 3,500 teachers shopped at Tools for Schools Broward. Post- survey was administered to the teachers. Teachers indicated they are able to do a better job as a result of free school supplies. Teachers also reported they spend less out of pocket on school supplies by being able to shop for free at Tools for Schools Broward. When teachers have basic school supplies they spent less and do a better job. As a result we have a higher teacher retention.

Project Summary: Tools for Schools Broward is a program of the Broward Education Foundation that focuses on providing disadvantaged children from Broward County Public Schools with new school supplies. Broward Education Foundation established Tools for Schools Broward where teachers from Broward County Public Schools can pick free school supplies for their students and classroom. Many of the children served by this program lack the basic school supplies that most children take for granted; others have supplies because their teachers have spent their own money to purchase supplies for them. Tools for Schools Broward is dedicated to ensuring that disadvantaged children have an opportunity to learn. Tools for Schools Broward is a collaborative effort between Kids in Need Foundation, Broward County School District, local businesses, and community volunteers. During the past academic year, Tools for Schools Broward donated over $1,598,610 worth of school supplies to Broward County School teachers and their students.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Tools for Schools Broward outcomes were measured through self-administered survey. The survey focuses on current or recent conditions that are related to how the lack of school supplies affect teachers and their students.

Grades Address: PreK-12 Private-Sector Investment: $217,613

Low-Performing Students: NA State Matching Amount: $217,613

Total Students Impacted: 100,000 Total Project Investment: $435,226

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Studio In a Box

Foundation: Calhoun Education Foundation

Project Abstract:

Studio in a Box offered students the opportunity to learn about, and be trained on, top quality audio/visual hardware and software. Education Sports Entertainment (ESE) Networks provided a turn-key platform comprised of HD video equipment and a “Studio in a Box” computer hardware and software systems. After being trained, students had the training to earn a number of related CAPE certifications, thereby increasing their future employment opportunities.

Project Summary: Blountstown High School was able to purchase a turn-key platform that allowed students to be trained to use high- definition video cameras and several Adobe software products. The goal was to train students to be better prepared for either a pathway to higher learning or entering directly into today’s digital media, film or television job markets. Calhoun County School District contracted with Education Sports Entertainment (ESE) Networks. The purchased platform included HD video cameras and associated equipment, a digital media production computer along with several software packages, and a dedicated secure content storage. Students broadcasted Friday night football during the fall along with other sporting and school events throughout the year including graduation. The main goal of the project was to prepare students to obtain CAPE industry certifications. The ESE platform provided software for several different Adobe certifications.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants made progress toward completing career/technical education certification 81% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Outcomes were measured through the Adobe Photoshop Creative Cloud (ADOBE 022) and Adobe Premiere Pro Creative Cloud (ADOBE 018) industry certification exams.

Grades Address: 10-12 Private-Sector Investment: $12,417

Low-Performing Students: NA State Matching Amount: $12,417

Total Students Impacted: 16 Total Project Investment: $24,834

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: The DBQ Project: Supporting Students to Read Smart, Think Straight and Write Clearly

Foundation: Charlotte Local Education Foundation

Project Abstract:

In an effort to support literacy instruction with all levels of students, secondary Social Studies teachers committed to using The DBQ Project as the primary tool to engage students in the analysis of text and text-based writing. The DBQ Project Method engages teachers and students in educational best practices that have produced results as Social Studies Achievement in the Charlotte County Public Schools continues to improve.

Project Summary: Because of the success of The DBQ Project in our secondary Social Studies schools, we piloted the program in Grades 4 and 5 at six of our elementary schools. Survey data from these teachers indicated: • 60% of teachers surveyed ranked student engagement using The DBQ Project at an eight or above on a 10 point scale- students enjoyed it! • 90% felt that their students were better readers and writers as a direct result of implementation of The DBQ Project; • When asked. “Do you believe that engaging your students in The DBQ Project made them better readers and writers? Please elaborate,” teachers noted: o Yes! The thought process is required to complete the project is powerful. o Yes, they were able to break down articles and support their answers with evidence-based reasoning o Absolutely! It was perfect for all of those higher-level thinking skills!

Teachers that implemented The DBQ Project with fidelity in this pilot saw growth in their students’ FSA ELA scores that measure reading and writing proficiency. Based on the qualitative and qualitative data from students, teachers and administrators, it is critical to continue to support the implementation and use of The DBQ Project in the Charlotte County Public Schools. This will require monies to decrease the barriers to sustainability and expansion, specifically continued training and the printing of student consumables.

In an addition to continued training, other key pieces include job-embedded coaching, after-school training, supplies, and the printing of the student consumables for all Grade 6-12 students and the addition of the Grades 4 and 5 students.

Outcomes: Literacy 29% of student participants improved in a standardized reading skills test(s)

Teaching Quality 83% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Outcome measures were measured using Spring 2018 ELA FSA data to track quantitative data.

Grades Address: 4-12 Private-Sector Investment: $14914

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 10,980 Total Project Investment: $19,914

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Litcamp for Summer School

Foundation: Charlotte Local Education Foundation

Project Abstract:

New curriculum for summer reading camp, Litcamp, targeted the students that were to be retained in third grade as they scored below the norm on the SAT 10 assessment. This curriculum was used during the summer reading camp and then the SAT 10 was given again to move students that passed into 4th grade.

Project Summary: Students who score poorly on the SAT 10 for third grade must be retained. From the district, 56 students from 10 elementary schools were on the list. These students were sent to summer school for four weeks to intensively work on their reading skills and improve their score on the SAT 10 ultimately moving them forward into fourth grade.

A new curriculum was purchased called Litcamp. Litcamp is a research-based reading and writing curriculum with an engaging and interactive summer camp approach. Redefining the whole notion of summer school, Litcamp is highly interactive and provides literacy learning environments where children participate in book-related activities including: • read-alouds • group discussion • independent reading • writing activities • games, and songs.

Outcomes: Literacy 59% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 59% of student participants improved their grade in specific subject area

How Outcomes were Measured: Outcomes were measured using SAT 10 as a pre and post test.

Grades Address: 3 Private-Sector Investment: $2,460

Low-Performing Students: 56 State Matching Amount: $2,460

Total Students Impacted: 56 Total Project Investment: $4,920

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Take Stock in Children Enhancement 2017-2018

Foundation: Charlotte Local Education Foundation

Project Abstract:

Our project this year demonstrated that with a comprehensive plan, team work, and a systematic approach we can significantly increase student success. We are thrilled to report that all of our seniors graduated high school this year, applied to, and were accepted to college

One of the most important changes to our local program was the hiring of a new College Success Coach. She established new relationships with school and community members allowing for improved services to our students. Bringing a new energy and focus on collaboration we were able to intervene early and act on any student concerns, provide appropriate coaching, goal setting or connecting our students to the appropriate assistance or services when needed. Most importantly we provided consistent mentoring services that we know have a cumulative impact on our students. Our program was awarded the Gold Level Program Excellence award from the State office of TSIC.

Project Summary: This program began with an intensive selection process to bring new students into the program who are in need of the services provided. We selected for this program all those students living at or below the poverty line, and multiple risk factors in the home, knowing students from this demographic subgroup have a much lower graduation rate. With intensive intervention student success, graduation and the dream of college can be a reality by providing one to one mentoring services that have a proven history of success. Students receive mentoring, tutoring, and college readiness activities.

The success of the project was measured by how many of the students maintain the Take Stock standards of performance and behavior, how many students maintain or improve their GPA at or above a 2.5, get a C or better in each class, meet with their mentor, attend college readiness programs and how many seniors get into college. We also work to increase the rate of FASFA completion. The college coach provided college readiness workshops and ACT/SAT test prep as well as acting as liaison with the schools to help our students utilize the tools and services they need. These students are often the ones to “fall through the cracks”.

Mentors are fully trained, matched with students, and given the goal of meeting once a week to review progress. Working on goals together as mentor/mentee has proven to increase the odds of student success. Our mentors are required to log in and report on their student sessions. This helps us to maintain standards. Mentors check in on grades, attendance and behaviors. Mentors provide another essential service- in this demographic we know that the risk factors in the home contribute to student failure rates. With the mentor as a steady guide the consistent message to keep moving forward can grow into a very supportive and important relationship in the life of these young people.

Our College Success Coach (CSC) provides college readiness activities and workshops. As students mature and settle on their goals in life they are motivated to complete tasks to achieve their dreams. The CSC is instrumental in helping the students navigate an increasingly complex path to college. Our CSC’s meet individually with students and mentors as a means to learning the best way to help. Mentors are delighted to have more support and receive additional training. Parents appreciate the checklists and motivation that Take Stock provides.

Our College Success Coach added and expanded services this year. With a stronger connection to the schools we were able to help our Take Stock students learn to be better advocates for themselves in preparation for college.Our schools work hard to provide services but we found in the past many of our students simply didn't take advantage of these. One of the programs we added was a ACT/SAT tutorial session set up quite differently than in past years. We were fortunate to partner with a tutor who holdsa Phd in education but also is certified in training students. These classes were booked solid, held on the weekends, Saturday morning. We were pleased to see all the seats full even though it was a Saturday morning!! By partnering with the schools parents and mentors, we not only increased our student participation we helped them learn to look for these opportunities which will help them later on when they arrive at college to be confident and proactive.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 83% of student participants made progress toward graduating high school

Low-Performing Students 35% of student participants improved their overall grade(s) in school 14% of student participants showed improved attendance or reduced behavior incidents at school

How Outcomes were Measured: All of our seniors graduated and were accepted to college based on graduation certificates and college acceptance letters. All of the underclassmen were advanced to the next grade level bringing them one step closer to high school graduation.

Grades attendance and behaviors are pulled from the school system database, FOCUS, we measure at each quarter and at semester end.

Grades Address: 8-12 Private-Sector Investment: $19,848

Low-Performing Students: 37 State Matching Amount: $19,848

Total Students Impacted: 47 Total Project Investment: $39,697

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Foundation for Success Mini Grants 2017-18

Foundation: Citrus County Education Foundation

Project Abstract:

The Citrus County Education Foundation funded teacher mini grants focusing on iiteracy and STEM classroom projects. This year the foundation funded 94 projects and included 177 teachers. The 94 mini grants impacted 9,064 students throughout the district.

Project Summary: Each year the Citrus County Education Foundation and its partners award classroom and department mini-grants to educators across Citrus County’s public schools. Teachers, departments, and Resource Centers can apply at the start of each school year for a grant up to $500 per individual teacher or $1,000 per team of teachers to focus on literacy or STEM projects that enhance curriculum and classroom instructional activities.

This year the focus of the projects was on innovative, creative ways to integrate literacy and STEM projects into the curriculum. Literacy mini grants that were funded were required to be innovative and creative and to motivate students in reading. Some examples of these grant projects: The Student Centered Approach to Reading and Loving It!, Touching Autism-Hands On, Riveting Reading, Packing for Success and Don’t Be an Outsider: Get lost in the extraordinary adventures of reading. STEM Projects included: We ARE Rocket Scientists, Teaching Kids to Code with Robots, Putting the STEAM back in school, Dolphins Diving into Hydroponics and The Nearpod Project.

Outcomes: Literacy 77% of student participants improved in a standardized reading skills test(s)

STEM Education 42% of student participants showed increased interest in pursuing STEM career 15% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Literacy outcomes were measured through the following: Fastbridge: A reading assessment program; Successmaker: Customized Reading instruction which also assesses student progress; Citrus Assessments; and Writing Prompts.

STEM outcomes were measured through surveys and questionnaires.

Grades Address: PreK-12 Private-Sector Investment: $39,958

Low-Performing Students: NA State Matching Amount: $27,433

Total Students Impacted: 9,064 Total Project Investment: $67,391

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Building Community through STEM Microfarms

Foundation: Clay County Education Foundation

Project Abstract:

The Clay County Education Foundation, in partnership with the School District of Clay County and a local partner developed and implement schoo- based MicroFarms at four schools last year. The schools which were selected represented those having the greatest socioeconomic and academic needs. Through the microfarms, cross curriculum, integrated STEM units were implemented across all grade levels in each of the schools.

High schools with culinary and/or agriscience academies worked with the elementary schools to build a pipeline of students considering related careers. Additionally, nutrition was incorporated into the program, stressing healthy eating. Harvests from the microfarms were distributed to students with the greatest need, allowing them to have access to fresh produce in their home setting. Teacher training was provided for implementing project-based, cross curricular units incorporating STEM as well as literacy. Students journaled and wrote about their experiences in the program, as well as collected data, learned about life sciences, including nutrition and health. Service learning principles were incorporated to build at-risk student self-efficacy for success.

Project Summary: The selected schools hosted school-based microfarms and a garden clubs. The microfarm was made available to classes and students during the school day, and a minimum of one afterschool club was provided to serve students. The goals were to bring math and science to life, develop an understanding of the agrisciences as a career pathway, and to learn about health eating and nutrition, through a project-based learning approach. Interdisciplinary, standards aligned lessons shall be implemented across the program. Literacy and the arts were also integrated.

There was a deliberate integration of the arts and writing by engaging students in research about the benefits of healthy eating. The students wrote in journals and made posters displaying what they learned during harvest events. The Institution of Agriculture and Natural Resources launched an initiative which focused on three characteristics of STEM careers in food and agriculture. Principles of this program was incorporated into the microfarm program. These included: • Make a Difference - STEM Careers in food and agriculture are on the front line of helping sustainably and healthily feed the world’s growing population. • Have Fun - STEM careers in food and agriculture are interesting and fulfilling. • Earn a Living - STEM careers in food and agriculture pay well.

A culture for healthy eating and critical connections was integrated across the program. For example, physical activities were periodically incorporated into snack time, with resources implemented to incorporate health, nutrition and physical activities.

Bethesda Farm, a nonprofit farm in Union County, continued to provide school outreach, community outreach for parent nights, and harvest events. Committed to building community, Bethesda Farm visited the program sites to help students gain understanding of the opportunities for careers in the agrisciences, lead STEM-related activities, and donated eggs to families of student’s served by the program. Bethesda Farm remains committed to community involvement and to providing outreach and support to our most vulnerable leaners and their families.

Elements of service learning were incorporated into the club to increase the student’s sense of belong to the school community and the larger community. Social issues, such as access to fresh fruits and vegetables were explored, and students encouraged to think about possible service projects that can be complete through the growing of food. Other local experts and community partners were engaged to present to parent and student groups, as well as to provide technical assistance with gardening operations.

Several events were coordinated throughout the year where students displayed their work, participated in special projects, and enjoyed tasting farm fresh eggs and the veggies grown in the garden. Improvements were made to several of the sites during the year.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: STEM Education 45% of student participants participated in specific STEM-related activities beyond required course work 41% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes wee measured through teacher reports and observation.

Grades Address: K-6;11-12 Private-Sector Investment: $7,500

Low-Performing Students: NA State Matching Amount: $7,500

Total Students Impacted: 725 Total Project Investment: $15,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Cultivating Creativity for Captivating Classrooms

Foundation: Clay County Education Foundation

Project Abstract:

Clay County Education Foundation provided teachers across the school district with classroom supplies and enrichment supplies that extend beyond that for which general funds are available. Through the mini-grant process, we were able to reach teachers from Keystone Heights to Orange Park, and everywhere in-between. The Clay County Education Foundation funds teacher mini-grants in the areas of Science/Technology/Engineering & Robotics (STEM), Career & Technical Education (CTE), and Literacy initiatives through competitive applications. Through district initiated and school level projects, we were able to provide experiences to help close gaps in equitable access to 21st Century learning experiences across the district.

Project Summary: This year, the Clay County Education Foundation provided teachers across the school district with classroom supplies and enrichment supplies that extend beyond that for which general funds are available. Through the mini-grant process, we were able to reach teachers from Keystone Heights to Orange Park, and everywhere in-between. The Clay County Education Foundation funded teacher mini-grants in the areas of Science/Technology/Engineering & Robotics (STEM), Career & Technical Education (CTE), and Literacy initiatives through competitive applications. This year, the foundation also partnered with Amazon and the STEM2 Hub to provide a "prize patrol" style experience, providing enhanced equipment and materials to classrooms across the district. Projects ranged from math projects and science programs to literacy projects, classroom libraries, and other interactive and engaging student experiences. Additionally, the Foundation was able to continue to fund robotics clubs at junior high schools and elementary schools where funding was not available. This year, the project also funded the following areas: • STEM Equipment, such as lab supplies, microscopes, chrome books, curriculum and research books, garden supplies, math manipulatives, math games. • Career & Technical Education Supplies and equipment, such as computers, curriculum, robotics equipment and robots, team competition fees with FIRST. • Literacy initiatives, such as books for classroom libraries, curricular enhancements.

Some highlighted projects included: Building a Future in STEM The goal of this project was to enhance the learning gains of struggling students and provide enrichment activities for gifted and talented youths, small groups of students were formed during math time. The STEM centers included activities that could be modified to provide optimal learning experiences for all our students. All of these activities can be interchanged in their classroom use as either a way to model concepts in whole group instruction, enrich or support students in teacher-led small groups, allow for collaboration in student-led small groups, and provide extra practice in independent work.

Livescribe Smartpen - Interactive Notes for Students The Livescribe Smartpen captures and archives an interactive version of written and verbal Algebra instruction so students can revisit it as many times as needed to build comprehension. A digital version of notes and audio accommodates various learning styles.

Unlocking Literacy through Differentiated Instruction Through this project, the teacher was able to differentiate the students into learning groups and target each child's strengths and weaknesses through the use of small group instruction. This helped them be successful readers and writers. This also aligned with our literacy standards and allowed the students to practice with a hands on approach in both reading and writing.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants made progress toward completing career/technical education certification

Literacy 100% of student participants improved in a standardized reading skills test(s) 100% of student participants improved in a standardized writing skills test(s)

STEM Education 39% of student participants participated in specific STEM-related activities beyond required course work 31% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: CTE outcomes were measured based on data provided by teachers.

Literacy outcomes were measured through teacher reports on gains as a result of the ability to differentiate of individualize instruction as a result of this project.

STEM outcomes were measured based on data reported by teachers.

Grades Address: K-12 Private-Sector Investment: $37,876

Low-Performing Students: NA State Matching Amount: $37,876

Total Students Impacted: 5,225 Total Project Investment: $75,752

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Making Magic with the MOSH

Foundation: Clay County Education Foundation

Project Abstract:

Incredible learning experiences were brought to elementary students in schools within the Clay County School District by bringing the Museum of Science and History to visit elementary school students! Experiences were delivered to relevant grade bands and aligned to Florida Science Standards. The project area was targeted to specifically impact schools in Clay County that serve at-risk students.

Project Summary: Many teachers would love to take their students on a field trip to the Museum of Science & History in Jacksonville, Florida. Unfortunately, transportation costs and time to travel prohibit many students from being able to visit the MOSH. Through outreach and partnership, students in selected Clay County Schools have been able to experience the magic of the MOSH. MOSH staff, primarily scientists and certified teachers, visited schools and provided rich, hands-on STEM experiences for students who would otherwise not have access to such learning. In addition, teachers received access to additional lessons and activities to build upon the experiences the students had during the day of the outreach. Teacher content knowledge was also increased through the interactions with the MOSH Outreach personnel.

MOSH offered a wide range of programs presented in the classroom setting to engage all learners. Programs were customized to meet the curricular needs of each school and experiences were delivered to students in both the in-school and after-school programs at various locations in Clay County. Examples include: • How Slow Can You Go--Groups invented unique paths and obstacles to maximize the time it takes a ball to run through a maze without stopping. Groups had several rounds to improve their contraption, improving their maze by learning from the successes of other groups. It’s a lesson in competition and sharing. Time trials after each iteration generated data to analyze, allowing students the ability to compare their improvement as an individual group and as a class overall. • It All Makes Sense--Through hands-on science experiments, students discovered their senses in this multidisciplinary program that taught the biology of our five senses. Students used smell to identify objects they could not see, and saw things that were not there. • All About That Space--MOSH’s resident reptiles slithered, strolled, and strided into schools allowing students tolearn about different kinds of reptiles, where they live, and what they eat. • Science on the Go--Students got in on the action of zany experiments conducted in a mobile science laboratory. This interactive program included experiments that cover physical science concepts such as matter, electricity, force and motion, and air pressure.

Through these experiences, students were engaged in rich, hands-on STEM learning experiences that they would not have access to in the traditional classroom routine so that they could develop a love for STEM learning and interest in STEM careers.

Outcomes: STEM Education 80% of student participants showed increased interest in pursuing STEM career 16% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were measured through surveys.

Grades Address: K-5 Private-Sector Investment: $7,500

Low-Performing Students: NA State Matching Amount: $7,500

Total Students Impacted: 950 Total Project Investment: $15,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Real World Learning Model: College & Career Prep Program

Foundation: Champions for Learning (Collier County)

Project Abstract:

Real World Learning Model: College & Career Preparation Program (CCPP) provided underserved students with a college/career readiness curriculum in our onsite lab. Students developed a clear path to: graduate from high school, attend college, earn their degree with little-to-no debt, and enter the workforce. 77% of the students served were on free/reduced lunch.

107 juniors were enrolled in CCPP in spring 2018. They joined 84 seniors (who enrolled as juniors in spring 2018). All participants made a commitment to maintain good grades, remain drug/crime free, and exhibit good behavior/attendance. Students established customized plans to reach post-secondary goals and completed related tasks. They were given technology to be academically competitive and learned employability skills and financial literacy.

Project Summary: Real World Learning Model: College & Career Prep Program (CCPP) provided underserved students from high schools across Collier with a college/career readiness curriculum in our onsite lab. Students developed a clear path to: graduate from high school, attend college, earn their degree with little-to-no debt, and enter the workforce. 11th grade students applied in the fall 2017, and 107 juniors were enrolled in CCPP in spring 2018. They joined 84 seniors (who enrolled as juniors in spring 2018). All participants made a commitment to maintain good grades, remain drug/crime free, and exhibit good behavior/attendance.

Guidance from our staff of College & Career Coordinators gave lab participants the financial literacy and resources they need to pay for college. This is important because 68.52% of the students in Collier schools are on free and reduced lunch, which categorizes the students’ families as “Economically Needy”. (77% of the students we directly serve are on free or reduced lunch and 59.5% are first generation college students.) CCPP educated families about the FAFSA and worked so nearly 100% of our lab participants completed it.

Our curriculum helped students to develop a range of options for postsecondary education with corresponding financial opportunities. While in the program, students were connected to a myriad of scholarships and were given assistance in: filling out applications, writing essays and personal statements. Because of this, the 84 seniors in our 2018 graduating class earned more than $2.93 million dollars in scholarship offers. (This does not include Pell Grants, Bright Futures or Florida College Prepaid Scholarships)

Students utilized a sophisticated software called Naviance to establish a customized plan to reach post-secondary goals and complete related tasks. Naviance acted as a “digital locker” allowing them to store/track college/scholarship applications. During sessions, students used this tracking device to see what careers interested them and learned the correlating educational paths (and related costs). This enabled them to apply for colleges that were academically appropriate and right for their career path. This year our 84 seniors had 248 college acceptances and an average GPA of 3.99. Additionally, Naviance had ACT/SAT Test Prep modules, which we integrated with ACT/SAT strategy sessions. When this was coupled with technology we provided like TI-84 Plus calculators, our students were able to increase their test scores. In fact, our 84 graduates’ average ACT score was 22.8 (Florida average is 19.8) and average SAT was 1121 (Florida average is 1017).

Foundational employability skills are also connected into all the weekly lessons offered in the lab. Community volunteers came into the lab to speak about their personal career path and provided insight about the workplace. For example, a recruiter from Bank of America came to instruct the students on how to enhance their perceived viability as an employee to a potential employer. We also had “speed dating” like sessions, where students got to meet with multiple business people in one session to learn about their career path. Students also learned dining and social etiquette in a series of workshops and used them in real world situations like being table guests at our signature event, Night of Champions.

This summer, we are also serving 80 more students and their families by facilitating Rising Senior Workshops (RSWs). The RSWs are designed to reach students in the Class of 2019 who are not already being served by our on-site lab and are helping many other families in need of college/career prep resources. CFL developed and will conduct the

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes lesson/presentation for each session. Our local post-secondary partners will each host one of these sessions: Lorenzo Walker Technical College, Florida SouthWestern State College and Florida Gulf Coast University. Students will tour each campus and will hear from the admissions department of each college. This will give students and their families a unique insight in the various types of post-secondary tracks (technical college, state college and state university).

The first RSW took place on 6/2/2018 at Florida SouthWestern State College and this workshop was designed to demystify the college admissions process. Topics covered included admissions requirements and deadlines (with a focus on in-state institutions), deciding which schools to apply to, tips and resources to complete applications, and what happens after the application is submitted. The second RSW was on 6/23/2018 at Lorenzo Walker Technical College. This workshop was designed to walk students and families through the financial aid process. Topics covered included the cost of college (with a focus on in-state institutions), types of financial aid, the free application for federal student aid (FAFSA), institutional aid, and resource guides designed to make the financial aid process easier. The Final RSW will be held on 7/21/2018 at Florida Gulf Coast University. This workshop is designed to give students and parents a strong foundation for applying for scholarships. Sharon Bayata, from the Community Foundation of Collier County, will guide families through the community scholarship application process using the Scholarship Connector. CFL will provide additional resources. Students and families will also learn about Florida Bright Futures.

Outcomes: Career/Technical Education 100% of high school seniors have identified next step after high school 100% of student participant understand the importance of filing income taxes and completing FAFSA

Increasing Graduation Rates 100% of high school senior project participants graduated from high school 80% of student participants participated in dual enrollment, AP or AICE classes

How Outcomes were Measured: Outcomes were measured using a combination of quantitative and qualitative tools, including surveys, attendance logs, data sources, tracking measures in Naviance, school-based reports, etc.

Grades Address: 11-12 Private-Sector Investment: $88,999

Low-Performing Students: NA State Matching Amount: $64,370

Total Students Impacted: 271 Total Project Investment: $153,369

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Science Olympiad

Foundation: Columbia Public Schools Foundation

Project Abstract:

Science Olympiad is a great experience for students and encourages students to study on their own as well as weekly as a group. It allows students to be part of a group and to have a place to feel comfortable. It teaches them life long skills like building, math, anatomy, chemistry and lab techniques and encourages them to pursue lifelong careers in a STEM area.

Project Summary: Science Olympiad is a International Science competition. Students met weekly from August to January studying and preparing for Regional competition at the University of Florida. Students built towers, helicopters, mouse trap cars, mission impossible machines, and hovercrafts. They learned test material as well as hands on lab techniques. They studied rocks, minerals, human anatomy, chemistry and ecology. Students learn STEM skills as well as social skills and they learn to work as a team and to help others.

This is the second year that Fort White has had a Science Olympiad team. We have been to regionals and to state both years with 15 participates each year. Students from all levels as well as economic backgrounds participate.

Outcomes: STEM Education 24% of student participants showed increased interest in pursuing STEM career 24% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured through pre-post testing.

Grades Address: 9-12 Private-Sector Investment: $5,046

Low-Performing Students: NA State Matching Amount: $5,004

Total Students Impacted: 500 Total Project Investment: $10,050

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Educators Emporium

Foundation: Columbia Public Schools Foundation

Project Abstract:

The Educators Emporium is designed to allow teachers to obtain free teaching materials and other free supplies for their classrooms and students in need. The goal is to allow teachers to have the tools necessary for success.Teachers who have the materials and supplies necessary to teach are more motivated to teach and the quality of their teaching is improved. Teachers no longer have to reach in their pocket to ensure no child goes without; they can shop for free at the Educator's Emporium.Teachers will be able to have an opportunity to select supplies they desperately need for their classroom including simple items such as: pencils, crayons, marker, binders, folders, office supplies, posters, resource books, educational games, and much more. The store is staffed by unpaid volunteers.

Project Summary: The Educators Emporium, allows teachers to shop supplies for their classrooms and students in need. Everyone needs the right tools for the job they do, and teachers are no exception. The Emporium always maintains a stock of basic school supplies. The Emporium closes during the summer for inventory and hosts an annual back to school event at the end of July. Businesses and individuals have a place to channel their generosity and donated goods. The Educators Emporium also serves as a central location for business, community organizations and individuals to donate new or gently supplies for the classroom. The store also utilizes volunteers will maximum effectiveness. Volunteers help with sorting and stocking supplies, checking out teachers, repurposing items into more useful supplies, and delivering school supplies to schools. The goal of the project is to increase teacher quality and raise student performance.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching 50% of teacher participants demonstrated change in or increased use of effective instructional strategies 50% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Outcomes were measured teacher surveys.

Grades Address: K-12 Private-Sector Investment: $1,452

Low-Performing Students: NA State Matching Amount: $1,444

Total Students Impacted: 5,000 Total Project Investment: $,2896

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: STEM Success for Students

Foundation: Columbia Public Schools Foundation

Project Abstract:

In Columbia County, we have worked extremely hard to make STEM education a priority. We understand that employers are now looking for students knowledgeable in Science, Technology, Engineering, and Mathematics. This year, we allowed our individual schools to make school-based decisions on STEM priorities. We allocated each school a specific amount of money to spend on their needs. This could include Robotics, STEM labs, and/or CTE (Career and Technical Education) needs. We used pre- and post- surveys to show that students were impacted positively by implementing these programs. In addition to surveys, we expect to see an increase in students standardized test scores.

Project Summary: Columbia County Public Schools Foundation is continuing to support STEM education in each school. The district has shown that STEM is important by placing a STEM Coordinator at each school site. Because of varying participation levels in previous years, all schools are at a different place as far as their STEM needs are concerned. This year, we allocated a STEM budget to each school and allowed them to make decisions on the priorities and needs of their school. Elementary and middle schools continued with FLL (Florida Lego League) Robotics and hosted a school-wide STEM day. Our secondary schools were given an opportunity to turn in a budget that included spending money on equipment and training for teachers to implement STEM activities that they would not be able to do without funding.

Outcomes: STEM Education 7% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes were measured with pre- and post-surveys.

Grades Address: K-12 Private-Sector Investment: $15,000

Low-Performing Students: NA State Matching Amount: $15,000

Total Students Impacted: 7,500 Total Project Investment: $30,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Raising the Bar

Foundation: DeSoto County Education Foundation

Project Abstract:

The goal with Raising the Bar, was to increase the amount of proficient readers by 20% in the 2017-18 school year. To support this goal, foundation and district instructional services department created a teacher peer observation program that includes observations, reflections, discussions, and implementation processes.

The re-grant portion of Raising the Bar was designed to provide additional funding to encourage administrators to work alongside teachers and academic coaches to create systems for incorporating research-based strategies in the classroom for students to reach proficiency in literacy. Administrators can create new programs or duplicate a successful program that is in existence already.

Project Summary: Three grade levels were involved in the Peers in Public Practice (P3) model program this year, grades 3, 4 and 5 at three elementary schools. Twenty-three teachers completed the entire program which provided the opportunity to "break down" walls between teachers and their classrooms. The teachers that participated reported that the collaboration was fantastic, they felt more part of a team than before, they believed that there was improved efficacy at a district level and gained exposure to new tools and instructional strategies for instruction. Two of the teachers reached a 70% or higher proficiency level on the Spring iReady Diagnostic assessment. Five of the teachers that participated showed reading proficiency growth of 30% or more based on the final iReady Diagnostic assessment. Overall, 76% of the students that were in a P3 teacher's classroom showed improvement in reading on a standardized assessment.

School re-grants were awarded based on the school's improvement plan. Those grants consisted of literacy, math and improving teacher quality. One elementary school chose a reading initiative to inspire and challenge students to read more books. The DeSoto Middle School principal offered a peer teaching program, similar to the P3 program, to help improve her school grade. ReflexMath, a math fluency software, was purchased to improve math achievement at the elementary level.

Outcomes: Literacy 44% of student participants improved in a standardized reading skills test(s) 33% of student participants showed increased participation in reading

STEM Education 87% of student participants improved their grade in STEM subject area

Teaching Quality 100% of teacher participants showed improved attitude toward teaching 96% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Literacy outcomes were measured by I-Ready Reading Diagnostic Assessment 3 for the P3 progra and book check-out data for a school Literacy program. STEM outcomes were measured using data from Reflex Math and student grades.The I-Ready Reading Diagnostic Assessments 1 and 3 were used to measure the number of teachers who increased the use of effective instructional strategies. Exit surveys were used to measure improved attitudes toward teaching.

Grades Address: K-12 Private-Sector Investment: $17,739

Low-Performing Students: NA State Matching Amount: $15,711

Total Students Impacted: 1,229 Total Project Investment: $33,450 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Excellence in Education

Foundation: Jacksonville Public Education Fund (Duval County)

Project Abstract:

The goal of this project was to improve the likelihood that excellent teachers remain in the classroom. We wanted to create opportunities for great teachers to feel elevated and celebrated while treating them like professionals. Additionally, we wanted to improve public perception of teachers while giving the public an opportunity to share their appreciation for teachers as well. This creates a community of support for teachers, also increasing the likelihood they remain in the classroom. Through the EDDYs Experience and the Teachers Are More Campaign, we were able to achieve both of these goals. Of the 178 teachers of the year who participated in the process, 95% of them stated they felt honored and celebrated and 85% of them said the experience made them more likely to stay in the classroom. The Teachers Are More campaign has been sharing stories of teacher impact and hosting community gatherings to discuss the impact through conversations and an interactive multimedia book. We have been able to collect over 16,000 messages of thanks for teachers, as we will continue to do for the rest of the calendar year.

Project Summary: We surveyed DCPS teachers in their first year of teaching, in 2013: 43% said they planned to be out of the classroom within the next five years; in actuality, 51% of them are no longer teaching in DCPS. Some have retired, but the overwhelming majority of them left because of dissatisfaction with the job, including issues of autonomy, lack of administrative support, behavior, and compensation. This is also more profound in communities where students have a greater need. Turnover rates are 50% higher in Title I schools, which serve more low-income students, and 70% higher for teachers who serve larger numbers of students of color.

It is critical that we stem the tide of these excellent teachers leaving our schools. The best way to do so is to address the reasons they are leaving the classroom. Two of the primary reasons are that they are not appreciated and they are not respected as professionals. Through the Excellence in Education initiative, JPEF has done significant work in addressing these challenges. The EDDYs Experience results demonstrate the significant impact of our work in the immediate while the Teachers Are More campaign has begun to shift the perspective of the community about educators and education to provide a more supportive environment for our students.

Through the EDDYs Experience, JPEF aimed to improve the retention of teachers through the following activities that celebrate and empower teachers while supporting their development as professionals. 1. Teacher of the Year Orientation – We hosted an orientation for all of the traditional and charter public school teachers of the year, of which 178 participated this year. The orientation was held in September 2017 and created opportunities for the teachers to network as well as to hear an inspirational message for the Florida Teacher of the Year. 2. Learning Sessions – We hosted a professional development session with Jessica Solano, the 2016 Macy's Florida Teacher of the Year, on the impact of having a growth mindset in the classroom. 108 teachers attended and post-event surveys showed that the majority felt that it would assist their instruction in the classroom 3. Celebrations – After the selection of the 15 semi-finalists, we provided a tailgate party and two free tickets to a Jaguars game to all of the school-level teachers of the year. During the third quarter, the semi-finalists went on the field to be recognized. To announce the winner of the Duval County Teacher of the Year, we also provided each teacher with two free tickets to attend this black-tie optional gala where they all had on-stage recognition. 4. Scholarships – For the 15 semi-finalists, we provided $1,000 professional learning scholarships. In supporting their development as professionals as well as treating them as such, they have the ability to drive the use of these funds. These grants have been used for a wide variety of training from obtaining board certification to attending a agriscience conference to purchasing a Swivl for self-evaluations. Eight grants have been used; they have until the end of the year to use the funds. 5. Fellowships – For the five finalists, we are offering a summer fellowship program where we will be taking them to meet state and local education policymakers as well as ensure they understand how education decisions are made so they can better advocate on behalf of their students. Additionally, we will be taking all of the finalists on an all-expense paid trip to Las Vegas for the National Network of State Teachers of the Year conference where they can learn best practices from the best in their field around the country.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes The Teachers Are More (TAM) campaign, in contrast was a broad scale community awareness campaign that focused on creating a community of support for teachers by improving public perception of the profession as well as encouraging outward demonstrations of appreciation. By combining storytelling and digital tools, we were able to create a multimedia book that shares the stories of teachers, their challenges, their environments, and most importantly, their impact. We have shared this book at six location across Jacksonville, including City Hall, Art Walk, and FSCJ. At those sites, we hosted community conversations where the public had an opportunity to hear directly from teachers and students on the important role teachers serve. We have shared those stories on social media and our website and have encouraged others to share their stories of how teachers have impacted their lives. We have asked people to share messages of thanks with the hashtag #JAXThanksATeacher, which engages the community and provide a means to measure impact. Our goal was to reach 100,000 messages of thanks to Jacksonville’s educators over the course of calendar year 2018. To date, we have collected over 16,000 messages of thanks. We have had over 300 social media mentions on Facebook, and 13 media spots, including two mentions in the Florida Times-Union and one mention in Education Matters.

While the teacher retention challenge is complex and multi-layered, one of the issues that is repeatedly marked by teachers is one of not being appreciated or respected in the profession. We believe the TAM campaign is a first step to demonstrate to teachers that we value their contributions to our children and our society, but it will also serve as a catalyst to raise important discussions about this issue in the community. Our goal is to increase public support for the invaluable educators in our city with the expectation that if teachers feel valued in their roles, schools will be able to retain and recruit more great teachers.

Outcomes: Teaching Quality 86% of teacher participants reported they are better equipped to take on leadership opportunities in their school and community 85% of teacher participants reported they were more likely to remain a classroom teacher 82% of community event attendees report the event changed their perception of the teaching industry, understanding the amount of money teachers spend on their own for classroom supplies and understanding the roles teachers fulfill in the lives of their students

How Outcomes were Measured: We are measuring these outcomes through short-term, medium-term, and long-term measures. In the short-term, we are measuring survey results at these community functions and the number of hashtag shares we have. Additionally, as we also revised this grant to focus on keeping excellent teachers in the classroom, we conducted a survey of all of our teachers of the year in April .

Grades Address: PreK-12 Private-Sector Investment: $162,319

Low-Performing Students: NA State Matching Amount: $159,998

Total Students Impacted: 0 Total Project Investment: $322,317

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: 2017-18 Grants for Excellence

Foundation: Escambia County Public Schools Foundation

Project Abstract:

The Grants for Excellence program provides a means for teachers to apply for grants focusing on STEM and Literacy. This year we initiated two levels for the grants, collaborative efforts across grade level or subject matter with an upper limit of $5,000 called All ABoard Grants (so named because each board member linked with a particular school and became their liaison to the board) and individual classroom grants called Teacher Opportunity Grants (TOGs) for up to $500 each. Altogether, we funded 21 collaborative grants and 29 classroom grants.

Grants for Excellence provides a way for teachers to bring innovative projects into the classroom and/or create opportunities for enhanced learning outcomes while allowing CFEF and matching donor funds to have a broad "reach" into the classroom. Teachers use this funding to create innovative learning opportunities whereby students can apply the skills they learn in math, science, technology and literature to real world events. Funding for these projects would not be possible through school budget allocations.

Project Summary: This year, the Escambia County Public Schools foundation (ECPSF) awarded just over $112,000 in grants to 29 schools with 13,712 students actively participating in grant activities. This year's program goal was to further student progress by maintaining focus on increasing reading and writing skills and STEM interest. Applications were submitted to the Grants Committee with the name of the teacher and school redacted and a scoring rubric used to ensure objectivity. The Grants for Excellence Committee is comprised of retired educators, community leaders, board members and donors. The process is highly competitive and our applications have been aligned with achievement priorities and outcome measures outlined by the School District, CFEF and the Florida Legislature. Following is a sampling of some of the ways teachers used the grant money to enhance learning. • Northview High School was awarded funding for their STEM grant: Bridges, The Wind and The Sun: We Build, We Analyze, We Harness. Its purpose was to introduce students to bridge building and alternate forms of energy, but "more importantly, for them to build, experiment, make mistakes, overcome them, and then succeed." • With STEAMY Gumbo, students at Escambia High used project based learning and technology to foster stewardship of our local waterways through collaboration with local agencies including Florida DEP, EPA, UWF, Florida Sea Grant and Escambia County Marine Resources. • At Scenic Heights Elementary, students used STEM resources such as magnetic geode explorer science kits, addition and subtraction learning kits, and a robot engineer coding kit to practice and build on learned math and science skills.

Outcomes: Literacy 27% of student participants improved in a standardized reading skills test(s) 41% of student participants showed increased participation in reading

STEM Education 46% of student participants showed increased interest in pursuing STEM career 22% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured using a variety of data sources to include, Florida Standards Assessment (FSA) reports for reading and writing skills, literacy interest surveys, and teacher designed pre and post evaluations and STEM interest surveys.

Grades Address: PreK-12 Private-Sector Investment: $56,254

Low-Performing Students: NA State Matching Amount: $55,879

Total Students Impacted: 13,712 Total Project Investment: $112,132 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Classroom to Careers: CTE Focus

Foundation: Flagler County Education Foundation

Project Abstract:

Flagler County Education Foundation Board of Directors and school district leadership have created a partnership with business leaders and economic development professionals to identify seven key industries that are important to economic development in Flagler County. It is through this focus that Flagler Schools attention and resources are geared to build a pipeline starting in kindergarten through high school to provide career exploration in a variety of experiences. These explorations start as after school programs in elementary school and lead to CTE certifications in high school. This year, School District Education Foundation (SDEF) Matching Grants have been used to expand existing and establish new meaningful K-12 experiences to explore careers in manufacturing, medicine, fire and digital technology.

Project Summary: Flagler Schools identified the need, four years ago, to educate students for not only college but careers as well. The Flagler County Education Foundation and Flagler Schools partnered with businesses and economic development in Flagler County to identify key industries in the county and have aligned learning to these industries. Career and Technical Education (CTE) is not merely training in a trade. It is a comprehensive approach to technical education that also includes math, reading, communication, and employability or “soft” skills. FCEF and Flagler Schools are committed to ensuring every student graduates from high school ready for college and career.

Flagler Schools starts Career Exploration in kindergarten and continues through high school. This initiative is called “Classroom to Careers” that began four years ago. There are currently 21 Classroom to Careers Flagships at our nine schools. It is through programs like Builders Club that starts in kindergarten as an after-school program that can lead to the Building Construction Flagship in high school. The medical science and health/fitness programs in elementary school lead to the Fire Leadership Academy in high school where students can earn their CPR certification. Academy coursework focuses on leadership development, preparing students with skills including but not limited to: fire behavior; first responder model; personal protective equipment; use of ropes, tools and equipment; use of fire streams; fundamentals of extinguishment and rescue procedures. Students are taught the history, equipment and specialties in fire service, and become CPR certified. Clear career pathways are explored including firefighter certifications, EMT coursework, associate degrees, paramedic training programs, and bachelor’s degree programs. Program completers will be eligible to sit for state fire certifications once they turn 18 and will have the opportunity to work toward their EMT certification. This academy is also great for students hoping to enter the medical field, as students will gain a tremendous amount of medical and first responder experience.

The SDEF matching grant also afforded the opportunity for students to tour local manufacturing and medical organizations in the community. It is through opportunities like this that students are able to see all of the opportunities for career paths other than the obvious. There are more careers at a hospital than just doctors and nurses. Fifty students toured Sea Ray Boats, Inc., one of the largest employers in Flagler County, in conjunction with Volusia/Flagler Manufacturing Association's (VMA) annual showcase. Manufacturers are combating the critical shortage of skilled labor through partnerships with local schools to build awareness of the substantial and lucrative careers in manufacturing. Forty-five students toured Flagler Hospital to learn about a variety of careers that expand students' awareness of medical careers beyond the common careers, i.e. nurses and doctors. Representatives from each area of the hospital spoke to students and outlined the preparation needed to be successful in their specific job.

Outcomes: Career/Technical Education 42% of student participants completed and passed career/technical education certification

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: Outcomes were measured through teacher surveys and industry certification tests.

Grades Address: K-12 Private-Sector Investment: $15,533

Low-Performing Students: NA State Matching Amount: $13,532

Total Students Impacted: 1,195 Total Project Investment: $29,065

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Innovation Mini Grants

Foundation: Flagler County Education Foundation

Project Abstract:

Innovative Teacher Grants were awarded to 21 teachers who completed classroom and school projects that increased hands-on learning and engaged students having a direct impact on 10,903 students. Teachers created opportunities for students to use higher level thinking and problem solving strategies through a myriad of STEAM projects. These projects correlated to our Classroom to Careers Flagship programs that tie classroom learning to targeted local industries that have been identified in our area. Teachers included local businesses whenever possible to work hand in hand with students while completing their projects. Interest in STEM careers increased from 53% to 78% reported by participating students.

Project Summary: Flagler Schools has initiated Classroom to Careers Flagship programs in response to workforce needs, working closely with the Chamber of Commerce and Flagler County Economic Opportunity Council to ensure classroom learning will provide students with the skills needed to compete in the 21st Century. Innovative Teacher Grants are designed to make funds available to teachers who are leading the Classroom to Careers efforts at their schools. Hands on projects like those designed by grant-winning teachers foster competency in our students to ask, find, or determine answers to questions derived from curiosity about everyday experiences using science, technology, engineering, arts, and math skills. Teachers who win grants are among the most innovative teachers in the district. They set a standard of excellence for others to follow. Innovative teachers transform the lives of children by opening their minds to a life-long love for learning. Innovative Teacher Grants are one component of a multi-project partnership between FCEF and Flagler Schools to foster high competency in teachers to engage, excite and prepare students for STEM careers and post secondary education.

Outcomes: STEM Education 75% of student participants showed increased interest in pursuing STEM career 59% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured through teachers surveys.

Grades Address: K-12 Private-Sector Investment: $20,739

Low-Performing Students: NA State Matching Amount: $11,464

Total Students Impacted: 10,903 Total Project Investment: $32,203

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: EdEnrich TeaM

Foundation: Franklin County Education Foundation

Project Abstract:

The continued goal of the Education Enrichment Teacher Mini-Grants (Ed Enrich TeaM Grants) is to provide a vehicle for the educational enrichment of Franklin County students and teachers through encouraging creative and innovative approaches to enhancing the public school curriculum. Teachers are given the opportunity to showcase their inventive efforts through outstanding lesson plans and projects. We have stressed the submission of interdisciplinary, collaborative, interactive grants which include the Florida Standards and also illustrates to students the comprehensiveness of education and how all their classes not only ‘fit’ together but how they impact their lives and careers.

Project Summary: This project encouraged creative ideas and innovative approaches to the public school curriculum while recognizing outstanding teacher planning. Our mini-grants for educators provided funding to enrich the educational experience of Franklin County students. We wanted to bridge the gap between what was not provided for within the county education budget and the high cost of innovation. Our goal was to support and reward teachers for their collaborative and interactive approaches to engaging our children in the learning process. Through a competitive grant process, FCEF distributed awards which enabled teachers to bring their subjects to life through innovative projects. We especially welcomed interdisciplinary projects that illustrated to students the comprehensiveness of education. We defined innovation as incorporating ‘new’ and ‘fresh’ ideas into the curriculum to invigorate the students and actively engage them in their education.

Franklin County pre-K through 12 teachers were eligible to apply. While more than one grant application per individual (or team) could have been submitted, only one grant per individual or team was awarded each academic year. Interdisciplinary applications were encouraged. Franklin County educators who may not work in the school but are willing to collaborate with the school system to provide services for the students in the public school system were also eligible to apply. Restrictions: grants were not intended to fund capital improvements, classroom furniture, outside salaries, stipends, or equipment for teaching the regular curriculum. Mini-grants are intended to creatively enhance and enrich concepts already in the curriculum or introduce new aspects to the curriculum.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measured through pre and post focused interviews with teachers.

Grades Address: PreK-12 Private-Sector Investment: $2,903

Low-Performing Students: NA State Matching Amount: $2,903

Total Students Impacted: 146 Total Project Investment: $5,806

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: OnTarget/CAPS

Foundation: Franklin County Education Foundation

Project Abstract:

The OnTarget Advising program helped to demystify the process of choosing a career and applying to college. High school students focused on choosing a career that not only engaged them but that they are skilled to pursue. The program inspired juniors and seniors to mentor sixth to tenth graders and prepare them for the career and college process. They completed several college applications and wrote ACT and college application essays. This peer mentoring process will hopefully help to end the cycle of students, and their families, feeling unprepared for college and life after high school. The program nurtured the idea that college is for everyone and can be in their future. Through the CAPS (College Achievement Planning & Success) project (a component of OnTarget), students visited eight campuses and experienced different college environments to help prepare them to make the best college fit decision.

Project Summary: OnTarget engaged the students in workshops that challenged them to utilize research for evidence based support of their ideas and the synthesis of said information. The leadership topics included determining their personality types, living in a diverse world, and leading versus following. The college and/or career readiness topics included: determining the college versus workforce training program decision, researching varying types and sizes of colleges, what does it mean to have the right fit, investigating the application process, discussing the FAFSA and residency requirements, what will colleges expect from them, and what they have to offer, etc. The intensive writing skills sessions targeted effective communication through succinct, evidence supported, opinion papers and essays and journaling. More than 60% of the students at FCS qualify as potential first generation college students. They do not have the pre-college exposure that inherently accompanies relatives who have enrolled in, or graduated from, college. It is clear that such exposure creates interest in those low-performing students who may not have considered college a viable option and it would affirm the interests of those who planned to attend universities. For the 2017-2018 year, the students visited eight college campuses.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants made progress toward graduating high school

Low-Performing Students 100% of student participants showed improved attendance or reduced behavior incidents at school 83% of student participants improved their grade in specific subject area 83% of student participants improved their overall grade(s) in school

How Outcomes were Measured: Outcomes were measured through teacher reports, student interviews, phone interview with instructor regarding student progress, and student focused discussions regarding their preparedness for choosing a career and finishing college.

Grades Address: 9-12 Private-Sector Investment: $6,673

Low-Performing Students: 12 State Matching Amount: $4,571

Total Students Impacted: 65 Total Project Investment: $11,244

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: TLC: Free School Supply Store

Foundation: Franklin County Education Foundation

Project Abstract:

According to the National Retail Federation, the average family spends more than $600 on children's clothing, electronics and back-to-school supplies each year. With school budgets dropping, the list of school supplies families have to purchase keeps getting longer and longer. Families should not have to make the choice of keeping the lights on or getting school supplies: in most cases, the lights will win. Through the T.L.C., the Education Foundation strove to make learning easily attainable to all students and spare families such a punitive choice. The supplies are requested by teachers and made available to their students to complete assignments and activities.

Project Summary: The Southern Education Foundation ( HYPERLINK http://www.southerneducation.org/Our-Strategies/Research-and- Publications/New-Majority-Diverse-Majority-Report-Series/A-New-Majority-2015-Update-Low-Income-Students-Now) reports that 51 percent of students in pre-kindergarten through 12th grade in the 2012-2013 school year were eligible for a federal program that provides free and reduced-price lunches. The lunch program is a rough proxy for poverty, but the explosion in the number of needy children in the nation’s public classrooms is a recent phenomenon that has been gaining attention among educators, public officials and researchers. (Washington Post) Franklin County is a federally designated high poverty area and the entire school received a full waiver; therefore 100% of the students are eligible for the free and reduced lunch program. As a high poverty area, there are many more pressing decisions for families and school supplies is many times relegated to the bottom of the list or completely removed. Results and research shows that when adequately equipped with educational supplies, school children: 1.Have a more positive feeling of self-worth; 2. Miss fewer days of school 3. Are more attentive in class; 4. Have improved classroom behavior; 5. Achieve higher test scores in all academic subjects. It is clear that having one’s own supplies is imperative to successful assignment completion and will improve a child's academic success.

Local business owners and the Education Foundation collaborated to open the Tools for Learning Collaborative (T.L.C.) Free School supplies initiative. This year, in addition to purchasing supplies from the county supplies list, we solicited supply requests from the teachers and were able to purchase supplies specifically for those students who would otherwise not be able to purchase school supplies. Initially, we were going to purchase cinch sacks to put the supplies in and distribute to the students but a teacher suggested we save the almost $1,700 for the cinch sacks and put those funds into actual supplies. We adopted that idea and purchased supplies from teacher request and to also augment the supplies for the college prep program.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Outcomes were measured through qualitative teacher discussions.

Grades Address: PreK-12 Private-Sector Investment: $,4000

Low-Performing Students: NA State Matching Amount: $4,000

Total Students Impacted: 650 Total Project Investment: $8,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: 2017-18 Improving Early Literacy

Foundation: Gilchrist County School District

Project Abstract:

This project allowed us to provide supplemental early literacy and kindergarten readiness services to targeted students at two Title I, high poverty schools. The funds provided through this project were used as matching funds to enhance services provided through United Way by extending the learning day for these three and four year old at-risk students. The students served were selected based on the highest need, and they received an additional three hours of programming each day during the school year. Progress monitoring data indicated that this group of children made significant gains in literacy, readiness skills, and social skills.

Project Summary: This project was designed so that state funds could be matched with funds provided by United Way to supplement the literacy and learning opportunities currently provided for disadvantaged Pre-K students. Students who are four years old are eligible to receive a half day of academic programming for free through VPK funding. However, there were many students who were not able to participate because of the inability to pick up their child in the middle of the day. Therefore, United Way partnered with the Gilchrist County School District to provide the other half day programming for these students. That allowed many of these students to receive services that would have otherwise been impossible. Now, through this project, students receive after-school literacy and academic services from 3:15 to 6:15 each day. The cost was $6 per day per student. Participants were selected based on academic and financial need. In other words, students that would not have had any services are now getting 8:30-11:30 funded through VPK, 11:30-3:15 funded through United Way, and 3:15-6:15 funded through matching dollars. By allowing these students to enroll in public school and become a part of the school system, they not only get these literacy and learning opportunities, but they also get additional supplemental services and resources because of being in school, such as free breakfast, lunch, and snacks, speech/language services, dental/vision/obesity screenings, occupational and physical therapy as needed, disability screenings and services, and more.

Outcomes: Literacy 100% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Outcomes for participants were measured through pre, mid, and post VPK assessment. Three year old participants also were measured through DIAL-4 pre and post assessment.

Grades Address: PreK Private-Sector Investment: $40,000

Low-Performing Students: NA State Matching Amount: $13,114

Total Students Impacted: 24 Total Project Investment: $53,114

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: AVID about Success

Foundation: Glades Education Foundation

Project Abstract:

The AVID (Advancement Via Individual Determination) program was further strengthened in the Glades County School District during the 2017-2018 school year. There were 22 teachers trained at the AVID Summer Institute, which resulted in an expansion of the AVID program to include grades 4, 5 and 10 to the already existing middle school and 9th grades. Teachers in grades 4-5 focused on introducing academic organization to their students through the use of an AVID binder. Middle and High School students learned note-taking skills, collaborative communication and college-planning strategies. The over-arching goal of AVID is to prepare students to become more organized students, better communicators and self- advocates in class, efficient planners of post-secondary educators, and have many of the skills necessary to be a quality employees in their future careers.

Project Summary: Teachers were trained in AVID strategies during 2017 AVID Summer Institutes after being selected by their school administrators. After establishing site membership and teacher training, the AVID program was started at Moore Haven Elementary School (MHES), and continued at Pemayetv Emahakv Charter School (PECS), West Glades School (WGS) and Moore Haven Middle High School (MHMHS). Students were selected for participation in the AVID programs by review of program applications and analysis of student demographic data, as well as recruitment by school guidance counselors. College-age tutors were hired in August and September 2017 and then trained in Socratic tutoring techniques to assist students and mentor when needed. College students who were trained as AVID tutors helped facilitate Socratic tutoring sessions in which the middle and high school AVID students directed their own learning and review of difficult concepts. Students took a pre-test in October, 2017 to assess their knowledge of post-secondary education attainment. They took a post-test in May, 2018 after an academic year of AVID-based education and training.

As a result of the AVID program in grades 4-10, the Glades Education Foundation expected to see improved enrollment in school mentoring programs within Glades County Middle and High Schools. AVID students also learned important study and test-taking skills, communication skills, organizational skills, and public speaking. Students were introduced to post- secondary training through visits to college campuses, and instruction on post-secondary attainment. Each subsequent academic year, the Glades Education Foundation expects to add an additional grade to the AVID program, until grades K-12 have access to the program. The overall goal of AVID about Success is to increase graduation rates in Glades County, as well as to increase the number of students who seek post-secondary education..

Outcomes: Increasing Graduation Rates 100% of student participants made progress toward graduating high school 67% of participating students demonstrated increase in organizational skills

How Outcomes were Measured: The outcomes were measured by a pretest in October, 2017 and a post-test in May, 2018. Teachers also provided classroom data.

Grades Address: 4-10 Private-Sector Investment: $8,027

Low-Performing Students: NA State Matching Amount: $7,635

Total Students Impacted: 277 Total Project Investment: $15,662

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Glades Grants for Great Ideas

Foundation: Glades Education Foundation

Project Abstract:

The Glades Education Foundation funded a continuing program entitled, “Glades Grants for Great Ideas.” This program, also referred to as Classroom Grants, provided $500 grants to individual teachers or $1,500 to a team of teachers to buy equipment, provide enrichment activities to their students, or fund field trips. The classroom grants were available to teachers in grades K-12, in all the schools in Glades County: Moore Haven Elementary School, West Glades School, Pemayetv Emahakv Charter School, and Moore Haven Middle-High School. Teachers applied for the grants through an application process that was reviewed by the Glades Education Foundation Grants Committee for approval. Teachers were required to submit a mid-year and final report to demonstrate positive project outcomes. Because teachers need funding for activities to supplement their curriculum, enrich their classroom teaching strategies, and engage their students in the areas of increasing graduation rates, literacy, and academic achievement of low-performing students, Glades Grants for Great Ideas gave them an opportunity to receive funding to positively impact teaching quality by meeting the teachers’ classroom needs.

Project Summary: Glades Grants for Great Ideas (GGGI) funded eight classroom projects for the 2017-2018 school year. Five grants were group projects in the amount of $1,500 each and three were individual projects in the amount of $500 each. The group projects were: 1. Feasting on Literature – Fifth Grade – The Feasting on Literature project was designed to motivate students in fifth grade to read independently. 2. Author’s Book Club – Grades 3-5 – The goal of this project was to boost literacy and develop a love for reading in intermediate grades. 3. St. Augustine Florida Educational Tour – Fourth Grade – The fourth grade at Moore Haven Elementary visited St. Augustine, Florida providing an opportunity for students to observe and interact with artifacts and tours to enhance their understanding of Florida history. 4. Reading Out of This World – First Grade –Teachers used sets of leveled readers to match appropriate texts to students’ reading levels. 5. The Connection Between Math and Literacy in Early Childhood Education – VPK – Classroom books related to math concepts were read to students 3-4 days a week.

The individual classroom grants were: 6. Growing Little Minds with Literature – Kindergarten - The goal of this project was to increase literacy in kindergarten students through exposure to high-interest literature. 7. Flexible Seating for Flexible Minds – Flexible seating classroom materials were purchased and flexible seating options were implemented in the classroom. 8. 2D Art Education –Art Grades 7-8 – Sketchbooks, display boards, and art portfolios were used to support students as they monitored their own progress, provided a safe place to store artwork, and provided displays for an end-of-project art exhibit which lead to attainment of a high school credit while in middle school.

Outcomes: Increasing Graduation Rates 100% of student participants made progress toward graduating high school

Literacy 89% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 85% of student participants improved their grade in specific subject area

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: End of course exam and projects throughout the year determined if a student successfully completed the course to earn a high school credit while in middle school.

The STAR Reading Assessment was given at the beginning and end of the Feasting on Literature, Author’s Book Club, and Reading Out of This World projects. The Glades County Sight Word assessment was given at the beginning and end of the Growing Little Minds with Literature project to measure student outcomes. The Florida Voluntary PreKindergarten Assessment was used to measure outcomes for The Connection Between Math and Literacy in Early Childhood Education project.

A beginning of the year and end of year diagnostic assessment was given to measure outcomes of low performing students.

Grades Address: PreK-8 Private-Sector Investment: $9,229

Low-Performing Students: 46 State Matching Amount: $4,456

Total Students Impacted: 264 Total Project Investment: $13,688

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: TEAM GRANTS: Together Each Achieves More

Foundation: The Education Foundation of Gulf County

Project Abstract:

TEAM Grants provided competitive mini-grants to Gulf County teachers for specific educational projects that were developed to support teaching and learning through the implementation of strategies that have a proven record of improving STEM, Literacy, and supporting learning gains of Low-Performing Students. It is the primary goal of The Education Foundation of Gulf County to focus our activities on increased student engagement, academic achievement, and effective classroom instruction so that every child can be successful and achieve their greatest potential. This year's projects included the implementation of an underwater robotics class for middle grade learners. The class focused on supporting inclusive STEM opportunities for all our diverse learners. Classroom mini-grants were also awarded to provide hands-on learning opportunities in our high school mathematics and science classrooms. Literacy mini-grants provided targeted interventions and multi-sensory literacy learning for low-performing students, non-readers, English Language Learners, and students struggling with dyslexia. Gulf District Schools, The Education Foundation of Gulf County, and our community partners believe it is critical that local teachers have the resources to model and teach 21st century skills to inspire our children to become confident, self-directed innovators, creative thinkers, and problem-solvers and choose projects that supporting learning.

Project Summary: The Education Foundation of Gulf County awarded 12 Classroom Mini-grants and sponsored an Underwater Robotics STEM project funded by Duke Energy, AT&T, and other community partners. The focus of our classroom mini-grant program was to support innovative learning projects that target Literacy, Low-performing students, and STEM.

Seven of the 2017-18 Classroom Grants targeted Literacy and Low-Performing Students at the elementary and secondary levels. Four grants funded literacy interventions, programs for students struggling with dyslexia, and supporting low- performing readers with digital literacy resources to support comprehension. Three grants supported secondary students at Port St. Joe High School. The grants provided high-interest reading materials, classroom magazines, and materials for small group differentiated instruction. Five additional grants were awarded this year targeting STEM at the elementary and secondary level. Grants were selected to support school improvement goals and targeted to positively impact FSA and EOC scores in Gulf District Schools.

As the Education Foundation of Gulf County prepares for next school year, the many successes that were documented around the district are being celebrated in classrooms with direct support of classroom mini-grants and STEM grants provided through partnerships established with our foundation.

Outcomes: Literacy 100% of student participants showed increased participation in reading

Low-Performing Students 100% of student participants improved their grade in specific subject area 100% of student participants improved their overall grade(s) in school

STEM Education 86% of student participants participated in specific STEM-related activities beyond required course work 100% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes in literacy were measured through circulations of non-fiction books at both schools and the number of database searches performed by students of both schools to complete project based learning. Teachers and administrators also collected learning gain reports using iReady benchmark diagnostics and learning gain reports.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Low performing student outcomes were measured with ELA FSA assessment tests.

STEM outcomes were measured through Biology End of Course exams.

Grades Address: K-12 Private-Sector Investment: $15,000

Low-Performing Students: 23 State Matching Amount: $12,225

Total Students Impacted: 1,527 Total Project Investment: $27,225

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Career/Graduation Mentor

Foundation: Hamilton County Public Schools Foundaton, Inc.

Project Abstract:

The Hamilton County Public School Foundation works with North Florida Community College to offer the Stanley Tate STARS prepaid program. The foundation did not know about this program until three years ago and it has been difficult for the foundation to get the program up and running adequately. With the help of the grant it has allowed the foundation to begin the process of working with students for the STARS program, helping students who need motivation and direction with graduation. It also has provided students an individual to help with registering for ACT/SAT, completing FAFSA, Florida Student Financial aid, career readiness, college choices and so much more. The most significant measurable outcome for this grant has to be with the number of students who were not on track for graduation and actually did make the mark. Many of our 11th graders were teen parents who were and were not on grade level finished school and graduated. The grant helped pay for students ACT/SAT test that gave them another chance to earn their reading score for graduation.

Project Summary: Hamilton Public School Foundation created a mentoring program that focused on increasing graduation rates and college access for at-risk students attending Hamilton County High school. The foundation hired 2 mentors that targeted students which included students in our STARS program, while also meeting with students providing instruction on how to complete applications, etc. The individuals worked with students who had been chosen for the STARS program to make sure students were on track and they had/have the support to complete high school and continue their education to earn at least a two- year degree. The individuals worked with at-risk Juniors and Seniors to help with increasing the graduation rate for the district. Students were helped to complete resumes, college applications, financial aid on state and federal levels. Students were also helped to complete their scholarship applications. The mentor provided assistance in helping students register for ACT or SAT and provided books, along with other items to prepare for the ACT or SAT. Other teachers also used these items within their classroom to give practice test and strategies for students. The foundation assisted students with paying for ACT/SAT test to help prepare them earn college readiness scores. The Career/Graduation mentors averaged 10 to 15 hours monthly throughout the school year. The hours were flexible to accommodate meeting with students, conferences with parents, classroom visits, and any other support that was needed. The most significant measurable outcome for this grant has to be with the number of students who were not on track for graduation and actually did make the mark. Also having many of our 11th graders who were teen parents who were and were not on grade level who finished and graduated.

Outcomes: Increasing Graduation Rates 95% of student participants made progress toward graduating high school 91% of high school senior project participants graduated from high school

How Outcomes were Measured: Outcomes were measured by using students’ ACT/SAT/ELA scores, attendance records, grades, actual graduation numbers, and surveys of students who participated.

Grades Address: 9-12 Private-Sector Investment: $2,600

Low-Performing Students: NA State Matching Amount: $2,600

Total Students Impacted: 45 Total Project Investment: $5,200

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Engaging with Science Projects

Foundation: Hamilton County Public Schools Foundaton, Inc.

Project Abstract:

Students from grades 1st-6th researched, planned and created science projects while working as teams; Kindergarten classes worked as an entirety. Parents, business partners, family and community members were invited in to view students projects which were displayed outside the library and front office. Challenger Learning Center staff from Tallahassee came in to view and judge projects. Students and classes were presented with ribbons, certificates, and awards. Students’ appreciation for science has grown since the implementation of the program which was put into place last year. Hamilton's science grades have been very low for the last several years. For the 2017-2018 school year we saw a 9 point percentage increase/gain across the board. This is a significant increase in scores and is very exciting for our school.

Project Summary: The Hamilton County Public Schools Foundation partnered with the new Hamilton County Elementary school working with students in grades K-6th so that they were enriched through STEAM/science projects. Approximately 900 students worked in their classes in groups, individually, with teachers, and at home with parents with full access to a variety of technology devices including iPads and laptop computers for research. The grant provided students with the needed material that made their projects look professional, kits and other materials that helped them create and complete their project. It also provided teachers with materials that would have had to have been purchased out of pocket for students due to the large number of families in Hamilton County that are living in poverty.

Students participated in the program had an in-depth look at what the scientific method is, the steps in how to conduct experiments, record data, and present a science project properly. The projects increased knowledge and proficiency in science and related subjects. The STEAM enrichment was designed for students who were in grade K-6 to provide an opportunity for learning the 21st Century skills of Critical Thinking, Creativity, Collaboration, Communication and Research. The projects provided standards-based science projects introducing students to the scientific method, physical science, chemistry, mathematics, creativity, research, documentation, presentation and imagination. Students were able to see how learning can be fun and important to being successful.

Outcomes: Low-Performing Students 50% of student participants showed improved attendance or reduced behavior incidents at school 30% of student participants improved their grade in specific subject area 18% of student participants improved their overall grade(s) in school

STEM Education 90% of student participants participated in specific STEM-related activities beyond required course work 50% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Low performing student outcomes were measured through school and individual FSA, school based test scores along with students grades.

STEM outcomes were measured through FSA science and math scores, students grades and eagerness to learn and appreciation for science.

Grades Address: K-6 Private-Sector Investment: $4,000

Low-Performing Students: 280 State Matching Amount: $4,000

Total Students Impacted: 900 Total Project Investment: $8,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Science and Ag Department Collaboration Project

Foundation: Hamilton County Public Schools Foundaton, Inc.

Project Abstract:

The Hamilton County High School Ag and Science department comprehensive 7th grade project touched all grades and explored and taught state standards. It primarily concentrated on the poultry component, garden component, and aquatics component of the project which showed student dominance and co-dominance in character traits. The process of recycling items from the poultry project to fertilize and recycling water from the hydroponics to our garden and made a difference depending on the different species of fish. During summer Science Camp, students were able to engage in a series of tutorials and hands-on opportunities at the project site, allowing them to continue to build their personal knowledge and skills. In conclusion, this year’s project has been very successful, but we have barely scratched the surface on the possibilities. It is especially rewarding to witness our youngest students be so engaged in our various lessons.

Project Summary: The project began as a series of discussions with the HCHS science team and HCHS biotechnology. We identified relevant standards in each grade and developed activities and project threads to address each cluster of standards. The way we designed our various components, we had standards that were addressed weekly and sometimes daily in each of the grade levels. Our Biotech program had already been working on genetics concepts with chickens and plants and we were able to significantly expand those areas this year. With younger students who had not had previous experiences, we were able to create pens of a variety of chicken breeds allowing us to develop an understanding of recessive vs. dominant traits. Gardens were planted to allow students to learn about propagation by seed (sexual), cuttings(asexual) and division(asexual). We planted our F1 corn from last year’s project.

In our garden plot we also planted another test plot of corn. This year’s test involved white corn, yellow corn and new for 2017-18, red corn. While we had previously addressed bioremediation in previous years, and we were able to turn this concept into a fully-functioning aquaponics, aquaculture and hydroponics project cluster that operated side-by-side for ease of manipulation and comparison. This set up allowed us to evaluate various botanical candidates for the remediation component and allowed for singular student experiments to compare different species for nutrient uptake as well as manipulating nutrient levels to observe growth. We started with commonly available fish species like goldfish, Bluegill and catfish before moving on to Tilapua. This allowed students to design, evaluate and re-design (or discard) various bio-filter designs and water quality mechanisms. We also continued work on an environmental component where we essentially recreated a slow-moving stream complete with relevant common and rare botanical specimens.

Outcomes: Career/Technical Education 56% of student participants made progress toward completing career/technical education certification 48% of student participants completed and passed career/technical education certification

How Outcomes were Measured: The outcomes were measured by using students’ biology FSA, CTE certifications, students grades, and surveys of students who participated.

Grades Address: 7-12 Private-Sector Investment: $5,220

Low-Performing Students: NA State Matching Amount: $5,220

Total Students Impacted: 180 Total Project Investment: $10,439

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: For the Love of Literacy

Foundation: Hardee Education Foundation

Project Abstract:

"For the Love of Literacy" is Hardee District's effort to expand on the success of the Battle of the Books by targeting literacy on all levels and modalities. While Battle has been limited to teams of third, fourth, and fifth grade students, Kindergarten, first, and second grade students had their own squires in the Skirmish this year. Like the upper grades, fifteen books, text exemplars, were chosen as the goal for this Literacy project. Each student who successfully read and tested on the chosen books were recognized. All upper level successful Sunshine State Young Readers were awarded a collection of souvenirs of the books. In addition to the two clashes, a district wide read aloud took place during state testing week. All 180 elementary teachers shared lessons, materials, and ideas through a secured social media site.

Project Summary: Battle of the Books is a voluntary reading incentive program for students in grades 3-5. The purpose is simply to encourage students to read good books and have fun while competing with peers. The event has become widely anticipated as many of our students begin reading each fall for the spring battle. Each elementary school forms a team of six students to compete against other district teams in a tournament similar to College Bowl. During the competition, the teams earn points by correctly answering questions about the books on the Sunshine State Young Readers list, which are selected by Florida Media Specialists. Students’ increased interaction with a variety of literature and practice sessions provide an opportunity to discuss the books they've read. Additional benefits included working together as a team, learning to handle high-pressure situations, speaking before an audience, and setting goals for success. The Skirmish was a grade appropriate competition. Each grade level had rounds of questions with increasing difficulty. If at the end of the rounds all squires were standing, they were all "knighted"! These competitions and awards improve reading comprehension, build vocabulary, and teach teamwork and good sportsmanship. Truly addressing the love of literacy, including the struggling reader, is essential.

Outcomes: Literacy 100% of student participants showed increased participation in reading 89% of student participants improved in a standardized reading skills test(s) 78% of student participants improved in a standardized writing skills test(s)

How Outcomes were Measured: The majority of students' (51%) STAR reading (Renaissance Reading) scores will show a year's growth. Surveys were given in the Fall and Spring of the students' interest in reading, and 51% will show an increase in student interest in reading.

Grades Address: K-5 Private-Sector Investment: $6,500

Low-Performing Students: NA State Matching Amount: $6,500

Total Students Impacted: 200 Total Project Investment: $13,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Science EXPO 2018

Foundation: Hardee Education Foundation

Project Abstract:

Hardee STEM EXPO provides an opportunity for students to participate in activities that encourage scientific curiosity, the love of science, and foster independent learning. The students learn to recognize problems, plan an experiment, gather and analyze data, and draw conclusions. The Hardee STEM EXPO revitalized a lagging science program and sparked interest in a student untouched by routine class activities. In addition, the cooperative efforts of teachers, students, parents, local experts, and judges strengthened the links between schools and community resources. Specific STEM classes were be promoted by supporting students and schools in their participation in the Intel International Science and Engineering Fair (ISEF) by providing financial and organizational support for the district STEM EXPO.

Project Summary: STEM is a curriculum based on the idea of educating students in four specific disciplines, science, technology, engineering, and mathematics, in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications- perfect for a STEM Expo Project. Hardee High School students learned to design reliable experiments and test their ideas, collect and represent data, evaluate uncertainties and assumptions, revise their ideas as they assess new data, and communicate with others, both in and out of their classroom. The purpose of science fair is to promote student-led inquiry and provide students with hands-on experience with the scientific method. Much of science education centers on the "product" of science: established laws, facts, and theories. In classroom experiments, the outcome is always a given; these experiments are illustrations, not investigations. Student-led projects are one way to incorporate open-ended inquiry into education. In fact, the National Science Education Standards recommend that students be given opportunities to understand and practice the scientific process (hypothesis, testing, and conclusions). Florida Standards recommend the integration of scientific concepts and practices in the classroom, as scientific inquiry requires the coordination of scientific ideas with experimental skills. STEM EXPO projects allow students to ask their own questions, design their own research methods, and analyze their own data, therefore giving them the experience of the full arc of scientific inquiry. And, perhaps most importantly, EXPOs help to demystify science and take it from a just-so story to an accessible (and fun) activity.

Outcomes: STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work 100% of student participants showed increased interest in pursuing STEM career 94% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Students were provided with pre and post interest surveys. In addition, data was collected from benchmark assessments and end of course exams.

Grades Address: 6-12 Private-Sector Investment: $2,000

Low-Performing Students: NA State Matching Amount: $1,500

Total Students Impacted: 350 Total Project Investment: $3,500

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teacher to Teacher Connection

Foundation: Hardee Education Foundation

Project Abstract:

Kindergarten through eighth grade teachers are invited to apply for a Developer Grant awards through the Teacher to Teacher Connection (TTC). Programs selected must be successful, original and innovative, designed to help student achievement, increase attendance and/or improve behavior. Once chosen as Developers, these teaches produce an online Catalog of Excellence: a permanent resource of past and present Developers programs. The Idea Expo showcases each program. Developers host a booth and network with visiting teachers, sharing the details of their program. Any teacher who visits the Expo who wants to implement a program they saw will then apply for an Adapter Grant. Money from this grant will allow them to purchase the supplies to implement a TTC program.

Project Summary: The Teacher to Teacher/School to School Connection seeks out teachers that have developed and successfully used innovative teaching practices in their classrooms. As part of a layered network designed to improve student achievement, these teachers, called "Developers", work with the Foundation over the course of a school year to first help produce the Idea Catalog of Excellence in which their program is highlighted. Then in the fall, new Developers join with Developer Alumni to present their innovative programs at the Idea Expo. All PreK-8 teachers from Polk and Hardee Counties are invited to attend the Teacher to Teacher Connection Idea Expo to network with both present and past Developers, learning more about their innovative instructional practices. Teacher to Teacher Developer Grants are worth $600-$400* for classroom materials and $200 as a stipend for additional hours spent on development and publishing. In 2005, the School to School Program was added, which allows teachers to develop a grant that focuses on a school-wide initiative. If selected, the grant is worth $1000-$800 for classroom materials and $200 as a stipend for additional hours spent on development and publishing. The Teacher to Teacher/School to School Connection does not end there. The Foundation then provides the opportunity for teachers who have attended* the current year's IDEA Expo to apply for an Adapter grant in effort to replicate a program in their own classrooms or schools. Potential Adapters may apply for up to $400* (Classroom) or $800 (School) to purchase classroom materials they need to implement a specific Developer's program. Through the years, the T2T/S2S alumni have inspired success in the classroom and impacted numerous students. To provide K-8 students with innovative, inquiry-based projects and activities that will enhance their STEM subject proficiency

Outcomes: Literacy 100% of student participants showed increased participation in reading 91% of student participants improved in a standardized reading skills test(s) 90% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 100% of student participants showed improved attendance or reduced behavior incidents at school 95% of student participants improved their overall grade(s) in school 93% of student participants improved their grade in specific subject area

STEM Education 97% of student participants showed increased interest in pursuing STEM career 95% of student participants participated in specific STEM-related activities beyond required course work 93% of student participants improved their grade in STEM subject area

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: Outcomes were measured through pre and post interest surveys of low performing students' interest in performing well in school. Additionally, a pre and post interest survy in STEM education was provided to the students to obtain their interest levels. Data was also collected from various instructional and assessment programs, such as i-Ready, STAR, Benchmarks, EOC's, FSA, etc. The data provided detail on students' performance that shows and increase in test scores from the previously mentioned assessments and daily classroom performance. Quarterly grade reports were ran from our data warehouse system, FOCUS, to show the improvements from project participants.

Classroom Walk-though data and teacher evaluations were used to demonstrate increased use of effective instructional strategies with project participants.

Grades Address: K-8 Private-Sector Investment: $2,500

Low-Performing Students: 200 State Matching Amount: $2,500

Total Students Impacted: 1,000 Total Project Investment: $5,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Technology for All

Foundation: Hardee Education Foundation

Project Abstract:

Through Technology for All, we provided the tools necessary to help engage students with interactive lessons and prepare them for an increasingly digital workforce. Given the combination of high performance, low cost, and the development of custom web applications, Chromebooks are quickly becoming the device of choice for the majority of school districts. Computer literacy is an integral component of any student's learning plan. Utilizing Chromebooks in the classroom provides students with a hands-on opportunity to enhance their performance in all core subject areas. It provides students from low- income families with opportunities to become familiar with technology and interactive lessons that they would have little exposure to at home. Additionally, it prepares students for computer based assessments, such as the Florida Standards Assessment, by helping each learner become familiar with the many functions and operations that are required for successful completion of the exam. Providing Chromebooks has improved the overall performance of students by helping them become tech savvy in a world heavily influenced by technology.

Project Summary: Technology changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun. Technology for All has provided students with access to technology by giving them opportunities to use Chromebooks to enhance the learning process. Chromebooks improved student performance by exposing them to applications and programs that specifically target their needs and remediate areas of weakness.

Teachers completed an application that detailed their specific needs for a classroom set of Chromebooks. Ten teachers received a set of six Chromebooks, for a total of 60 Chromebooks dispersed for student learning throughout the district. A selection committee reviewed the applications and determined the teachers in most need of additional technology in their classroom. Teachers with a higher number of identified low performing students took precedence in the selection process. Technical support and training was readily available through the Hardee County School District's MIS Department.

Outcomes: Low-Performing Students 100% of student participants improved their grade in specific subject area 100% of student participants showed improved attendance or reduced behavior incidents at school 92% of student participants improved their overall grade(s) in school

How Outcomes were Measured: Data was collected from all Hardee County District Schools from various instructional and assessment programs, such as i- Ready, STAR, Benchmarks, EOC's, FSA, etc. The data provided detail on students' performance that increased on the test scores (in ELA and/or Math) from the previously mentioned assessments and daily classroom performance.

Grades Address: K-12 Private-Sector Investment: $5,596

Low-Performing Students: 300 State Matching Amount: $5,596

Total Students Impacted: 300 Total Project Investment: $11,193

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Florida College Decision Day Celebration

Foundation: Hendry Public Schools Foundation

Project Abstract:

The goal of this project was to celebrate high school seniors for their post secondary plans and encourage younger students and their families to prepare early for college.

Project Summary: This is one aspect of a Positive Behavior Support System that celebrates and recognizes seniors as they prepare to attend post secondary institutions. Florida's adoption of the First Lady's Reach Higher Initiative College Signing Day is an opportunity for high school seniors to celebrate their postsecondary plans.This also inspireed younger students and their families to prepare for college early. This supports the idea that academic excellence is worthy of just as much praise and accolades as athletic excellence.

A FAFSA Sunday was held with students and parents to encourage and support completion of FAFSA. A motivational speaker was brought in to encourage students to consider college and/or think about post-secondary plans.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 48% of high school senior participants have postsecondary plans to attend college, university or technical school

How Outcomes were Measured: LaBelle High School had a total of 259 12th grade students in the class of 2018 that received a standard high school diploma. The Florida College Access Network provided data for FAFSA completion. Guidance maintained a spreadsheet to track graduates and to ensure credit attainment and completion of required assessments.

Grades Address: 12 Private-Sector Investment: $2,000

Low-Performing Students: NA State Matching Amount: $2,000

Total Students Impacted: 259 Total Project Investment: $4,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Walking Classroom

Foundation: Hendry Public Schools Foundation

Project Abstract:

Students at Upthegrove Elementary loved listening to the Play-Always while walking. They never realized they were exercising. The number of students who tested on books with a mastery of 75% or above increased by 25%. Research shows that students who engage and are active while learning retain more knowledge. The school media center is now a hands on learning environment where students love using all the STEM activities gained from this grant.

Project Summary: The role of the media center, often the largest classroom in a school, ought to vary widely based on the goals of the unique community. Creating an effective learning environment was the focus in the planning process of this grant. We wanted to create workspace for multimedia or STEM projects, a quiet space for independent study, a social place for small group activities, and a large instruction area to bring whole classes together. All spaces are the heart of the learning ecosystem, creating a place where teachers and students want to be. The goal of this project was to integrate STEM, Physical Education and Literacy, three critical areas of education. Play Aways were used to engage students and improve achievement. They were ideal for struggling and reluctant readers. Play Aways can stretch reading levels by two grade levels, increase student complexity, help children experience literature and language without the stress of decoding and gave students positive attitudes about reading. The great benefit of using Play Aways was it helped meet the state requirements for 60 minutes of physical activity each day. Studies show that kids behave better, they listen better, they're more focused (after physical exercise), and all that goes toward learning. Books were purchased to integrate literatire and STEM activities. Students read about concepts in science and then hands on projects are provided through the grant.

Outcomes: Literacy 70% of student participants showed increased participation in reading 18% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Library checkouts with purchased books increased by 70%. Scores on end of course exam and book tests passed with 70% or above.

Grades Address: K-5 Private-Sector Investment: $9,000

Low-Performing Students: NA State Matching Amount: $9,000

Total Students Impacted: 400 Total Project Investment: $18,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Internship/Teen Leadership

Foundation: Hernando County Education Foundation

Project Abstract:

We selected a middle school elective at Winding Waters K-8 as a way to restart the Teen Leadership Herando Program. Since former challenges had been transportation and funding, we started at one site to eliminate one of the obstacles. The focus was to replicate the Adult Leadership Hernando Program for teens. The class at this school was a leadership class and had a focus on civics and a newscast the students completed daily. This allowed for interaction with the greater Hernando County community as guest speakers visited the class. The Teen Leadership program functioned like field trip days with themes of government, criminal justice/first responders, education, health, entrepreneur/inspiration, economic development, naturally Hernando, and team building. The goal is to expose young leaders to learn more about their community with hopes their leadership journey continues in Hernando County and they build a life here. A community wide "Initiating Internships" was held. This event was attended by over 100 community leaders and business owners. Students have been identified for the program and most placed in the program. Through the College and Career Prep Labs we have been able to have two successful trainings and have two additional trainings planned at this time.

Project Summary: The program had great success. Twenty five middle school students had the experience of being immersed in their community through the focus on careers and opportunities in Hernando County. This occurred at the school with numerous guest speakers that joined the class and were then interviewed on the news for the school. This also occurred on the full day experiences as noted above. Student feedback on surveys indicated strengths and weaknesses of each day’s schedule that will be utilized to continue to improve the program in the future. The eight full day experiences introduced students to new parts of their community they hadn’t realized existed and helped them contemplate careers for their future. The group also learned about interpersonal dynamics and the growth they experienced as a team from the initial team building day to the final team work at TreeUmph on the final Naturally Hernando day was notable.

The success of the program was captured in a graduation evening for the program. The students made up a presentation that indicated deep reflection, growth, increased knowledge, and an appreciation for their community. Students and their parents spoke strongly about this opportunity and the growth that was experienced. Many students volunteered to support the program for future students by volunteering to serve on a committee or support/facilitate a day experience.

Through the Teen Internship Program, there was a community meeting introducing the program to county leaders and business owners. Timelines and guidelines were put together for students, business partner expectations were created and orientations were both completed for both the students and businesses. This program has been a huge success to date.

Through the College and Career Prep Labs, we had over 35 families take advantage of this training. Students learned about Financial Aid, how to fill out scholarships, where to go and find scholarships, introduced to the college application process as well as having a basic portfolio ready for any future scholarships they would like to apply for.

Outcomes: Career/Technical Education 100% of eligible student participants completed and passed career/technical education certification 89% of student participants enrolled in career/technical education courses or programs as a result of project activities 89% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 100% of high school senior project participants graduated from high school 66% of student participants made progress toward graduating high school

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were measured through school data and pre/post surveys.

Grades Address: 7-12 Private-Sector Investment: $8,037

Low-Performing Students: NA State Matching Amount: $7,500

Total Students Impacted: 77 Total Project Investment: $15,537

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Making an Impact Through Grants

Foundation: Hernando County Education Foundation

Project Abstract:

This project provides educators an opportunity to impact their classrooms through innovative ideas that will make an impact on the classroom and enhance academic achievement with students.

Project Summary: Grant requests could include individual teacher and team teaching requests that focus on innovative programs and/or projects within the classroom. Those awarded funding provided innovative instructional opportunities through using project-based learning delivery models that brought learning to life, created a higher level of thinking skills and engaged students in the entire learning process.

All grant requests fell within the Hernando County School District Strategic Plan and the Hernando County Education Foundation Mission. Grant applications were reviewed by the Grantt Committee comprised of board members, donors, retired educators and community members. A scoring rubric was used to ensure objectivity. Each approved grant application had a mid year and end of year report as well as provided videos and/or pictures. Projects include: • Student Performance Program: The Student Performance Program will provide students, teachers and the educational community an effective and proven way to collect, analyze, and provide data on student’s level of understanding across all subject areas. • Drums for Fitness: The Drums Alive Program utilized sound (music via drumming), fitness (aerobic and choreographed rhythmic movement) and educational concepts designed to improve the overall health of students. • Medical Cluster: Medical supplies were replaced for the medical cluster at NCTHS. • Bear Tracks: Students with a 2.0 or higher and who were on track for graduation received a special color wristband which were provided through random classroom visits. • Scholastic Scope: The magazine is aligned with the state standards and the magazine centers all literacy activities to the mastery of those standards. • Careers: Making Educated Decisions: Students earned opportunities to go on fieldtrips based on their grades, discipline, promotion and graduation. • Hi-Lo Classroom for High School Students ESE Self Contained: Students with cognitive impairments impacting reading significantly often avoid reading. • Urban Gentleman's Club/Leading Ladies: Every Tuesday males/females on campus were encouraged to show off their Sunday best attire. • Portable PA: The PA system has been utilized for field day, singing, the SHES talent show, music, dancing, spring fling and teaching everyday! • The Write Way to Paint: Students had the opportunity to participate in writing and painting classes. • Superintendent's Reading Challenge: This project put 3,000 books in elementary school-aged students hands while participating in a six week challenge to read 3 hours per day.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants completed and passed career/technical education certification 93% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 90% of high school senior project participants graduated from high school 88% of student participants made progress toward graduating high school

Literacy 96% of student participants showed increased participation in reading

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Low-Performing Students 44% of student participants showed improved attendance or reduced behavior incidents at school 40% of student participants improved their overall grade(s) in school

STEM Education 100% of student participants showed increased interest in pursuing STEM career

Teaching Quality 77% of teacher participants showed improved attitude toward teaching 18% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: CTE outcomes were measured though CMAA Certification Tests.

Surveys were used to determine the enhancement of literacy. The students’ test scores from the Scholastic Magazine and the TEENgagment program used in reading. Scores in district assigned reading program were also used to measure literacy outcomes. API and AP2 DWAP scores were used to assess writing growth. There were 3,343 students who submitted reading hours as a part of this challenge. Parents were required to sign off on their child’s reading log and turn into the school weekly during the challenge.

Low performing student outcomes were documented through staff observations and student participation. Observations of student participation showed that students who are not as athletically inclined participated at a higher rate than they did in traditional sports activities.

Pre and post surveys were used for STEM outcomes and for teachers about the program and it’s impact on time saved on grading, planning and data collection.

Grades Address: K-12 Private-Sector Investment: $18,333

Low-Performing Students: 593 State Matching Amount: $18,333

Total Students Impacted: 7,140 Total Project Investment: $36,665

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teacher Development Grants

Foundation: Hernando County Education Foundation

Project Abstract:

There were a total of 151 teachers that benefited from this grant. Trainings included the Mayo Clinic Conference that presented on how to expose students to the physiology of the human body and the many facets of the medical field. The Superior Technology for Teachers was a two-day training comprised of multiple mini sessions, learning about using technology in the classroom. The sessions included how to incorporate robotics, coding, Google, Microsoft, augmented and virtual reality, MAKERspace and STEAM. This training also included ways on how to effectively communicate with parents.

Project Summary: Teachers learned about ultra sounds guided stations, heart defibrillator CPR stations, suturing of bananas, and more hands on activities. The ultimate goal of this project was to prepare for a family night to present in these areas. Superior Technology for Teachers was a two-day training comprised of multiple mini sessions, learning about using technology in the classroom. The sessions included how to incorporate robotics, coding, Google, Microsoft, augmented and virtual reality, MAKERspace and STEAM. This training also included ways on how to effectively communicate with parents.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measured through pre and post evaluations.

Grades Address: K-12 Private-Sector Investment: $8,000

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 2,028 Total Project Investment: $13,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Tools 4 Schools

Foundation: Hernando County Education Foundation

Project Abstract:

As school budgets remain tight with less funding coming in, teachers continue to reach into their own wallets to purchase needed materials for their classrooms. This Tools 4 Schools store was a great chance for instructional staff to get some of the filler items that really make the classroom work and make the difference for teachers. During this year, The Hernando County Education Foundation has helped teachers, as well as students, with this Tools 4 Schools store by providing a measurable increase in the delivery of lessons through supplying the necessary equipment and supplies needed to those classrooms that were lacking materials at no cost whatsoever to these teachers.

Project Summary: The teachers of Hernando County come into either one of two locations—at the Hernando Education Foundation Office and Springstead High School—once a month to pick up completely free supplies for classrooms or students in need of certain items they might not be able to get from home. Our stores have a wide variety of items, starting at school supplies and ranging to seasonal decorations and hygienic items.

When teachers came into the store, we had a check-in/check-out system with a computer and scanning system that helped provide us with immediate counts of all items for the two stores at any time, along with the number of customers we received that day. Each location was open twice per week and two Saturdays a month. Knowing what good this does, and how much it helps the teachers out by them not having to reach into their own pockets to purchase school supply items, word got out quickly to other teachers who might not have known about the store beforehand. Teachers constantly say how much of a blessing this is and how grateful they are for these stores. Through the Tools 4 Schools survey that was given to shoppers as they waited to be checked out, we received other comments such as “Very nice & helpful staff”, “This is a GREAT resource!”, “I’m telling all my coworkers about this place, I love it”, “I’m never missing a date, there’s just so much great stuff here for my classroom”, and “My classroom was so bland before I found these decoration items, thanks so much!”

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: We use surveys in the Tools 4 Schools Store.

Grades Address: PreK-12 Private-Sector Investment: $13,131

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 15,000 Total Project Investment: $18,131

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Classroom Grants for Great Ideas

Foundation: Highlands County Education Foundation

Project Abstract:

The intent of this project was to provide funding to schools to help classroom teachers in their efforts to develop innovative instructional projects and practices that are both engaging and promote student learning. These were programs that would not be otherwise supported through existing budgets and programs. Teachers applied and then mini-grants were awarded based on their ability to improve student achievement and motivation using measurable outcomes and goals that met the increasing rigor and complexity of today's education demands.

One teacher wrote: “Struggling readers need intensive instruction to address their unique reading skills.” The goal is to provide teachers with an additional resource to strengthen and improve vocabulary and reading skills and ultimately improve student FSA scores. Eighty-seven percent of students have increased lexile reading level since the beginning of the year. The Scholastic magazines kept students engaged with high-interest national and international news stories designed to support the Florida State Standards. Students have developed key skills in language, listening, speaking and writing.

Project Summary: The mini-grant project was offered to teachers at each of the schools in the district. The focus of the mini grants was to enhance student learning in reading with a direct focus on enhancing student academic success. Mini grant projects directly involved students in reading initiatives and supported the Common Core State Standards. Additional consideration was given to mini grants that directly affected the greatest number of students, student activities that focused on improving student academic success through enhanced student engagement, motivation, meacognition (student awareness of their thinking processes as they learn) and high impact best practices. The funds provided to select mini grants permitted the teachers to purchase materials that complimented and supported rigorous instructional units of study. The primary focuses for these mini grants were reading and language arts.

Outcomes: Literacy 93% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Teacher mini grants contained a wide variety of measurable student goals and objectives based on the specific data of their students, including: students demonstrated an increase in motivation during reading through observance of more positive attitudes towards reading; students displayed an increase in reading engagement through observation of time, on task and reading logs/journals; students demonstrated an increase in understanding, knowledge and use of key reading concepts and strategies; students demonstrated an increase in reading proficiency as measured by one of the identified reading assessments, like iReady.

Grades Address: K-12 Private-Sector Investment: $19,351

Low-Performing Students: NA State Matching Amount: $18,732

Total Students Impacted: 1,300 Total Project Investment: $38,082

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Leader in Me

Foundation: Highlands County Education Foundation

Project Abstract:

The Highlands County Education Foundation provided funding to schools to help classroom teachers in their efforts to develop innovative instructional processes and practices that were both engaging and promote student learning. Teachers and staff applied and grants were awarded on their desire to improve individual teacher quality through increased knowledge of The Leader in Me process. Teachers and staff were awarded the opportunity to attend a Leadership Symposium to better equip them in their ability to understand and implement The Leader in Me process. Thirty-two participants increased their knowledge of The Leader in Me process and the project participants shared knowledge back at their individual school sites to empower others in best practices of this intiative.

Project Summary: The Leader in Me has been implemented at all elementary schools in Highlands County for the past few years. This process is built upon the 7 Habits of Highly Effective People. These habits consist of: Being Proactive by taking initiative and taking responsibility; Beginning with the End in Mind by defining vision and values and aligning goals to priorities; Putting First Things First by using effective time managements skills; Thinking Win-Win by collaborating effectively; Seeking First to Understand and Then Be Understood by communicating viewpoints effectively; Synergizing by valuing differences; and Sharpening the Saw by achieving life balance. These habits present a holistic, integrated, principle-centered approach for leading in the 21st century.

The grant opportunity was offered to teachers and staff at each of the elementary schools in the district. The focus of the grant was to increase knowledge about teaching The Leader in Me process and to improve attitudes toward teaching, with a direct focus of enhancing teacher quality. This grant opportunity provided teachers and staff an opportunity to participate in professional development by attending a Leadership Symposium. The Symposium provided an opportunity for teachers and staff to celebrate the accomplishments of schools that participate in this movement and collaborate with other educators of how leadership has transformed their schools and communities. Participants had opportunities to hear stories from students leading for the first time, schools reaching new heights, and staff collaborating at a new level. During the Leadership Symposium participants visited schools fully implementing the Leader in Me process, heard Keynote Speakers, participated in breakout sessions to further clarify best practices, and participated in table topics to gain understanding of this process.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Upon participants’ return to individual schools they shared with staff what they had learned and integrated additional best practices to their way of work.

Grades Address: K-12 Private-Sector Investment: $11,081

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 1,000 Total Project Investment: $16,081

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Career and Technical Education: Career Exploration

Foundation: Hillsborough Education Foundation

Project Abstract:

Ensuring that students are on the path to success and know their path post high school graduation is critical. Not every student has the desire or capacity to have success at college. We know that some of the fastest growing and/or highest needs occupations require training beyond a diploma. HEF believes in providing opportunities for students to gain knowledge, experience and advance learnings through a multitude of career and technical focused programs. Students need to have exposure to a variety of occupations to help cement better career opportunities beyond high school. For students that are struggling academically or contemplating dropping out seeing and learning about possible career paths can motivate them to stay in school.

HEF invested $157K in programs for students that provided real world experience including internships, career exploration, professional development and support for students who do not have the financial means to compete in state, local and national competitions within their field of study. Through these programs, 664 students have been given experience and introductions to career paths.

Project Summary: As a school district partner it is important that we make investments in career and technical programs. Jointly, we want every student to be successful as a student and in their future career. Exposure to career path opportunities and application of learnings is a particular focus for our foundation. This year we did that through large scale career expos, internships, and opportunities to take classroom learnings and apply them in a real life related experience.

Two large career expos were held with 550 students. One expo, Build Tampa Bay, focused on giving over 400 high school students ability to explore career opportunities in construction related fields. Tampa Bay area has a shortage of skilled workers. This expo provided opportunity for students to explore career opportunities and the required training and apprenticeships. The second expo, Plant City Future Fair, was a one-day career expo where 150 students were able to interact with major business in the area. This program is in its third year and has successfully hired and retained students that participated in the expo. Plant City has a high population of migrant works so the emphasis of local employers participating is a key element to this program.

One of our real life experience programs allowed 102 students from four culinary programs to prepare and serve food for a large scale professional event while still under teacher supervision. Students were in charge of creating menu items around a “Winter Wonderland” theme, preparing the food, and serving the food to 1,700 guests who were attending our annual Excellence in Education Awards honoring teachers of the year. Some of these same students were given a second opportunity to apply their learnings at a Scholastic Arts & Writing event at a prestigious art exhibit hall with approximately 250 in attendance including parents of student winners, business partners and donors. Both events were the largest gathering of attendees that students had the opportunity to serve before graduation giving them a comprehensive experience that incorporates the many skills they will use when entering the workforce.

Project Compete is a program where financial support is provided to students who do not have the financial means to participate in a local, state or national competition. When students have worked hard to earn recognition and position to compete in a field of study we want to ensure they can participate. Seven students were provided financial support to compete in various competitions.Two students were provided a red blazer which was mandatory uniform for students to compete. In a student’s essay she said the uniform “shows great professionalism, equality, and commitment”. Other students in FFA were able to travel and serve as judges in state competitions.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification 98% of student participants gained needed experience in their career/technical education 96% of student participants increased their knowledge as a result of real-life experiences

How Outcomes were Measured: Culinary students were given post event surveys. Project Compete students wrote essays sharing the impact.

Grades Address: 9-12 Private-Sector Investment: $93,557

Low-Performing Students: NA State Matching Amount: $63,233

Total Students Impacted: 664 Total Project Investment: $156,790

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Classroom and School Innovative Projects

Foundation: Hillsborough Education Foundation

Project Abstract:

This school year HEF provided almost $109,000 in mini grants to teachers for classroom and school enrichment resources and programs. Funded programs were aligned with Florida Standards, advanced academic curriculum, and/or provided enrichment activities for a school. Programs funded fostered student engagement and advance learnings for more than 23,000 students. Funded resources and programs ranged from Art, Music, Literacy, STEM to career and technical. 35% of the programs funded were specifically for increasing literacy for students.

Project Summary: Teachers and administrators were encouraged to apply for funding to help improve or support classroom instruction or school wide initiatives. Through an application process they provided a program overview with a detailed budget. The foundation engaged school district employees and volunteers to rate submissions based on goals, objectives, impact and creativity. Funded projects typically ranged from $250-$2500.

HEF awarded a total of $108,976 resulting in 78 projects being funded. All projects were provided to advance learnings tied to Florida Standards or enrich the school through a school wide program. Projects ranged in a multitude of focus areas from Literacy, STEM, Music, Arts, to Career and Tech. The largest number of funded projects were geared toward literacy with 27 funded programs totaling an investment of $28K. Some examples of awarded literacy programs included: • financial support for "Reading Under the Stars" which not only helped create positive reading experiences it also helped increase parent engagement with the student’s learning and with the school; • engaging third grade students to be excited and engaged in reading through a designated library in a school where 98% of students are eligible for free and reduced lunch; • purchase of “Leader in Me” books which were selected by middle school students that have tested at level 2 and 1 to promote literacy, self-reflection and goal setting; • resources to help ensure greater level of comprehension through the required reading of Othello by Shakespeare for ELL high school students.

Provided program grants gave students access and the opportunity to be creative, collaborative, engaged and excited about learning. The enrichment opportunities allowed teachers to deliver differential instruction based on common core standards. Outcomes reported by teachers included students gained higher fluency rates and comprehension, critical thinking skills, increased scores on mid-year assessments, and even other teachers coming to their classroom to learn from their program implementation due to student progress.

Outcomes: Teaching Quality 85% of teacher participants demonstrated change in or increased use of effective instructional strategies 85% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Teachers provided a summary of the project and how they reached their stated objectives, number of students, and reported on if the project increased their ability to teach in a specific content and share how it allowed them to change or increase their use of effective instructional strategies.

Grades Address: K-12 Private-Sector Investment: $399,693

Low-Performing Students: NA State Matching Amount: $57,618

Total Students Impacted: 17,634 Total Project Investment: $457,311

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Take Stock in Children

Foundation: Hillsborough Education Foundation

Project Abstract:

The Foundation’s Take Stock in Children program (TSIC) is leading the way in Hillsborough County in helping low-income, at- risk students graduate high school and fulfill their dreams of a college education by providing a mentor and College Success Coach throughout middle and high school, workshops and trainings on critical life skills, and a scholarship upon graduation. Hillsborough County students that participate in the TSIC program have a graduation rate of 98%. According to the Florida Department of Education, the Florida average in the 2015-16 academic year was 81%, with at-risk populations only achieving a 63% graduation rate. The Foundation continues to grow the TSIC program annually and it is one of the ways we support the district’s strategic goal of 90% graduation by 2020.

Project Summary: The Take Stock in Children program provides the promise of a college scholarship, a caring mentor committed to the development of each student’s gifts and continuous involvement from College Success Coaches who engage in educational/career counseling. For the 2017-2018 school year, a total of375 students enrolled in our TSIC program.

A critical component of this program is providing mentors to TSIC scholars. Students who met regularly with a mentor are 55% more likely to enroll in college than those who did not have a mentor. Our mentors build meaningful relationships with others who deeply care about their success, and help them reach their full potential. During weekly mentoring sessions, students set goals, build positive values, develop academic skills, and practice life skills to help them excel in their schoolwork.

This year we implemented a “Skills for Life” guide which served to augment the TSIC mentoring handbook. Within this book there are four skill building activities for mentors and mentees to work on in each of the following competencies: communication, grit, responsibility and accountability, gratitude, professionalism, honesty and integrity, teamwork and networking, critical thinking and problem solving and leadership.

In addition to multiple skill development and college and career readiness workshops, we took 37 students on a college tour. Many of the students had not been on a college campus. Four different colleges were visited and each site they learned about the different program offerings, college application process and requirements. Many of the students expressed that they felt re-energized and/or inspired to work harder so that they could attend a chosen school.

Throughout the year we offer multiple opportunities for mentors and students to volunteer at community events or organizations together. This allows for strong building of the mentor and mentee relationship while also having students learn the importance of giving back.

There are many stories of student success to share, however the success of this year’s TSIC graduate, Carlos Perez, will be hard to beat. Carlos and family came to the United States from Cuba as political refugees when he was 13 years old. He had to learn English and started school with bad grades, however, with the help of his family and mentor he graduated valedictorian with a list of Ivy league school acceptances to choose from. He will be heading to Harvard this fall. He is quoted as saying “"We wanted freedom and equal opportunity and we came over here and we found that. The American Dream is as alive today as it has always been. So whatever future you work toward, at least in my experience, hard work really pays off." He is an exemplary model of the TSIC program in that given opportunities and support the possibilities and potential are endless.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Increasing Graduation Rates 98% of high school senior project participants graduated from high school 97% of student participants made progress toward graduating high school

How Outcomes were Measured: Districted provided data and GPAs were used to ensure they were compliant with maintaining a 2.5 or higher GPA and determine if they were on track or showing progress to graduation.

Grades Address: 6-12 Private-Sector Investment: $165,659

Low-Performing Students: NA State Matching Amount: $114585

Total Students Impacted: 375 Total Project Investment: $280,244

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teaching Tools

Foundation: Hillsborough Education Foundation

Project Abstract:

Access to school supplies has a significant impact on students. According to a national Kids in Need Foundation survey, school supplies impact the following areas significantly or immensely regarding students: class participation (82%), self- esteem (75%), class preparedness (94%), social engagement (71%), homework completion (60%), interest in learning (76%), attendance (71%), ELL/ESL support (64%), and behavior (66%).

HEF provided over $3.1M in school supplies for low income students throughthe Teaching Tools Store Program. Often, students at Title I schools cannot afford the basic school supplies needed throughout the year. The Teaching Tools Store fills this gap by supplying teachers at Title I schools with free school supplies every month to distribute to their students. From pencils, to notebooks, to art supplies and books, the Teaching Tools Store provides free school supplies to approximately 94,000 students through serving all Title I schools in Hillsborough County.

Project Summary: The Teaching Tools Program provides free school supplies to students attending a Title I designated school within Hillsborough County. This year the Teaching Tool Store was open to all 150 Title 1 designated schools and 11 Department of Juvenile Justice Programs. These schools have a combined student population of over 94,000.

The Teaching Tools Store is open during the academic year after school hours and two Saturdays a month so teachers can shop on their own time. Any instructional staff from Title I schools are able to come to the store and collect thirty-line items, which on average total $222 worth of supplies each month for their classroom or school. This alleviates the burden on teachers to spend their own money on supplies. This school year we had 6,172 instructional staff shoppers. Our overall number of shopping trips increased slightly this year to 10,703. This school year we provided a total of $$3,144,772 worth of resources and supplies.

We piloted our new online shop with six outlying schools. Through partnership with the district’s transportation, core school supplies are delivered to teachers. Our database-driven system was created in-house and is being used by other teaching tool stores across the state of Florida and nation. We look to expand the number of schools we are serving through this mechanism and are building resources to support the increase workload.

The number of Title 1 designated schools is expected to grow by 16. To continue to deliver quality customer service to our teachers and ensure they have a pleasant shopping experience we found it necessary to move to a teacher scheduling system. Our internal data base developer created an additional “shopping day scheduler” that integrates with the current point of sale system. This sign up system will allow for teachers to designate the day they intend to shop. This will help us create better flow of teachers.

HEF works to be a collaborative partner with other area nonprofit organizations. The Teaching Tools Store works with community partners such as Shriner’s Hospital, Metropolitan Ministries, Dress for Success, the HCPS Migrant Education Program as well as other district initiatives to ensure we resources are provided to students in need. We also provide these partners with items that are received but cannot be used by the district.

The Teaching Tools Store is dependent on volunteers to achieve its goals. Volunteers assist with stocking shelves, repackaging supplies, checking in and out teachers, and creatively repurposing items. In 2017-2018, the Teaching Tools Store had 823 volunteers who logged 5,250 volunteer hours. Seventy different business partners were engaged and helped make this possible.

Through a year-end survey of teachers who shopped at our store, 83% of responders reported the teaching tool store allows them to change or increase their use of effective instructional strategies. 9 in 10 teachers feel the store had great deal of impact on their classroom by increasing class preparedness. The survey further showed that teachers feel the store had a lot or great deal of impact to increasing class participation (76%). They further report improvements to students in

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes the areas of self-esteem (71%), social engagement (67%), and behavior (63%). 66% of teachers report that the school supplies provided increase students interest in learning.

Outcomes: Teaching Quality 83% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Teachers were asked to complete a survey with a multitude of questions.

Grades Address: K-12 Private-Sector Investment: $170,995

Low-Performing Students: NA State Matching Amount: $21,784

Total Students Impacted: 94,289 Total Project Investment: $192,779

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Holmes ESE Arts A/V Technology and Communications Grant

Foundation: Holmes County School District

Project Abstract:

This project was a wonderful experience for our students who needed a reason to attend school. These students were given an opportunity to learn A/V Technology and Communications skills that they can use when applying for future jobs. ESE Networks did not only provide Bethlehem High School with a turn-key platform comprised of HD video equipment, computer hardware and software systems, they provided onsite training for our instructor and students and were only a phone call away when our students needed them. The instructor that had originally been trained became seriously ill and was hospitalized. Our substitute was then trained in the program so that she could continue the work with the students. The most significant measurable outcomes were that 100% of our students were able to pass their final exam in the course with a score of 91 or higher and students in the course increased their overall attendance rate by 16% over their 2016-2017 attendance rate. The skills that they learned also increased their future employment opportunities.

Project Summary: Bethlehem High School obtained a turn-key platform that allowed students to be trained to use high-definition video cameras and a variety of widely used software packages. Our students did not pass any of the industry certifications that were offered this year, which was a disappointment for both the students and the school. The students felt that they would have been better prepared if their original teacher had not gotten ill during the school year and became unable to teach the course. The substitute was trained, but it is felt that students were not given uninterrupted training during the school year.

ESE Networks provided our school with HD video cameras and associated equipment, a robust digital media production computer and several software packages and capabilities to store content securely. They also provided teacher and student training and support when needed throughout the school year. Students were able to produce a daily news program, provide live internet streaming to school activities and athletic events and produce informational recruiting videos for the schools' Career and Technical programs.

One of the favorite and most popular live internet streaming events was the boys regional basketball game where tickets were limited and many community members were unable to attend the game. Bethlehem High School's principal received numerous phone calls, emails and letters from community members and parents who were either at jobs out of town or unable to attend school functions who were very thankful for the opportunity to still be a part of their student's life by viewing the live internet streaming of events they were missing.

Besides being given the opportunity to learn how to use the equipment provided through the grant, students worked on script writing, storyboard outlines for advertisements and learned how to work not only behind the scenes in production but also how to work in front of the camera as news anchors, sports announcers and actors. They also learned how to contact potential clients and determine cost to ensure that the program saw a positive financial return.Students and their teacher also trained with News Channel 4 out of Dothan, Alabama. They were able to gain a better understanding of what is actually involved in a news broadcast and were able to relate it back to what they were doing in their classroom.

This real world experience helped the students realise that they were learning skills that they could use in their future. Students selected for the program increased their overall attendance from the 2016-2017 school year by 16%. They reported that they liked school and needed to be their for their friends and to work on their news programs and advertisements. They also reported that they had attended more school functions and felt more involved in their school than ever before.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 100% of high school senior project participants graduated from high school

Literacy 100% of student participants improved in a standardized reading skills test(s) 100% of student participants improved in a standardized writing skills test(s) 100% of student participants showed increased participation in reading

Low-Performing Students 100% of student participants improved their grade in specific subject area 100% of student participants improved their overall grade(s) in school 100% of student participants showed improved attendance or reduced behavior incidents at school

STEM Education 75% of student participants showed increased interest in pursuing STEM career 17% of student participants participated in specific STEM-related activities beyond required course work 17% of student participants improved their grade in STEM subject area

How Outcomes were Measured: CTE outcomes were measured through course enrollment data, tracking CAPE industry certification exams attempted.

Graduation rates were from actual students graduation and credits earned by students in the program.

In literacy, outcomes were measured through FSA ELA passing and retake rates.

Low performing student outcomes were measured through transcript data.

STEM outcomes were measured through student transcripts and pre- and post-surveys taken by the students.

Grades Address: PreK-12 Private-Sector Investment: $13,467

Low-Performing Students: 12 State Matching Amount: $13,467

Total Students Impacted: 463 Total Project Investment: $26,933

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Great Ideas! Grants - Projects of Impact

Foundation: Education Foundation of Indian River County

Project Abstract:

Six "Projects of Impact" implemented innovative solutions to advance academic success, K-12th grades, in the areas of Literacy, STEM Education, Low Performing Students and Teacher Quality. More than 1,800 children earned double digit learning gains through the implementation of the following: • Algebra Counts 2 - 14% increase in Algebra I End of Course Exams (district-wide - 900 students - 15 teachers) as a result of implementing this "Lesson Study" model to change teacher instructional practices + advance high school graduation rates. • Coding for Application Support - 478 Beachland Elementary students increased their ability to problem solve using robotics by 7%. • Motivation, Enrichment & Intervention Across the Curriculum - Increased reading scores of 647, 6th - 8th graders, by 21% • Flexible Seating Study - Half of participating students improved standardized reading skills test(s) by sitting in a comfortable chair. • Google Expedition - 300 students at Glendale Elementary increased vocabulary proficiency and informational text comprehension by 8% through the use of virtual trips. • Competitive Robotics Club - This program launch at Sebastian River High School is integrating collaborative design and project based learning in Physics class and after school.

Project Summary: The Education Foundation of Indian River County funded six grants, totaling $70,600, to support five local schools and one district-wide initiative called “Algebra Counts 2.” School District of Indian River County school principals and teachers were encouraged to submit a “Letter of Idea” outlining what they would like to accomplish. Proposals focused on one of the following four areas with a focus on increasing student achievement: School Cultural Climate (social and emotional supports), Secondary Science (8th and 9th Biology), Math (6th – 12th), and Reading (K-12th).

We implemented a competitive grant process for schools to apply for grants up to $10,000. We called the grant proposals, “Letters of Idea.” The intent was for schools to outline, succinctly, on two pages, what they would do to support a new or to expand a proven model that increases student gains in the focus areas. The projects were required to provide measurable outcomes. We selected this approach because it aligns with the school district priorities and the needs of leadership to impact student achievement. We have invested in the leadership development of our principals and assistant principals that past two years. We believed that they have the expertise, with the support of their school teams, to create "Schools of Innovation." We thought “Letters of Idea” would enable them to focus in on a specific group of students or to gain additional coaching for teachers who work with our lowest performing students.

The competitive process provided recognition and reward to our best and brightest leaders. The local education foundation grant review panel selected the strongest projects to present. They were given 20 minutes, without technology, to explain exactly what they would measure and how they would monitor the process. The panel was made up of Education Foundation board members and community representatives. The panel then selected the winning projects.

Outcomes: Literacy 82% of student participants improved in a standardized reading skills test(s) 26% of student participants showed increased participation in reading 11% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 68% of student participants improved their grade in specific subject area

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Literacy outcomes were measured through fall and spring iReady Diagnostic pre- and post-testing, Accelerated Reader participation and reading scores, student surveys (pre and post), and myON platform (uses embedded metrics to monitor activity and growth).

Low performing student outcomes were measured using data from the myON platform.

STEM outcomes were measured through student surveys on their level of use of the robotics and ease problem solving.

Teaching outcomes were measured through pre- and post-surveys.

Grades Address: K-12 Private-Sector Investment: $40,301

Low-Performing Students: 1,393 State Matching Amount: $30,308

Total Students Impacted: 2,732 Total Project Investment: $70,610

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Granting Success through Classroom Grants

Foundation: Jackson County Education Foundation

Project Abstract:

In 2016, 47% of students in Jackson County were below grade level as shown by State and District Assessments. This means that almost half of the students in Jackson County were not performing at grade level. As a Foundation, we believe that the best way to address this problem was to provide teachers the tools that they needed to reach students within the classroom by offering classroom grants. These grants were awarded to teachers on a competitive basis to develop and implement classroom projects, or school projects that would have the greatest impact on student achievement. It was the goal of the Jackson County Education Foundation to see a 5-10% gain in proficiency in each State and District Assessment. Teachers provided meaningful data through classroom assessments, surveys, and increased participation by students to show growth leading up to these State and District Assessments.

Project Summary: Teachers throughout the district submitted mini-grant applications that addressed the areas of literacy, STEM, graduation rates, CTE, and low performing students. Teachers were required to describe their project, provide a budget breakdown by category, and include information about how many students would be impacted by the project. Teachers were provided the opportunity to apply for classroom grants for a maximum of $1,000 each, or for a collaborative grant with a maximum of $1,500 (to be shared among two or more teachers/classrooms). Additionally, schools applied for up to $2,000 to assist in a school-wide project that would benefit a majority of students. This year the Jackson County Education Foundation awarded 29 grants and provided $25,191.36 total to classrooms and schools with the assistance of the State of Florida Matching Grant Program.

Outcomes: Career/Technical Education 46% of student participants completed and passed career/technical education certification 24% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 95% of student participants made progress toward graduating high school 89% of high school senior project participants graduated from high school

Literacy 59% of student participants improved in a standardized reading skills test(s) 26% of student participants showed increased participation in reading

Low-Performing Students 73% of student participants improved their grade in specific subject area 55% of student participants improved their overall grade(s) in school 11% of student participants showed improved attendance or reduced behavior incidents at school

STEM Education 47% of student participants improved their grade in STEM subject area

How Outcomes were Measured: All outcome measures were self-reported by the classroom teacher or school in an end of year report for the Jackson County Education Foundation. CTE outcomes were measured using the CTE results for Associate of Agriculture CTE and the Agritechnology CTE.

Graduation outcomes were acquired based on assessment results from the Florida Standards Assessment-Reading, ACT Reading scores, and iReady data,and credits earned in 10th grade ELA courses.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Literacy outcomes were from Kindergarten inventory of skills (letter recognition), iReady Reading Diagnostic Tests, fluency tests, STAR Reading Assessment, teacher made tests, and Accelerated Reader Data were used to measure outcomes.

Low performing student outcomes were measured using iReady Diagnostic Results and Testing, reduced behaviors requiring administrative support, STAR Reading Test, and classroom grades.

STEM outcomes were measured with Industry Certification Exams, STEM class grades, competition results, pretest from Jackson County Science consultant, class grades, pre-test and post-test after implementation of grant, interest survey, End of Year FCAT Science Practice Test from DOE.

Grades Address: K-12 Private-Sector Investment: $13,191

Low-Performing Students: 242 State Matching Amount: $12,000

Total Students Impacted: 1,565 Total Project Investment: $25,191

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Library to Learning Commons

Foundation: Lafayette Penny Foundation

Project Abstract:

The project goal was to create multi-use library or Learning Commons space in which various groups of students would have a place to grow academically in STEM courses, as well as career and technical programs. This has become a reality as the Learning Commons is truly the hub of the campus providing an area where testing can occur along with distance learning opportunities. Industry Certification exams are given in the Learning Commons so that they do not have to displace any of the classes from their normal location, as has been the case previously. The faculty now has a space that they can hold numerous PLC meetings simultaneously and effectively communicate with each other. The configuration is such that a large group session can occur or several small groups can meet at the same time.

Project Summary: Lafayette High School is a combination middle/high school serving grades 6-12 with a school population of approximately 630 students. Our middle school students are placed on a path that allows them to take advantage of the post-secondary and STEM opportunities that our high school students enjoy. Our goal was to provide the opportunity for our students to achieve as much as possible in their high school experience.

Through Professional Learning Communities, our teachers are able to do research into instructional strategies and share in best practices. This allows our administration to support our teachers in professional growth. Teachers can now meet individually with administrators and mentors to discuss their needs and best practices. Less interruptions occur since we have this space available for them. Previously teachers would have to utilize their classrooms that would not always be conducive to a positive, private setting to conduct meetings. In addition, faculty meetings can be held in the facility and still allow for other groups to meet simultaneously. Our Learning Commons also provides an environment where students can receive dual enrollment credits through distance learning opportunities with agreements with local Community Colleges. Previously the area could only be used for this purpose while the classes were underway. We can now have several activities occurring with the configurations available. Students are now able to spend more time on campus doing dual enrollment classes, doing group projects for STEM classes, taking industry certifications and simply reading materials for enjoyment. The Learning Commons also presents an area where students and teachers may go for private study time and work undisturbed. They will have opportunities to work with various electronic devices to do research, study or just read casually. This area is perfect for collaborative projects. When students are not scheduled for dual enrollment classes they have an area that is very conducive to studying for their class or catching up on other assignments.

Technology is ever changing and mobile, with the change in furniture that is also mobile, we are able to reconfigure the Learning Commons to fit the needs of our students and staff much more easily. The atmosphere is much more conducive to learning, which is and has been sought by our students and staff for some time. Lafayette High School is very proud of the project that has been provided by this grant to assist in making learning fun, while being educational.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants completed and passed career/technical education certification 55% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: We used CAPE approved Industry Certification exams that were administered by approved proctors.

Grades Address: 7-12 Private-Sector Investment: $10,000

Low-Performing Students: NA State Matching Amount: $10,000

Total Students Impacted: 550 Total Project Investment: $20,000 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Engage Lake County Schools

Foundation: Educational Foundation of Lake County

Project Abstract:

The Educational Foundation of Lake County awarded four local schools funding via the UnlockED program which served 2,334 students. Each school had to submit a proposal and present their idea to a panel of judges. Two schools focused on career/technical education through a food trailer and mock food truck program. Students reinforced what they had learned through taking the ServSafe Food Manager's Protection Certification Exam and National Registry of Food Safety Certification. Two schools focused on STEM through hands on art workshops, and stage set design. Measurements used in the project included pre and post-tests to gauge students interest in the stem field.

Lake County Public Schools worked in conjunction with the Sylvan Learning Center to develop a highly successful remedial reading program. The ACT Reading Prep Program is a verified solution to the challenge of seniors unable to earn a high school diploma because they are unable to meet the graduation reading requirement. The program takes a dramatically different approach to reading remediation by focusing on three primary learning objectives: comprehension, test taking skills and vocabulary development. Our most significant measurable outcome was that 79% of students showed interest in pursuing a career in the STEM field.

Project Summary: UnlockED is designed to support innovation in the classrooms, the schools and the district. Projects focused on Graduation Rates, STEM education and career/technical education through innovation in STEM and literacy. We observed a measurable increase in interest and enthusiasm in engineering, technology, science, and math, all STEM related activities. The projects selected by UnlockED focused on two priority areas. • Career/Technical Education. Concepts showed an engaging, unique, and focused plan to improve the education of our students. Through the use of a food trailer, Mount Dora High School was able to teach the students about food safety and handling as well as food management. This provided the students with a hands on experience when taking the ServSafe and Food Safety Certification exams. Windy Hill Middle School created a mock food truck inside of their kitchen. Students were able to experience the concepts behind the ServSafe Certification Exam to better prepare them for the actual exam. • Science, Technology, Engineering, and Math (S.T.E.M). Concept focused on increasing student engagement in STEM curriculum and career pathways. Leesburg High School offered students art workshops with hands on projects which were tied to creativity and expression. The students’ work was displayed at community art show to showcase their creations. Southlake High School students designed and built a stage set to depict the Renaissance period using mathematics and engineering concepts.

The ACT Reading Prep Program is a verified solution to the challenge of seniors unable to earn a high school diploma because they are unable to meet the graduation reading requirement. To receive a high school diploma in Florida, students must pass a standardized assessment test that includes a reading component or receive a score of 19 or higher on the ACT. The program takes a dramatically different approach to reading remediation by focusing on three primary learning objectives: comprehension, test taking skills and vocabulary development. Implementation of this program requires a structural shift in instruction, content intensity, and student engagement. Each teacher, as well as the Reading Coach, attends a one day class which introduces them to the curriculum design, intended learning outcomes, pacing requirements and motivational techniques. Instructors are provided a turnkey teacher’s manual which delineates each day’s lesson including instructional methodology, instructional materials, student activities, and answer sheets. Weekly oversight is critical to the success of the program to ensure program fidelity and timing is adhered to in order to achieve intended outcomes. In class professional development is provided once per week for the first five weeks, and every other week for an additional 14 weeks to insure the program is delivered within the framework provided. Program materials span the entire academic calendar allowing for multiple exposures to comprehension and vocabulary concepts enabling students to retake the ACT. All eight of our public high schools implemented the ACT Reading Prep Program and it has improved their graduation rates in the remedial reading population to 83%, which is 8% higher than the Lake County average. This year 515 remedial reading students participated in the program with 443 of those student being seniors. Of the seniors, 372 of those students will be earning a high school diploma because of the ACT Reading Prep Program.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 87% of student participants completed and passed career/technical education certification 26% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 84% of high school senior project participants graduated from high school

STEM Education 74% of student participants showed increased interest in pursuing STEM career 61% of student participants participated in specific STEM-related activities beyond required course work

How Outcomes were Measured: The ServSafe, Food Safety Management and Food Safety certification exams were taken by 213 high school students and 65 middle school students have made progress towards taking the exam in high school.

ACT Reading Exam scores were collected and those that scored a 19 or higher are now able to graduate from high school.

A pre and post test was given to all students who participated to determine their interest in STEM education and pursuing a career in the STEM field.

Grades Address: 7-12 Private-Sector Investment: $121,734

Low-Performing Students: NA State Matching Amount: $59,172

Total Students Impacted: 2,334 Total Project Investment: $180,906

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Classroom & School Grants

Foundation: The Foundation for Lee County Public Schools, Inc.

Project Abstract:

Through the project funding of unique learning experiences, the goal of Classroom & School Grants is to enhance and enrich the quality of public education in Lee County schools by targeting those areas of need and those students who need additional reinforcement. The specific goals are: 1. Increase academic achievement in economically disadvantaged students 2. Provide non-traditional approaches to learning to at-risk students 3. Increase the engagement of the community with Lee County public schools 4. To promote literacy in our school children and to emphasize STEM related activities.

Lee County is the 9th largest school district in Florida and 33rd largest in the United States. There are more than 90,000 students in Lee County public schools; approximately 70% qualify for free or reduced lunch, 53% of our students are classified as a minority. Lee County has more than 2,000 homeless students and approximately 1000 migrant students. Our students represent 159 countries and speak approximately 124 different languages. There are almost 8,600 students identified as Limited English Proficient. This diversity in student population and need, whether it's economical or cultural, presents many challenges to educators. Our Classroom & School Grants program targets academic and social issues that challenge these students.

Project Summary: Classroom & School Grants provides teachers and administrators with the opportunity to purchase resource materials and to fund projects that enhance learning to target the following categories: Science, Technology, Engineering, or Math-related projects, programs to improve Literacy, initiatives focusing on low-performing students, as well as educational materials, equipment, and field trips. This program encourages teachers and administrators to think "outside the box” by providing non-traditional tools, resources, and projects for unique learning experiences with enhanced hands-on activities for both high and low academic achievers.

Classroom and School Grants funds projects for individual teachers or classrooms with up to $500, and two or more classrooms with up to $1,000, for awarded projects in Arts; Health, Fitness & Nutrition; Literacy and STEM that focus on one or more of the following areas: Academic achievement of low-performing students, Literacy, or STEM Education. School Grants funded opportunities for up to $5,000 for an entire school, grade level, or District department project focusing on Literacy, STEM, and/or Low-Performing Students. This year, we funded 52 projects totaling $60,000. Over 12,700 students were impacted and of those, close to 6,200 were identified as Low-Performing students.

Through pre and post testing, student reviews, and parent surveys, educators were able to assess the success of their funded projects. Most teachers were able to show significant increases in knowledge, interest and even behavioral issues as a result of the support of CFEF and the funding we were able to offer for these projects. A wide range of projects were funded this year that ranged from: • A school wide Literacy Festival where students were able to meet and interact with more than 8 authors. • A project where a fifth grade teacher engaged her students and improved their reading, writing, research and technology performance by researching real-world problems related to the Global Goals established by 193 countries in the United Nations and then taking Action to solve that problem to positively impacting the world. • A high school project that taught coding to students who then assembled, coded and successfully ran computerized or robotic objects. • A project that taught students the importance of water quality, invertebrates and our estuaries.

Many of the above projects also impacted Low Performing students. Other projects that specifically targeted low- performers included: • An elementary school teacher was able, with our grant funding, to purchase two GoTalk 20+ devices that offered students with significant language and/or speech delays to increase effective communication skills.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes • A fourth grade teacher was able, through the purchase of Osmo - an interactive gaming system kit that fosters learning in key areas such as: creative problem solving, art, STEM, and common core subjects--show an increase in math skills for 76% of the participating students.

Outcomes: Literacy 48% of student participants showed increased participation in reading

Low-Performing Students 60% of student participants showed improved attendance or reduced behavior incidents at school

STEM Education 53% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Literacy outcomes were measured through surveys and online data reporting measured by the teachers' final project evaluations and observations.

Low performing student outcomes were measured through submitted final reports.

STEM outcomes were measured by pre and post testing and results were submitted through the awarded educators' final reports.

Grades Address: PreK-12 Private-Sector Investment: $58,352

Low-Performing Students: 6,110 State Matching Amount: $55,000

Total Students Impacted: 12,730 Total Project Investment: $113,352

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Collegium for the Advancement of Education

Foundation: The Foundation for Lee County Public Schools, Inc.

Project Abstract:

Collegium for the Advancement of Education is a program that shares best practices for excellence in teaching based on the integration of the Sterling and Glasser models of Quality Model Training. Teachers trained in this philosophy develop ways to examine data, set and monitor goals, and integrate quality tools into the classroom, as well as strategies for increasing student achievement by helping students to self-evaluate and make responsible choices.

Educators trained at Collegium develop ways to integrate the Sterling quality teaching tools into their classrooms and to apply the Glasser Reality Therapy questioning process to motivate students to take more responsibility for their learning and behavior. These questions are used to assess learning, academic progress, and behavioral choices. Statistics have shown that teachers who have invested in this training and adopted these teaching tools, provide higher quality education to their students. The goals of the program are improved communication, productivity, and effectiveness in teaching. This program provides teachers and administrators with the psychological background on how/why people behave as they do by combining psychology, effective teaching, leadership skills, and intervention strategies. Teachers utilizing these methods are able to provide a balanced, long-term approach for classroom management and student achievement.

Project Summary: Each year, 30 to 35 outstanding Lee County School District educators are selected to attend this training, which takes place for six days in June at South Seas Resort on Captiva Island. These educators are selected through the Golden Apple Teacher Recognition Program which includes a nomination, application, observation and interview process that celebrates the quality of teachers in Lee County and chooses six recipients to be recognized as Golden Apple Teachers. These six recipients, qualifying Finalists, and a small number of Teachers of Distinction, are invited to attend the Collegium. The training is led by a District employee who has over 20 years’ experience in Sterling Quality processes, and is a certified instructor for the William Glasser Institute. Lee County public school principals and other qualified consultants provide additional support during the week. The training utilizes PowerPoint slides videos, and a variety of Quality tools, including consensograms, data walls, data graphs, questioning processes, group collaboration and affinity diagrams.

This year’s event provided Glasser/Sterling training to 29 high-performing teachers and one principal. These participants represented 22 District schools, as well as one school from a neighboring county. Attendees were engaged in hands-on learning opportunities throughout the week. Their final project was to produce a 15-minute presentation that displayed their learning in a humorous, entertaining format.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: A pre-test is distributed to all Collegium attendees at the start of the training session and a post-test is provided at the end of training to ensure all participants understand the subject areas covered throughout the week.

Grades Address: PreK-12 Private-Sector Investment: $23,181

Low-Performing Students: NA State Matching Amount: $17,347

Total Students Impacted: 30,000 Total Project Investment: $40,528

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Dancing Classrooms

Foundation: The Foundation for Lee County Public Schools, Inc.

Project Abstract:

Dancing Classrooms is a 10-week, 20-lesson social and emotional development program for fifth grade students that utilizes ballroom dance as a vehicle to change the lives of, not only the children who participate in the program, but also the lives of teachers, parents and community members who support them. Dancing Classrooms' mission is to build social awareness, confidence, and self-esteem in children through the practice of social dance. During the program, students learn structured dances such as the Merengue, Fox Trot, Rumba, Tango and Swing along with several fun line dances. The program culminates with a showcase in which every student has the opportunity to perform for a captive audience of parents and community members.

Dancing Classrooms creates an atmosphere which allows students who are typically introverted and reserved, to step out and shine. It focuses physical energies and increases health through the joy of movement. It builds self-esteem and interactive social skills as it improves confidence and children's ability to relate to others. As a result of participation in the program, behavioral incidents decrease, academic performance improves, and school absences/tardiness decreases.

Project Summary: This program brings ballroom dancing to over 900 fifth grade students in eight schools in our district. The majority of the schools are designated as Title I schools with more than 80% of their students receiving free or reduced lunch as determined by the state poverty level guidelines. This program has been highly successful in several major cities throughout the United States and around the world.

Dancing Classrooms was started by Pierre Dulaine, who believed that dancing changed his whole life. He saw dance as an outlet for expression, musically and emotionally, and it connected positive feelings for others. This program's outcomes have shown improvement in behavior, academics, self-esteem, and teamwork for those participants. This was our tenth year of this program and teachers, administrators, parents and community members continue to show enthusiasm about the results they are seeing in our students. Participating fifth-grade students attend a 10-week, 20-lesson program that utilizes ballroom dancing to nurture qualities that foster respect, teamwork, confidence, and a sense of joy and accomplishment.

The Dancing Classrooms program provides a connection to school curriculum in several different subject areas. Teaching artists incorporate Social Studies and History through story-telling and sharing the customs and cultures of where the various dances originated. Students are asked to submit reflections on what they have learned and how this program has impacted their life. Students have reported a complete change in how they feel toward their classmates, school, dance, and themselves. Physical Education is incorporated through body awareness, sportsmanship, and movement.

This program is taught and presented as “disciplined fun” that places an emphasis on conduct, working with a partner, and gaining knowledge of specific steps that correlate with each type of music. The classes are structured so that discipline is not conceptualized or perceived as separate from the activity itself. All students participate at all times, either as dancers, helping with the music or active watchers, creating assignments for specific problem solving and using the concept of "Phantom/Ghost Partners" when necessary. The class is approached in an upbeat and humorous fashion so that students and the teaching artist collaborate together.

This class helps students regardless of their natural ability and includes students with special needs and disabilities, encouraging them to succeed at their own level. This program culminates at the end of 10 weeks in a dance performance at their school in which parents and members of the community are invited. The final activity is called "The Colors of the Rainbow Team Match" where six boys and six girls represent each school and compete in dances against other schools in the program. This event is held at the Miromar Design Center. Student are provided with new, matching team outfits that make them feel “elegant”.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Low-Performing Students 99% of student participants showed increased improvements toward social interaction with peers in class 64% of student participants showed improved attendance or reduced behavior incidents at school 53% of student participants improved their overall grade(s) in school

How Outcomes were Measured: Outcomes were measured through surveys given to educators at the participating schools and parents of students in the program.

Grades Address: 5 Private-Sector Investment: $31,023

Low-Performing Students: 700 State Matching Amount: $20,000

Total Students Impacted: 908 Total Project Investment: $51,023

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: FutureMakers

Foundation: The Foundation for Lee County Public Schools, Inc.

Project Abstract:

FutureMakers is an initiative that focuses on increasing the awareness of possible career and educational paths available to high school seniors. By increasing the number of high school seniors that fill out the FAFSA, we can increase the number of students taking that next step after graduation. It is also an educational program designed to educate and provide resources to high school sophomores and juniors on pre-graduation financial aid requirements and post-secondary opportunities. The program expanded this year to take place in all 13 Lee County public high schools and offers guidance, information, and workshop events on various topics including financial aid (including FAFSA completion), scholarships, and vocational training. Students also receive the opportunity to attend The Foundation's College & Career Readiness workshops that offer guidance in interviewing skills, dressing for success, and resume building.

Project Summary: The FutureMakers program has expanded from one participating high school in its first year to all 13 high schools this year. FutureMakers offers informational resources and workshops on various topics including financial aid, scholarship opportunities, and vocational possibilities. The Foundation's Project Coordinator focused on five major components of the program: • High School Implementation - establishing a satellite office in all Lee County public high schools, offering convenient and continuous program access to students and mentors • Student and Mentor Recruitment - recruiting students to participate in Foundation workshops, complete FAFSA forms, and apply for available grant and scholarship funding; recruiting community partners and business leaders to participate as mentors and engage as advisors for students and parents • Training- conducting trainings for business partners and volunteers in FAFSA completion in order to assist students and parents during workshops and events • Student Input- organizing the third annual Youth Leading Lee Summit engaging student representatives from all area high schools • College & Career Readiness Workshops - Implementing a workshop schedule for both students and mentors focused on providing resources and guidance on the following topics: FAFSA and Pell Grant Application- preparation for college submission; Financial Literacy- budgeting, overspending, and planning for the future; and Interviewing skills- educating students on professional etiquette, professional dress, and preparing for college and employment interviews.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification 85% of student participants enrolled in career/technical education courses or programs as a result of project activities

Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants made progress toward graduating high school

How Outcomes were Measured: CTE outcomes were measured through FAFSA completiong provided by the Florida College Access Network (FCAN) and the Federal Student Aid website. Pre- and post-surveys were givent to students as well.

High schools provided information and data on the percentage of project participants who graduated from high school.

Grades Address: 10-12 Private-Sector Investment: $15,000

Low-Performing Students: NA State Matching Amount: $15,000

Total Students Impacted: 4,234 Total Project Investment: $30,000 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: STAMP

Foundation: The Foundation for Lee County Public Schools, Inc.

Project Abstract:

The Foundation's Student Advocacy and Mentoring Partnership program (STAMP) is a multi-year commitment to invest in a student's future and reduce the number of high school dropouts. The STAMP program supports students with resources and mentors who will help motivate them to graduate from high school, consider further vocational/technical training or college, and seek out scholarship opportunities. STAMP students are committed to the program through their senior year of high school and must meet specific criteria which includes family income at or below state guidelines for free and reduced lunch; a commitment to remain crime- and drug- free; a 2.5 GPA or higher; and regular meetings with their assigned mentor. The program is based on the principle that given support, motivation, and accountability, students will work hard to ensure they graduate from high school and consider higher education or technical training.

Project Summary: STAMP was established to support low-income, at-risk students and help them escape the cycle of poverty through education. This program offers resources and volunteer mentors who give students extensive assistance, motivation, and accountability to graduate from high school and continue their education either through vocational/technical training or a college degree. STAMP was established due to the success of the Take Stock in Children program and implements many of the same requirements and criteria. We can support the STAMP students with resources and mentors to motivate them to graduate from high school and consider further education or training. It is the Foundation's objective to ensure STAMP scholars will be eligible for scholarships and grant opportunities to assist with the costs of attending college or other post- secondary training. The criteria for STAMP is as follows: • Family income must be at or below state guidelines for free and reduced lunch • Each student who enters our program must sign a contract promising to remain crime and drug-free • Maintain a 2.5 GPA or higher (No D or F grades on quarterly report cards) • Exhibit positive behavior • No more than 3 unexcused absences • Attend various College and Career Readiness Workshops hosted by the Foundation • Participate in various mentoring opportunities such as career, one-on-one, E-mentoring, or group mentoring • Participate in the Foundation's STEM@Work field trips.

Mentoring is a constantly evolving process that changes with each person and mentors are encouraged to build a social relationship with their student based on an academic partnership. They are meant to act as a role model, providing non- judgmental leadership and guidance, and helping their student to understand his or her full potential.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants made progress toward graduating high school

Low-Performing Students 81% of student participants improved their overall grade(s) in school

How Outcomes were Measured: School administrators provide the STAMP program coordinator with student grades which are updated on a quarterly basis in order to track school performance for each participating student.

Grades Address: 9-12 Private-Sector Investment: $10,000

Low-Performing Students: 47 State Matching Amount: $10,000

Total Students Impacted: 47 Total Project Investment: $20,000 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Igniting Instruction through Innovation and Inspiration

Foundation: Foundation for Leon County Schools

Project Abstract:

This year we celebrated 31 years of enhancing education in our schools through classroom grants that bring innovative and inspirational programs and projects, not funded by tax dollars, to our public schools. During the application process, we had more than $350,000 in grant requests. In the past 10 years, we've gone from impacting 2,000 students to 8,276 in 2018 and we increased teacher impact from 60 to almost 286 in 2018. Without our support, our school district would not realize the significant and sensational instruction being implemented in our schools.

Project Summary: For more than 27 years, the Foundation has awarded classroom grants for "mini-projects. This year 75% of our schools applied for grants. However, we are able to fund only 31% of those requests. In August, our review team, composed of Foundation board members and other community business leaders, received grant application packets to review prior to our "Grant Review Night", when we ranked, rated, and recommended the grants we will fund this school year. With pending dollars from the Matching Grant Program, and the dollars raised at our annual October Soiree, we were able to allocate more than $100,000 to 16 schools that have created projects impacting more than 8,276 students, involved 286 teachers, and engaged more than 3,000 at risk students. The 16 schools targeted for this year's support have concentrated their efforts on STEM (and STEAM) and literature projects that involve robotics, entire grade science/math curriculums, and school wide mathematics and literature initiatives. We continue to believe that our STEM and literature focuses have done much to propel our school district forward in the area of industry certifications and professional development, integral areas in which our district is lacking. Winning grants include not only innovative and creative lesson plans, but also include field trips, guest speakers, technology enhancements, learn and serve opportunities, inclusion of community mentors, and additional resources from business partners.

Outcomes: Increasing Graduation Rates 100% of student participants made progress toward graduating high school

Literacy 87% of student participants showed increased participation in reading

Low-Performing Students 96% of student participants improved their grade in specific subject area

STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Outcomes were measured through final grant reports given by teachers that participated in our teacher's grants program, ESOL pre and post tests, and teacher and student portfolios.

Grades Address: K-12 Private-Sector Investment: $55,262

Low-Performing Students: 2,250 State Matching Amount: $49,216

Total Students Impacted: 8,276 Total Project Investment: $104,478

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Achieving Success

Foundation: Levy County Schools Foundation

Project Abstract:

The Foundation was able to support schools by providing additional technology in the format of Chromebooks and document cameras to support Language Arts and Science instruction. In addition the foundation provided financial support for Science field trips to the UF/IFAS Biological Station so students could conduct research and work side by side with UF research students. The field trips provide students with exciting and meaningful engagement in science standards.

Project Summary: The first task upon receiving the grant was to order Chromebooks to completely fill Chromebook carts at two of our elementary schools. The elementary schools are lagging behind the secondary schools when it comes to technology so there was a great need in two of the elementary school. The Foundation worked with the school district technology department to determine the need for Chromebooks and Document cameras. Since it takes time to get the Chromebooks and have them set up for student use we wanted to order them as early as possible in order to impact the schools immediately.

Career and Technical Education is vital and the foundation feels strongly about helping the students enrolled in Career and Technical Education Programs, especially the Welding and Agriculture Biotechnology Program. The Welding students were actually enrolled at the local college and take their courses in the afternoon and/or at night. Through this grant we were able to help four welding students pay for multiple industry certifications this year and help pay for 16 students to take the Agriculture Biotechnology Certification exam. Eighty percent of the students passed the Biotechnology certification exam and 100% of the Welding students earned at least one certification.

The teacher mentoring program we provide through the Match Grant is one of the most well received projects by the district that we do. The foundation hires retired teachers to help new teachers in the classroom with classroom management, organization, and planning. Many new teachers struggle with traditional educational practices and become very frustrated, the mentors provide much needed support and guidance. The mentors can spend entire days in the classroom helping, whereas the mentor that the school assigns may only get to spend an hour or two a week with a new teacher and then they usually cannot spend time with a new teacher in the classroom since they have their own classrooms.

Outcomes: Career/Technical Education 100% of student participants completed and passed career/technical education certification 90% of student participants made progress toward completing career/technical education certification 60% of student participants enrolled in career/technical education courses or programs as a result of project activities

STEM Education 11% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 78% of teacher participants demonstrated change in or increased use of effective instructional strategies 78% of teacher participants showed improved attitude toward teaching 67% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: CTE outcomes were measured through the number that passed the certification for Welding and Agriculture Biotechnology.

STEM outcomes were measured with pre- and post-field trip surveys and 8th grade state end of course Science exams and Biology state end of course exams.

Teaching quality outcomes were measured by the number of new teachers who were mentored retained or choosing to stay in the teaching profession.

Grades Address: K-12 Private-Sector Investment: $19,679

Low-Performing Students: NA State Matching Amount: $16,250

Total Students Impacted: 2,248 Total Project Investment: $35,929

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Focus on Literacy

Foundation: Madison County Foundation for Excellence in Education

Project Abstract:

Focusing on Literacy was a K-12 project designed to increase literacy in all grade levels across the district. While the focus is on literacy, teachers were able to integrate in other academic areas as well as career and technical projects and STEM (Science, Technology, Engineering & Math). The goal was to use those subject areas to create a greater desire to read and understand how reading impacts all areas of our lives.

Project Summary: The Madison County Foundation for Excellence in Education provided funds for classroom teachers to implement innovative projects designed to increase reading performance. These projects included a range of academic areas, career and technical projects and STEM. Classroom grants had to align with each school's Annual School Improvement Plan and the District's Assistance and Intervention Plan.

Outcomes: Literacy 86% of student participants improved in a standardized writing skills test(s) 82% of student participants improved in a standardized reading skills test(s)

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Outcomes for this final report were taken from Florida's Standards Assessment, Accelerated Reading data, and teacher classroom data.

Annual teacher evaluations were reviewed to determine teacher quality growth. All participants scored effective or highly effective on the growth part of their annual evaluation.

Grades Address: K-12 Private-Sector Investment: $20,000

Low-Performing Students: NA State Matching Amount: $13,162

Total Students Impacted: 789 Total Project Investment: $33,162

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: IMPACT Teacher Grants 2017-2018

Foundation: Manatee Education Foundation

Project Abstract:

K-5 STEM and Literacy IMPACT grants were awarded to over 100 teachers for $1,000 each. Since the focus of the district is on K-5 STEM and literacy projects like grade level reading and STEM competitions, these grants are helpful in guiding and enhancing the learning experience for these students. We funded programs that empowered students to develop stronger literacy and STEM skills. We saw great gains in I-Ready scores in the area of reading at grade level and 71% of the students meeting their growth expectations in the math area of 76% on average. The extra technology available to students through the grant program was attributed to the gains made in the 2017/18 school year.

Project Summary: The Manatee Education Foundation was looking for high impact grants that would enhance and empower our teachers in the area of literacy and STEM. Emphasis this year was on projects or programs that would measure the reading comprehension and math skills for our K-5 students. Many of the grants involved hands on learning. At Rowlett Academy we saw students build their own computer and learn basic coding. The other schools we featured are "Full Steam Ahead" at McNeal Elementary, that featured a live science show for the entire school at a Family Science Night. At Gullett Elementary students made real world connections by building social studies kits, to help build vocabulary, writing and reading skills, plus identify the main idea and cite details from informational text. All of these projects showed increased I- ready scores and final STAR reports.

Outcomes: Literacy 39% of student participants improved in a standardized reading skills test(s)

STEM Education 84% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Literacy outcomes were measured through I-Ready tests, and Star report benchmarks for math, reading and science scores.

Grades Address: K-5 Private-Sector Investment: $70,000

Low-Performing Students: NA State Matching Amount: $30,951

Total Students Impacted: 11,000 Total Project Investment: $100,951

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Nature's Academy STEM field trip

Foundation: Manatee Education Foundation

Project Abstract:

Approximately 2,400 students participated in Nature's Academy during the 2017-2018 school year. Students visited Leffis Key in Manatee County for seagrass dip net and biodiversity study, water quality tests and coastal clean-up. 100% of schools showed improvement from pre-test to post-test. Students' scores improved by average of 6% from pre-test to post-test. Students collected 220 lbs of trash at Coquina Beach Bayside South of Anna Maria Island to support Keep Manatee Beautiful and their Adopt-A-Shore program. Students provided survey comments on their experiences. 86% of the students believed that their Nature's Academy field trip was a positive experience. Another 70% of the students felt that they can be a part of improving the world around them. One student commented after completing the field trip, "I can teach other people that they need to never litter, recycle and to save water." This new respect for the environment helps students to become better stewards of nature. It helps students gain interest in the native natural areas and get to know the flora and fauna found in their back yard.

Project Summary: The Natures Academy STEM field trips are available to all 5th graders in Manatee County Public schools. The mission of Natures Academy is to enhance STEM literacy and foster environmental stewardship. The academy provides educational outdoor experiences to students, by involving them in the natural habitats and teaching sustainable approaches to working with our natural resources found on the shorelines of Manatee County. All aspects of the field trip curriculum are tied to the Florida Standards and are created in collaboration with the Manatee County School District. Supplies, program materials are provided to the students to explore the shore-line and gain greater knowledge in the area of watershed ecology, marine life and coastal clean-up. This important program enhances the STEM concepts for 5th grade level, by learning how to preserve and protect the environment through local area resources.

Outcomes: STEM Education 6% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Pre-post test samples were provided to all teachers for reference after the field trip.

Grades Address: 5 Private-Sector Investment: $10,000

Low-Performing Students: NA State Matching Amount: $9,000

Total Students Impacted: 2,382 Total Project Investment: $19,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Soar in 4

Foundation: Manatee Education Foundation

Project Abstract:

It is the mission of the Manatee County School district to ensure all four-year-olds and their families have the opportunities and support they need for success in preschool, school and beyond. By three years of age there is a 30 million word gap between children from the wealthiest to the poorest neighborhoods. Soar in 4 helps transform neighborhoods through conversations and leveraging community resources to create generational change, educational success and economic stability. The Soar in 4 program has begun in three high need areas: Seabreeze; Rogers Garden; and Ballard Elementary. Just some of the added benefits to these schools are: program kits with weekly themed activities; family nights and added coordinators in these schools. The Steam Machine launched in three neighborhoods, travels with technology, supplies and mobile access to help engage the students and the families in new ways of learning and helping them engage their children with new technology. Relationship building with teachers and families in these impoverished areas. Volunteers are trained through the United Way to assist in the family nights and summer learning programs.

Project Summary: The Soar in 4 has played a unique and important role in advancing early childhood and school readiness in Manatee County, with demonstrated successes in engaging parents, improving quality of pre-K education, and enhancing the availability of countywide child development datat. 51% of Manatee County students read below grade level. A private donor came forward and helped create a network of parents, community organizations and neighborhood businesses that plan to help with school readiness. The Soar in 4 program trains high-risk families about the importance of early learning and school readiness in the community. The Soar in 4 initiative incudes community "family nights," bi-weekly phone conversations with their child's teacher, summer evening events that prepare the family for the beginning of school and prevents "summer slide," unit launches and celebrations. It also provides family short and long term goal setting with a life coach that includes financial, educational, housing and health domains. This family focus is necessary to save these children from getting behind in the grade level reading. Soar is 4 in Manatee County's movement to ensure all four year olds and their families have the opportunities and support they need for success in preschool school and beyond.

Outcomes: Literacy 98% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Outcomes were measured by VPK assessments.

Grades Address: PreK-5 Private-Sector Investment: $48,000

Low-Performing Students: NA State Matching Amount: $26,755

Total Students Impacted: 950 Total Project Investment: $74,755

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Grants for Great Ideas

Foundation: Public Education Foundation of Marion County

Project Abstract:

Grants for Great Ideas is a competitive grant program open to all Marion County Public School teachers and school based administrators. The grants provide funding to implement innovative and creative curriculum and programs that would otherwise go unfunded.

Project Summary: In September of 2017 a group of Foundation board members and volunteers read and scored grant applications. All committee copies of applications were "blind" and do not include the applicant's name or school name. Grants were scored based on the following criteria: • Addresses a need or creates an opportunity • Will positively impact student learning • Measurable outcomes are realistic • Follow-up evaluation plan • Number of students impacted

In October of 2017 a total of 73 grants were awarded for a total of $198,160.47. 61 grants werewarded to teachers, 11 were awarded to admistrators, and one was awarded to a department. 18,699 students were positively impacted by a grant funded program or project.

Outcomes: Career/Technical Education 66% of student participants enrolled in career/technical education courses or programs as a result of project activities

Literacy 91% of student participants showed increased participation in reading

STEM Education 95% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes were compiled based on end of year evaluation data submitted by grant recipients, student survey information, media center circulation data, iReady data, Accelerated Reader data and district assessment data in their end of year evaluations.

Grades Address: K-12 Private-Sector Investment: $145,133

Low-Performing Students: NA State Matching Amount: $53,028

Total Students Impacted: 18,699 Total Project Investment: $198,160

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Tools 4 Teaching

Foundation: Public Education Foundation of Marion County

Project Abstract:

Tools 4 Teaching, a free store for teachers, is open to all Marion County Public School teachers. Teachers are able to shop once a month for free supplies for their classrooms and students in need. In Marion County, 75% of students cannot afford to buy their lunch, let alone school supplies. Tools 4 Teaching is committed to ensuring all students have tools necessary for success.

Project Summary: This year we had 7,200 teacher shopping visits, 104,000 pencils given out, and $1,007,589 was provided in free school supplies to teachers.

Tools 4 Teaching partnered with the Logistics and Distribution program at Lake Weir High School and through this partnership, 12 schools were able to order supplies on line each month. The 12 selected schools are all located at least 18 miles away from the physical store.

Outcomes: Teaching Quality 94% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Data was collected through an end of year teacher survey.

Grades Address: PreK-12 Private-Sector Investment: $34,930

Low-Performing Students: NA State Matching Amount: $6,534

Total Students Impacted: 42,955 Total Project Investment: $41,464

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: EFMC Book Bowl

Foundation: Education Foundation of Martin County

Project Abstract:

The Education Foundation of Martin County Elementary Book Bowl is designed to promote our students' love of reading by encouraging them to read the current list of Sunshine State Young Readers Award (SSYRA) book titles. Library bound sets of all 15 SSYRA titles are purchased for all participating elementary schools. Students are encouraged to read all of these titles throughout the school year and they earn a brag tag incentive for each book read. A school team of up to 15 students, who have read all 15 books, is selected to represent each of the participating schools. These teams go on to compete in a game- show style Book Bowl where they are quizzed on the SSYRA books. Students are awarded participation ribbons and the winning teams are awarded trophies. School media specialists and classroom teachers promote the love of reading, engage students in book clubs and reading circles, and create traveling displays to generate excitement and encourage student participation in the program. Since the start of this program, we have seen an increase in the number of students actively reading current children's literature titles, participating in reading clubs and book bowl teams, and an increase in reading scores..

Project Summary: Move over Spelling Bee...Here comes the Book Bowl...The Education Foundation of Martin County Elementary Book Bowl is designed to promote our students' love of reading by encouraging them to read the current list of Sunshine State Young Readers Award (SSYRA) book titles. Library bound sets of all 15 SSYRA titles are purchased for all participating elementary schools. Students are encouraged to read all of these titles throughout the school year and earn a brag tag incentive for each book they read. A school team of up to 15 students, who have read all 15 books, is selected to represent each of the participating schools. These teams go on to compete in a game-show style Book Bowl where they are quizzed on the SSYRA books. Teams practice (re-reading, discussing, strategizing, creating their own questions/answers, testing each other, etc.) throughout the spring in preparation for the big event. Community volunteers, celebrity moderators, guest judges, parents, student teams, school administrators, media specialists, and teachers come together for a full day Elementary Book Bowl celebrating the love of reading. Students are awarded participation ribbons and the winning teams are awarded trophies. School media specialists and classroom teachers promote the love of reading, engage students in book clubs and reading circles, and create traveling displays to generate excitement and encourage student participation in the program. Since the start of this program, we have seen an increase in the number of students actively reading current children's literature titles, participating in reading clubs and book bowl teams, and an increase in reading scores.

Each of our 12 elementary schools participated this year, including one middle school that houses grades 5-8. The program has been so successful that we are now being asked to expand to include the middle school students.

Outcomes: Literacy 100% of student participants improved in a standardized reading skills test(s) 94% of student participants showed increased participation in reading

How Outcomes were Measured: Outcomes were measured through surveys, circulation data, and earned incentives.

Grades Address: 3-5 Private-Sector Investment: $6,162

Low-Performing Students: NA State Matching Amount: $3,602

Total Students Impacted: 755 Total Project Investment: $9,764

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Literacy Grant

Foundation: Education Foundation of Martin County

Project Abstract:

While Martin County typically scores just above the state average, our highest scoring elementary school is only at 82% reading proficiency among 3rd graders and our most struggling school is at 28%. District-wide, only 60% of our third graders are considered at least minimally proficient readers. In an effort to increasing reading proficiency in Martin County, the Education Foundation of Martin County provided literacy grants to schools. These grants provided targeted training on data-driven individualized instructional practices, high impact strategies and student engagement programming. Classroom materials for teachers, and materials for students to use at home for additional support were provided. These resources included literacy programming, classroom libraries, big books, guided readers, audio books, student incentive programming and more! This effort directly supported the district's recent adoption of Lucy Calkins' Units of Study for Reading.

Project Summary: The Education Foundation is emphasizing the need to increase reading proficiency in Martin County. While Martin County typically scores just above the state average, our highest scoring elementary school is only at 82% reading proficiency among 3rd graders and our most struggling school is at 28%. District-wide, only 60% of our third graders are considered at least minimally proficient readers.

Our population in Martin County has been changing and the number of students who are receiving free and reduced lunch and the number of homeless students in our area continues to increase. 100% of students at seven local schools receive free breakfast and lunch. Many schools also have high populations of students who come from non-English speaking families. The result of these conditions is extremely limited family support in the learning process and a home environment that lacks student exposure to the printed and spoken word. Teachers are doing all they can with the resources available to them, but those resources aren't enough.

This project allow edteachers to receive training on data-driven individualized instructional practices, high impact strategies and student engagement programming. It also supported student literacy programming, classroom materials for teachers, and materials for students to use at home for additional support. These resources included classroom libraries, big books, guided readers, audio books, student incentive programming and more. The Education Foundation has been providing such support over the last couple of years to one of our local elementary schools and we are beginning to see real progress and gains in reading proficiency rates. We want to expand our reach and capitalize on what we have learned through this experience to replicate the results at other schools throughout our district

Outcomes: Literacy 41% of student participants showed increased participation in reading 34% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Outcomes were measured through iReady data at the elementary level and benchmark advances at secondary levels. Teachers also reported circulation rates and incentive programming data.

Grades Address: K-12 Private-Sector Investment: $19,336

Low-Performing Students: NA State Matching Amount: $15,676

Total Students Impacted: 1,300 Total Project Investment: $35,012

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Re-Engineering Algebra

Foundation: Education Foundation of Martin County

Project Abstract:

The Education Foundation of Martin County is Re-Engineering Algebra by bringing engineers into middle and high school algebra classes to demonstrate the everyday value of algebra, encourage the pursuit of advanced math and science classes, and introduce the engineering profession. Within 20 minutes, students are having fun while working in pairs and utilizing their critical thinking skills to design traffic patterns and water retention ponds, and learning about nutrient loading and flight mission fuel burn calculations. The objective is to show the everyday value of algebra and to encourage the pursuit of advanced math. Students are introduced to the engineering profession while learning the application of algebraic concepts. Applied math content includes fractions, ratios and percentages, estimation by proportional reasoning to verify computed results; using variables to develop equations that work as conditions vary; applying standard problem-solving techniques including understanding the problem, analyzing and interpreting data, and presenting different strategies and solutions to compare and critique.

Project Summary: The Education Foundation of Martin County is proud to be Re-Engineering Algebra for seventh, eighth, and ninth grade students at schools throughout the Martin County School District. This program brings an engineer into the classroom to answer the age old questions, “Why do we need to learn algebra?” and “When are we ever going to use this, anyway?” Students are completely engaged in this hands-on experience and within 20 minutes they are having fun while designing traffic patterns using their critical thinking skills (and a little algebra…who knew?).

The objective is to show the everyday value of algebra and to encourage the pursuit of advanced math. Students will be introduced to the engineering profession while learning the application of algebraic concepts. Applied math content includes fractions, ratios and percentages, estimation by proportional reasoning to verify computed results; using variables to develop equations that work as conditions vary; applying standard problem-solving techniques including understanding the problem, analyzing and interpreting data, and presenting different strategies and solutions to compare and critique.

Outcomes: STEM Education 34% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Students were surveyed prior to and after the interactive workshops.

Grades Address: 8-9 Private-Sector Investment: $2,250

Low-Performing Students: NA State Matching Amount: $1,750

Total Students Impacted: 300 Total Project Investment: $4,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Robotics

Foundation: Education Foundation of Martin County

Project Abstract:

To support the need for a more qualified STE(A)M (Science, Technology, Engineering, Arts, and Math) workforce, the Education Foundation of Martin County (EFMC) created a robotics program to increase student awareness, interest, and achievement in these subject areas. We initially started with an elementary program and because of its success, we expanded to include a middle school component to complete the pipeline through high school. This district-wide robotics program includes classroom instruction and an after school team at each of our 12 elementary schools and five middle schools. Teachers were trained to use robotics kits in and out of the classroom setting. Students had the opportunity to build their STEAM skills, build and program robots, identify a problem, conduct research, create solutions, build and test prototypes, strengthen their team building skills, learn the Core Values of the FIRST LEGO League (FLL) and participate in competition style play. All 16 teams participated in a qualifying tournament with three teams earning bids to participate in a regional state tournament.

Project Summary: This year, the Education Foundation of Martin County's Robotics Program included 12 elementary teams and five middle school teams. Teams participated in the First Lego League (FLL) Animal Allies Challenge. Coaches were trained July through September. The program was promoted at the schools, students were encouraged to apply, and teams were selected. Teams met twice per week for a minimum of two hours in total to begin team building, researching the program topic, developing projects, and building, programming and testing their robots.

All 17 teams participated against teams from around Florida in an FLL qualifying tournament on December 10. Many of our teams took home trophies and three teams earned a bid to the regional state tournament. Our SPAM high school robotics team (FRC) also earned a bid, won their regional tournaments and earned a bid to the World Championships!

Our participating students showed an increase in their STEAM skills and due to the programs success, we are now building robotics labs at schools around the district. These labs will be used to include robotics instruction within the required standards.

Outcomes: STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work

How Outcomes were Measured: Outcomes were measured through student team member registration and participation forms.

Grades Address: 3-4; 6-12 Private-Sector Investment: $11,252

Low-Performing Students: NA State Matching Amount: $10,871

Total Students Impacted: 255 Total Project Investment: $22,123

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Food Forests for Schools

Foundation: The Education Fund (Miami-Dade County)

Project Abstract:

The Education Fund’s Food Forests for Schools -- uses edible school gardens and Food Forests as outdoor laboratories integrated across the curriculum to increase student achievement and improve students’ eating attitudes and behaviors. Under the guidance of trained teachers, students engage in hands-on outdoor learning laboratories, while planting, maintaining, and harvesting all year long. Of the 51 participating schools, 20 now have working food forests that provide an entire ecosystem for experiential learning and allow for weekly harvests to be distributed to students to take home. Students in both school garden and Food Forest schools benefit from garden-based lessons, especially in STEM subjects. For many, not only is it the first time they’ve gripped a shovel, plucked a tomato, and tasted fresh vegetables, it’s their first time reading recipes or conducting experiments. The interdisciplinary methodology ensures student learning across all subjects, but especially science. More than 80% of students this school year showed an increase in science achievement. We continue to use student scores and end-of-year teacher surveys developed and administered by an independent evaluator to assess the influence of Food Forests on students’ academic achievement and their attitude toward science.

Project Summary: The Education Fund's Food Forests for Schools initiative teaches students through a "hands-on outdoor lab" that increases students’ academic achievement, especially in science, while encouraging students to pursue healthy lifestyles. This ground- breaking, student-centered, seed-to-table curriculum program, which started with just five elementary schools, continues to evolve. Since 2015, in partnership with our district’s Food & Nutrition Department, we designed and launched an initiative to integrate cafeteria managers in order to use garden produce in cafeteria offerings. Through a model of systematically using garden produce in cafeteria meals multiple times a month, we found that children were not only more apt to try the dish when they had a hand in growing it, but were enthusiastic about getting fellow students to try a dish currently being served. In 2017-2018, garden produce was used more than 1,000 times in the cafeterias and 15,000 harvest bags were distributed for family use at our supported 51 schools.

Even with the setbacks in the program’s timeline due to the passage of Hurricane Irma, we have completed transitioning 20 of our 51 school gardens into “Food Forests” that provide additional student learning through in-school experiential lessons. Forest gardening methods involve the planting of perennial trees, bushes, vines, and other vegetable, fruit, and herb plants that are native to and/or suitable for our climate. These perennials are planted in a way that mimics nature and, therefore, require less maintenance. Additionally, the harvest abilities of these landscapes provide enough produce for regular cafeteria use as well as for sending home with students. Many of these plants, while native to our region, are not available in markets. As a result, students become the teachers for their families, explaining the various greens, fruits, and proteins.

In all 51 schools Food Forests for Schools engaged students in a learning experience based on the hands-on planting and harvesting of edible gardens and extending to cross-curricula lessons in the classroom. Under the tutelage of trained teachers and school administrators, students planted, maintained, and harvested vegetable/herb gardens over the course of an entire school year. This improved overall academic performance through an interdisciplinary curriculum that not only meets state standards, but integrates the garden, nutrition, and environment into a curriculum that improves achievement in STEM subjects. Food Forests for Schools curricula included observational writing, science experiments, related reading, and even mathematics lessons. Students, excited to get out of the classroom and get their hands dirty, scarcely realized they were learning. Teachers then related the lessons learned in the garden to classroom exercises that included food- related science experiments, observational scientific writing, and mathematic concepts such as fractions and percentages. For example, students were able to measure the diameter of the garden, plot the growth of plants both in inches and centimeters, measure rainfall, and guess the weight of a papaya. Students learned how math concepts reflected real life situations and were eager to demonstrate their understanding to friends and family. Creative discussion and recipe writing based on ingredients grown in the garden allowed children to learn concepts of measurement such as cups, teaspoons, and ounces, and it reinforced procedural concepts such as following steps in a sequential order. Of course, the garden itself was used weekly throughout the year to teach the plant life cycle, the food web, the scientific method, energy exchange in the compost piles, and many other science concepts. The gardens were planted in areas open to the entire student body, thus impacting all students.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes For many students, it was the first time they used garden tools, much less grown, picked, and eaten vegetables not from a supermarket. Parents were encouraged to actively take part in the program by helping with the gardens and/or attending workshops on gardening and preparing healthy meals. A network of parents, volunteers, including master gardeners, owners of organic vegetable farms, nutritionists, chefs, and more all contributed to the program's success.

Equally important to a quality implementation, Food Forests for Schools provided teachers with training and onsite support. Teachers attended multiple training sessions, from afterschool classes to all day Saturday workshops facilitated by teachers trained in Food Forest methods that ensured consistent implementation. Training and support provided teachers with the knowledge to put Food Forest methodology into practice in their schools and classrooms.

Annual evaluations confirm our methods work. During the program’s ten year history, students’ eating habits, attitudes, and nutritional literacy improved by close to or above 50% every year. Science scores improved at an even higher rate because of students’ exposure to the Food Forest methodology. Due to these repeated positive results, Food Forest for Schools won both NBCUniversal’s 21st Century Solutions Award and the prestigious Sapphire Award from Florida Blue Foundation for “demonstrating excellence in addressing health disparities within the community.” It was named the #1 Obesity Prevention Program in Florida by The University of South Florida College of Public Health. And this year, the Food Forests for School initiative was selected for the JWU ZEST Community Leader Award. This award is presented by the Johnson & Wales University's North Miami Campus to an organization which has strengthened the community through culinary efforts in the South Florida region.

Outcomes: STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work 97% of student participants showed increased interest in pursuing STEM career 84% of student participants improved their grade in STEM subject area

How Outcomes were Measured: We administered, through an outside evaluator, a pre/post science test, the contents of which were tied to the State of Florida assessment standards. Teacher surveys were also administered on student interest.

Grades Address: PreK-12 Private-Sector Investment: $156,418

Low-Performing Students: NA State Matching Amount: $156,418

Total Students Impacted: 33,919 Total Project Investment: $312,836

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Ideas with IMPACT

Foundation: The Education Fund (Miami-Dade County)

Project Abstract:

The Education Fund’s Ideas with IMPACT program is the only district-wide network for teachers to share proven strategies for increasing student achievement. Through Ideas with IMPACT, highly qualified teachers innovate and then disseminate best practices via an annual catalog, detailed curriculum guides, an all-day training expo, a leadership workshop, and mentorship of teachers who adapt their ideas. Ideas with IMPACT allows these expert teachers to share their knowledge with all 18,000+ district teachers. Expert teachers are recognized for their innovation and their willingness to share their proven strategies and mentor others. New teachers benefit from the hundreds of practical, standards-based projects and from the expertise of the disseminator teachers. They also have an opportunity to adapt proven strategies for raising student achievement to their own classroom situations. Because Ideas with IMPACT reaches and influences teachers on a variety of levels, it improves teacher knowledge, behavior, and attitudes towards teaching. The 562 teachers who participated during the 2017-2018 school year impacted the learning of tens of thousands of students. These teachers reported an increase in their knowledge via this layered and intensive professional development network with their students benefitting through improved teaching that significantly increases academic outcomes.

Project Summary: Ideas with IMPACT, one of The Education Fund’s most successful programs, is a dynamic, district-wide network that helps teachers inspire student learning. Through Ideas with IMPACT, master teachers share, with thousands of other teachers, their own innovative teacher-developed and teacher-tested ideas, projects, and strategies. Through teacher-to-teacher communication and instruction as well as classroom support, tens of thousands of students benefit from lessons that are hands-on, relevant, thought-provoking, and that are designed to foster academic success. Ideas with IMPACT is not only uniquely teacher-driven, but it is the only system operating throughout M-DCPS that allows the spread of proven ideas across all grades and all subjects. This distinction and its success as a professional development model in constant demand by teachers have made The Education Fund’s Ideas with IMPACT a model for other districts throughout the U.S. In summary, Ideas with IMPACT solves some of the most intense challenges our teachers face today, as it: • Offers teachers, especially those who work “solo” at their schools, a network of additional support; • Provides master teachers with a communication vehicle for their successful classroom-tested teaching strategies, thereby imprinting the value these teachers bring to the district while providing a benefit to other teachers seeking new strategies; • Enables master teachers to transfer and share good teaching practices with all other teachers; • Helps students learn by providing their teachers with classroom-tested methods that are proven to raise student achievement and with proper support to implement these methods; and • Provides two special professional development tracks: SmartPath for College, a postsecondary prep program for senior highs; and Food Forests for Schools, which provides critical training for the groundbreaking outdoor learning lab program.

Every Ideas with IMPACT project incorporates Florida Standards into its lesson plans. Each of the four program components outlined below worked together seamlessly during the 2017-2018 school year: • Ideas with IMPACT catalog: The Ideas with IMPACT catalog is the most prominent component and the first step in building the network. Every year, we solicit, select, and feature in the catalog the best and brightest of teacher-created hands-on curriculum projects that are proven to raise student achievement. All 18,000+ teachers and administrators received the catalog at the beginning of the school year, effectively reaching EVERY teacher. • Idea Packets: Idea Packets are the second tool used to spread the word about the master teachers’ ideas. Each 2017- 2018 Idea Packet or “classware” contained lesson plans, worksheets, bibliographies, pre- and post-tests and everything else needed to implement the ideas contained in the catalog. All M-DCPS teachers can easily download these “how-to” manuals from our Web site, get them at workshops, or they may request one directly from the “master teacher” whose contact information is on the project page in the catalog, along with state standards addressed, resources needed, etc. • Idea EXPO – The Teacher Conference: The Idea EXPO – The Teacher Conference is an all-day teacher training program that offers workshops and displays featuring the strategies highlighted in the Ideas with IMPACT catalogs. The Idea EXPO was held on December 2, 2017. Teachers attended up to four of more than 90+ different workshops offered, enjoyed breakfast and a sit-down lunch, heard from motivational speakers in the field of education, and had the 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes opportunity to visit an array of teacher-created educational booths where they gathered information on many more best-practices. 415 teachers attended the Idea EXPO on their own time, paying the registration cost out of their own pocket because of the value gained from the event. Not only are they treated like professionals, they have the rare opportunity to network and make lasting connections with their peers. • Disseminator, Adapter, and Innovator Grants: Teachers who have developed a successful teaching idea or project that they wish to share through the Ideas with IMPACT network may apply for a cash grant that supports their time and efforts in writing a “how-to” guide for their strategy, creating a training display and workshop, and mentoring other teachers. These are the teachers whose projects are featured as best-practices within the Ideas with IMPACT catalog, at the EXPO, and in the Idea Packets. Any teacher whose school cannot provide the materials needed to implement a featured project can apply for an Adapter grant, which provides funds to purchase materials. Teachers may also apply for an Innovator Grant to test an idea they have developed for the classroom. Since 1990, more than 4,640 teachers have received The Education Fund’s Ideas with IMPACT grants. During the 2017-2018 school year, we awarded a total of 122 grants to teachers: 35 Innovator grants, 55 Adapter grants, and 32 Disseminator grants.

In addition, we offered a free Leadership Workshop to 25 teachers to show them helpful tips on how to prepare the Disseminator Stipend application. The workshop covered the following: 1) how to develop a well-written and thorough application, 2) how to prepare an Idea Packet containing instructional materials for the teaching project, 3) how to produce a visual display to promote a teaching project, 4) how to present a 50-minute workshop of a teaching project at the Ideas with IMPACT EXPO - The Teacher Conference, and 5) how to document and follow up on all inquiries for information on the project.

Ideas with IMPACT assists teachers in improving teaching quality by showcasing, modeling, and encouraging the adaptation of proven strategies. Teachers return to their classroom with an arsenal of their colleagues’ ideas that work to improve the learning environment. Students in M-DCPS are the ultimate beneficiaries.

Outcomes: Teaching Quality 98% of teacher participants showed improved attitude toward teaching 45% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Outcomes were measured by comparing the number of teachers who attended the EXPO and registered to receive Master Plan Points as a result of the training versus the number of teachers who were awarded Master Plan Points (MPP) by the district as a result of the EXPO training. Outcomes were also measured through post-event surveys to measure improvement in attitude. Also, the 122 teachers awarded with Innovator, Adapter and Disseminator grants had to complete a survey as part of the

Grades Address: PreK-12 Private-Sector Investment: $125,000

Low-Performing Students: NA State Matching Amount: $125,000

Total Students Impacted: 42,150 Total Project Investment: $250,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Ocean Bank Center for Educational Materials

Foundation: The Education Fund (Miami-Dade County)

Project Abstract:

The Ocean Bank Center for Educational Materials (OBCEM) provides teachers with free classroom supplies to improve their students’ academic achievement and teachers’ own effectiveness. The students served are often under-achievers who come from families who all too often are the ones who cannot afford supplies. The Center is an 11,000 sq.ft. warehouse centrally located in Miami-Dade County. Teachers "shop for free" for classroom materials that are donated by businesses. We exceeded our goal of hosting a minimum of 1,500 teacher visits (impacting 112,500 students), and completed the year with 2,600 teacher visits, impacting 195,000 students.

Project Summary: The Ocean Bank Center for Educational Materials is a valuable resource program that benefits students throughout the district. Open year-round to 18,000+ teachers in 390+ public schools, it contains the most basic classroom supplies - such as books, pens, paper, and notebooks. While the Center serves the entire district, its inventory of classroom supplies is especially critical to teachers who work in schools located in low-income neighborhoods with below-average literacy rates. Many of the “regulars” who shop at the Center teach in elementary schools where students come to class without supplies. Having the supplies provided by the Center enables teachers and students to focus on class work and learning, which leads to higher student performance.

From its inception in January of 1993, the Center has functioned as a valued and trusted resource serving teachers and students throughout Miami-Dade County Public Schools (M-DCPS) in times of tremendous need. Florida’s first “reuse and recycle center” dedicated to public school students was born out of the devastation wrought by Hurricane Andrew. Schools and school materials were damaged or entirely decimated, while donations of supplies earmarked for schools were languishing at the port for lack of a distribution process. The Education Fund stepped-in, setting up a warehouse and distribution system where supplies could be housed and teachers could “shop for free” to fill their classrooms. Now, more than two decades later, we have learned the need for classroom supplies is ongoing. Economic disasters, like the recent recession, pose even more of a threat to education than Andrew ultimately did. According to a Federal Department of Education survey released on May 15, 2018, and published in The New York Times, 94 percent of public school teachers in the United States reported paying for supplies without reimbursement in the school year that straddled 2014 and 2015. The teachers who reported spending their own money on supplies shelled out $479 each on average, according to the survey. In addition, seven percent reported spending more than $1,000. Parents have also been affected by the increased cost of living vs. stagnant wages, and as a result more and more children come to school without supplies, and schools in low income neighborhoods have even less support from PTAs. Teachers, who often use their own funds to buy classroom supplies, are also struggling to stay afloat with an increasingly large number of teachers requiring second jobs. That is why teachers tell us again and again, “The Ocean Bank Center is our salvation,” after they’ve browsed the aisles and filled a supermarket-sized shopping cart to the brim. Teachers know they will find materials they can use in their classrooms. Teacher Angel Schmidt, who teaches language arts to fifth graders at Santa Clara Elementary in the Allapattah section of Miami, said it best, “My students don’t have pencils, paper, rulers, or many of the things other students may have at home. I’m picking up different supplies and giving these free supplies to my students so I don’t have to worry their parents about things they can’t afford and they can focus on going to work and not on money, money, money for supplies their children don’t have.”

Not only does the Center serve our teachers by easing the strain on their own pocketbooks, it is a source of pride as well. Many teachers tell us the Center provides them with a sense of support and gives them the fortitude to do the difficult tasks associated with their jobs. They take comfort in the knowledge the Center is dedicated to helping teachers – and only teachers – to do the work about which they are so passionate. One of our teachers told us on the survey, “I am grateful for all the supplies I received. After studying my supplies, I was able to come up with creative and resourceful ways to use the materials to help my students learn. Thank you for rejuvenating me!!”

To help teachers like these and meet the needs of classrooms throughout Miami-Dade, The Education Fund has leveraged $8.7 million in donated materials via the Center. A model for other school reuse centers throughout the country, the Center’s success is a result of the user-friendly processes we employ, especially in terms of allowing South Florida’s

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes businesses to contribute to classrooms in need. Businesses identify and then call for pick-up or to deliver their surplus inventory, remnants, and slightly outdated goods, which potentially earn them valuable tax deductions. Teachers call, fax, or email to get a date to visit. They even donate their time to help at the Center, knowing they will obtain additional resources for their needy students and get materials to make hands-on classroom lessons possible. Teachers come on their own time, either after school or on Saturdays, to shop for supplies as basic as pens and paper and as unusual as telephone wire, cardboard tubes, or curtain rods that might be used for art, science, or social studies projects. While the Center serves the entire district, its inventory of classroom supplies is especially critical to teachers who work in schools located in low- income neighborhoods. Many of the "regulars" who shop at the Center teach in elementary schools where students’ families can’t afford school supplies. The Center operates like a popular “warehouse” store such as Costco, except there is no membership fee and all the items are for classroom use. Teachers can shop twice a year. Teachers also can receive an extra visit for every four hours they serve as Center volunteers. The Center is currently stocked with inventory from more than 870 businesses, many of which have donated repeatedly.

Outcomes: Teaching Quality 98% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measured through post-teacher survey.

Grades Address: PreK-12 Private-Sector Investment: $84,627

Low-Performing Students: NA State Matching Amount: $84,626

Total Students Impacted: 195,000 Total Project Investment: $169,254

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teach-A-Thon

Foundation: The Education Fund (Miami-Dade County)

Project Abstract:

The Education Fund's Teacher Recruitment and Retention Initiative is designed to help community stakeholders understand the impact of teaching quality on student achievement. We specifically bring attention to the importance of: recruiting the most qualified teachers and providing them with support programs and mentoring; retaining teachers by implementing effective and innovative professional development and sharing of best practices; and rewarding and recognizing teachers for the important role they play.

For 2017-18, we paired 228 business professionals, either individually or in teams, with 212 educators who coached them in creating and delivering a lesson in the classroom. During the process, business professionals communicated their experiences with thousands of colleagues, neighbors, friends, and family through a webpage, focusing on the three Rs: Recruit, Retain, Reward. By allowing Teacher Champions to step into the shoes of a teacher and then share the experience with others, we helped business professionals understand how teaching quality advances student achievement. Additionally, teachers reported feeling more respected, which research shows improves teacher retention. And, while the Teach-A-Thon is not a “career day,” students were presented with new possibilities as they witnessed bankers, engineers, and CESs, etc., giving them their time and attention.

Project Summary: The Education Fund launched the Teach-A-Thon with a focus on the “Three R’s: recruit, retain, reward.” Our goal remains to bring attention to the importance of recruiting the most qualified teachers; retaining teachers by implementing effective and innovative professional development and sharing of best practices; and rewarding and recognizing teachers for the important role they play.

We began the 2017-18 Teach-A-Thon with a Kick-Off Party where 228 business people or “Teacher Champions” (TCs) were able to connect with their mentor teacher. The TCs prepared for their day in a Miami-Dade classroom by taking part in training sessions with his/her assigned teacher/mentor. These teachers/mentors shared their expertise in lesson planning and classroom management, enabling the TCs to “survive” their day as classroom teachers. The interactions and activities also increased the level of respect for teachers and built bridges that reduced the isolation often cited as a reason for leaving the teaching profession.

Aimed with the knowledge gained at the kick-off and from their teacher role models, TCs started their advocacy telling their colleagues, family, and friends what they had learned. More than 100 TCs set up official Teach-A-Thon webpages to advocate support. By advocating for their cause, these individuals widened the circle of support and raised awareness and appreciation for quality teaching and its importance in improving student achievement overall.

On the actual teaching day, the TCs cheerfully worked to manage their classes, while the teachers (acting as coaches) gained an increased sense of importance. The relationship between the teacher and the TC was strengthened as the two parties deepened their mutual respect for one another during the teaching day. Teachers later reported decreased feelings of isolation and increased feelings of respect and support. In addition, while not a “career day,” students benefited from the attention they received from banks, engineers, lawyers, etc. spending the day with them.

At the “Taste of Education” Victory Party, teachers and their TCs described their experiences. It was evident that the perception of teachers among business people was enhanced and teacher morale had improved. As well, the business community was introduced to 142 students from the Miami-Dade Public Schools culinary programs. These students lived through an amazing career experience as they first practiced their skills, and then, presented them to culinary professionals and to the community.

Outcomes: Teaching Quality 30% of community participants who supported the program acted to understand and share with others the importance of teaching quality on student achievement 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were computed by comparing the number of community members who pledged to act with the number who actually acted or shared information on the importance of teaching.

Grades Address: K-12 Private-Sector Investment: $52,000

Low-Performing Students: NA State Matching Amount: $52,000

Total Students Impacted: 4,382 Total Project Investment: $104,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Take Stock in Children

Foundation: Monroe County Education Foundation

Project Abstract:

Our 2017-18 grant project, which focused on improving academic performance and promoting, encouraging, and providing access to college among our 290 Take Stock in Children scholars, yielded positive results. The overall cumulative grade point average of this year’s graduating class was 3.69, above the district’s average of the class of 2018 and above the Take Stock statewide average. Additionally, nearly 70% of our senior scholars will enroll in university, an increase of 16% from last year’s cohort. More students also qualified for Florida Bright Futures, a testament to their test scores and preparedness.

Project Summary: Our grant project focused on improving academic performance of all Take Stock in Children Monroe scholars and providing needed support and pathways to post-secondary college, university, or career technical education options. Beginning in 7th grade, our program focuses on college readiness and the steps to achieve this goal via study skills, time management, and goal setting. To facilitate this process, we empower our team of volunteer mentors to guide and advise our scholars. Additional, the success coach tracks, supports, and encourages her scholars as well as intervenes when necessary. The path to college readiness and high school graduation continues through 10th grade leading up to the scholar’s junior year when she takes the SAT and ACT exam. This grant project provided the needed resources to best prepare and empower our scholars with test prep books and workshops. To make the goal of going to college more tangible, this project allowed our program to schedule multiple college tours through which our scholars had the opportunity to envision themselves on a college campus and the opportunity to meet with current TSIC Monroe alums attending the college. These tours often motivate our scholars to improve grades, to be better prepared for senior year, and have the opportunity to attend a state university or college on the mainland.

A particular challenge this year was Hurricane Irma, which closed schools for nearly a month and delayed many of our college readiness initiatives. Also, the hurricane presented additional challenges to our scholars who often struggle from day to day balancing school, work, and home responsibilities. All in all, our scholars demonstrated resilience and perseverance.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school

How Outcomes were Measured: The outcomes were measured by comparing graduation rates, cumulative GPA and college readiness data of previous Take Stock in Children cohorts with the current graduation class.

Grades Address: 7-12 Private-Sector Investment: $19,483

Low-Performing Students: NA State Matching Amount: $19,483

Total Students Impacted: 290 Total Project Investment: $38,967

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Nassau County is Ready to Rumble!

Foundation: Nassau Education Foundation

Project Abstract:

Robotics continues to develop and expand throughout Nassau County. This year the Nassau Education Foundation (NEF) and the Nassau County School District (NCSD) added three First Lego League (FLL) robotics teams for 4th and 5th grade elementary school students. These teams joined four established FLL middle school teams and four FIRST Tech Challenge (FTC) teams. What started out in 2015 as a small program in one high school, now includes programs in eleven schools, with sixty-six participants from grades four through twelve. The vast majority of students involved increased their knowledge of designing, building and programming robots.

Project Summary: NCSD and NEF continued to expand the county robotics programs. This year they added three elementary FLL teams to the cadre of teams in the middle schools and high schools. There were 11 teams all together: seven FLL teams and four FTC teams. The West Nassau High School Robo Tech Warriors hosted the 2017-2018 FIRST Tech Challenge robotics kick off. They partnered with Renaissance Jax and welcomed 15 FTC teams from across Northeast Florida. All of the county teams participated in competitions. The high school teams competed in Jacksonville, Gainesville and Lake City. The Yulee Robo Stingers won the Connect Award and West Nassau's Robo Tech Warriors took home the Aspire Award. The FLL teams competed in Jacksonville and Orange Park. Hilliard Middle Senior High School Robo Flashes both won their competitions and went on to compete in the regional FLL championship. Capping off a great season, in March, Wildlight Elementary School hosted the county's first ever robotics exhibition for all teams to attend. During the event, students were programming and operating their robots for a wide-range of attendees. FTC team members were able to let FLL elementary and middle school students operate their robots so they could get a feel for what it would be like to participate in an FTC high school team.

Watching high school students mentor the younger children was the best indication of a successful event! School board members, the county superintendent and a representative from one of the local legislator's office were in attendance as well as NEF board members and parents.

Outcomes: STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work 91% of student participants showed increased knowledge of designing, building and programming robots

How Outcomes were Measured: Teachers were given a survey and they provided anecdotal evidence of the students’ successes and increase in robotics knowledge. One team administered a pre- and post-robotics quiz.

Grades Address: 4-12 Private-Sector Investment: $16,697

Low-Performing Students: NA State Matching Amount: $16,660

Total Students Impacted: 66 Total Project Investment: $33,357

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Tools for Teaching 2017-18

Foundation: Nassau Education Foundation

Project Abstract:

The Nassau County School District (NCSD) and Nassau Education Foundation (NEF) used SDEF Matching Grant funds to purchase a district-wide license for BrainPOP software including BrainPOP, BrainPOP Jr., BrainPOP Espanol, and BrainPOP Francais. In doing so, NEF provided all 16 Nassau County schools and students with access that allows them to build on and increase their knowledge and skills in science, social studies, English, math, the arts, music, health, engineering and technology. Through the use of surveys, NEF tracked its use by teachers as a tool to aid instruction.

In addition, because the software is individualized and tracks student progress, teachers and grade-level staff have the capacity to inform their individual, small-group, and large-group instruction in almost all subjects. NEF identified the number of teachers who use BrainPOP in the classroom through usage data and collected survey data from teachers on its usage by students, including grade level and subject area.

Project Summary: BrainPOP creates animated, curricular content that engages students, supports educators, and bolsters achievement. Their online educational resources include BrainPOP Jr. (K-3), BrainPOP, BrainPOP Espanol, and, BrainPOP Francais. BrainPOP is also home to GameUp, an educational games portal for the classroom.

In traditional, blended, and "flipped" learning settings, BrainPOP supports individual, team, and whole-class learning. At school and in informal learning environments, the characters help introduce new topics and illustrate complex concepts. Through "My BrainPOP," teachers and students can keep a record of learning accomplishments through quizzes, game play, and activities. The My BrainPOP suite features includes access to the Mixer, which lets users tailor assessments to meet all students' needs, and Make-a-Map, concept mapping tool. BrainPOP content is carefully aligned to academic standards, and searchable with the online Standards Tool.

Outcomes: Teaching Quality 84% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: A survey was distributed to participating teachers throughout Nassau County.

Grades Address: K-12 Private-Sector Investment: $7,061

Low-Performing Students: NA State Matching Amount: $7,061

Total Students Impacted: 4,518 Total Project Investment: $14,122

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: From STEM to Stern

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

This project was developed to enhance and extend the opportunities available for elementary and middle schools students to apply the STEM objectives in interactive and innovative projects. Students in five targeted elementary schools were involved in after-school robotics clubs and activities; students in three targeted schools were involved in competitions that focus on real-life applications through robotics.

Project Summary: This project was designed to "feed" the high school applied robotics/UAV curricula in the Okaloosa County School District, programs that prepare students for engineering and programming concepts and lead to interest in pursuing post-secondary coursework and careers in STEM-related fields. It provided an extended "scaffolding" of lessons learned, through LEGO EV-3 robots and LEGO League competitions for 200 elementary students at five schools and through the implementation of SolidWorks curriculum, LEGO EV-3 robotics, drone programs and 3-D printing for 60 students at three middle schools.

Outcomes: STEM Education 87% of student participants participated in specific STEM-related activities beyond required course work

How Outcomes were Measured: The outcomes were measured based on student participation--including increased participation from prior year.

Grades Address: K-8 Private-Sector Investment: $19,121

Low-Performing Students: NA State Matching Amount: $18,840

Total Students Impacted: 260 Total Project Investment: $37,961

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Have a Heart! CPR/AED Training for Health Sciences

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

This project allowed for the purchase of industry standard equipment required by the American Heart Association to ensure that students would learn the most realistic CPR/AED scenarios possible. The adult and infant manikins were introduced to all of the 300 students enrolled in the Allied Health Program. For those students enrolled in the Health Care Provider certification course, all of them passed both the written and practical exams and earned certification. In addition, nine of the twelve students enrolled in the Emergency Medical Responder course earned industry certification.

Project Summary: The overall impact of this grant award is difficult to quantify as the true measure of the effectiveness of CPR training isn’t assessed until it has to be utilized. Mannequins were used and introduced to all of our students in the Allied Health program, totaling nearly 300. All students in each level were instructed in the basic, hands-only CPR methods. A total of 49 students were instructed in the American Heart Association’s Basic Life Support for the Health Care provider certification course. During instruction, students had the opportunity to utilize both our old mannequins, which did not have the electronic feedback for rate and depth of compressions, as well as the new equipment after it arrived in the classroom. All students reported improved performance of CPR techniques with the mannequins that provided feedback, providing a more realistic training environment and allowing for real-time corrections in technique as needed.

Of the 49 students who received the certification instruction, 100% passed both the written and practical exams. Therefore, 100% of the students trained with the grant-funded equipment received certification in Basic Life Support. Of note, 12 of these 49 students were also enrolled in the Emergency Medical Responder course. Of these students, nine of them passed the rigorous industry certification exam. Without a doubt, having access to the industry’s state-of-the-art equipment trainers led to all of the successes we witnessed in our certifications. Additionally, one of our students had the unfortunate situation of responding to her own grandfather in cardiac arrest just two short weeks after receiving her certification. She had to immediately begin CPR in an attempt to resuscitate him while awaiting for EMS to arrive. Her parents both credited her training at CHS as a big factor in her ability to jump right into action and perform chest compressions on her own family member.

Providing good hands-on, practical experiences in the classroom has definitely “hooked” out students into continuing their coursework in the Health Sciences courses. Next year, we have projected growth for the next level course, expanding from one class of 16 students, to two classes of 57 students. Additionally, this course which offers the Basic Life Support certification training has grown from two classes of 25 students to three classes of 30 students.

Outcomes: Career/Technical Education 100% of student participants completed and passed career/technical education certification 100% of student participants made progress toward completing career/technical education certification 98% of student participants enrolled in career/technical education courses or programs as a result of project activities

How Outcomes were Measured: Outcomes were based on written and practical exams administered and increased enrollment for the academic year.

Grades Address: 10-12 Private-Sector Investment: $1,119

Low-Performing Students: NA State Matching Amount: $1,119

Total Students Impacted: 49 Total Project Investment: $2,238

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Increasing Our Investment in Take Stock in Children

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

Increasing Our Investment in Take Stock in Children was designed to expand the activities available to and extend the resources provided for Take Stock Scholars. Project activities focused on increasing graduation rates and providing College Readiness and Career Success resources for student/mentor projects. STEM initiatives as well as Career and Technical Education were incorporated in project implementation.

Project Summary: This project was designed to expand the activities available to and extend the services provided for Take Stock in Children Scholars in Okaloosa County. The focus was on elevating the academic achievement of low-performing students—with an emphasis on reading and the STEM initiatives—thus improving graduation rates. The project made available to our Take Stock students support services and activities that motivated them and that enhanced their ability to attain success in their academic programs and the prospect of college success. Students, along with their parents and/or mentors, were required to participate in at least two college readiness workshops, e.g. college and career fair, “Preparing for College” and FAFSA. Junior and senior students were required to take at least one of the college entrance examinations, either ACT or SAT.

Resources provided through the project included, but were not limited to: tutoring, as needed; study skills workshops; ACT/SAT preparation workshops; counseling, as needed; Financial Aid workshops; and, college readiness workshops. In meeting the academic and college/career needs of all Okaloosa County Take Stock in Children students, the Okaloosa Public Schools Foundation (OPSF) also identified and provided access to complementary programs and activities that supported the goals and objectives of the proposed program. For example, project staff collaborated with district Career and Technical Education (CTE) and counseling staff to determine if enrollment in a CHOICE Institute—resulting in industry certification and college credit—best met the needs of students. Our partnership with the Workforce Development Board of Okaloosa and Walton Counties promoted participation in CareerSource Youth Programs by eligible students.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 75% of student participants made progress toward graduating high school

How Outcomes were Measured: The measurement of the outcomes listed included the maintenance of student data for grades, attendance and discipline as reported through the Okaloosa County School District MIS. In addition, sign-in sheets--verified by program staff-- documented student participation in program components.

Grades Address: 9-12 Private-Sector Investment: $18,185

Low-Performing Students: NA State Matching Amount: $18,000

Total Students Impacted: 63 Total Project Investment: $36,185

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Learning Lagniappe (A Little Bit Extra)

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

This project provided instructional and/or professional development grants to instructional staff within the Okaloosa County School District. Grants in the amount of $1,000 each were awarded to successful applicants for STEM-related instructional projects, for literacy projects and for professional development for instructional staff in any subject area. Applications were open to all qualifying Okaloosa County School District personnel in designated schools and were evaluated by a Selection Committee drawn from the Board of Directors of the Okaloosa Public Schools Foundation. Eight grants were awarded in the areas of STEM, Literacy and Professional Development.

Project Summary: A wide range of projects designed to complement instructional programs at the elementary, middle and high school levels were implemented during the 2017-2018 academic year. From a Book Tasting event designed to promote literacy to teacher attendance at state math conference, the programs that were selected for funding enhanced the educational experiences for both students and teachers.

Outcomes: Literacy 29% of student participants showed increased participation in reading 23% of student participants improved in a standardized reading skills test(s) 19% of student participants improved in a standardized writing skills test(s)

STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work 62% of student participants showed increased interest in pursuing STEM career 44% of student participants improved their grade in STEM subject area

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 92% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Literacy outcomes were measured through circulation of the books that were "tasted" in the Book Tasting event. Other literacy outcomes were documented through the involvement of students in literature circles and their completion of performance tasks based on each of four novels.

STEM outcomes were measured using Mobymax and iready diagnostic assessments.

Teaching quality outcomes were measured through qualitative feedback from math department and District Professional Development as well as from observed staff implementation of new/revised instructional approaches.

Grades Address: 6-12 Private-Sector Investment: $6,000

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 313 Total Project Investment: $11,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Molding the Future

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

Molding the Future was developed to enhance community-based support for technology, especially in areas that enhance manufacturing skills and abilities for our community. Contributions from Elite Molding have targeted specific robotics and coding projects at four schools within the Okaloosa County School District. Support for the projects include "human resource" commitments as well as funding for project materials and activities.

Project Summary: Students in the three participating middle schools were involved in robotics competitions on the local, state and regional levels--competitions that required STEM-related learning to real-life applications. The high school participant will also involve students in competitions. In addition, the Robotics Team will produce a "Traveling Robot Show" that team members will take to elementary schools throughout the District to promote interest in STEM-related courses and activities. The Garden Grant component incorporated STEM components by, for example, providing a opportunity for students to study the way the garden reacted to changes in climate.

Outcomes: STEM Education 95% of student participants participated in specific STEM-related activities beyond required course work 45% of student participants showed increased interest in pursuing STEM career 39% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes listed above were measured in the following ways: with unit tests in Life Science Advanced classes; project completion; programming and logic test results; certifications attained; student participation in robotics competitions; and, student team advancement to regional and state competitions.

Grades Address: 5-8 Private-Sector Investment: $3,293

Low-Performing Students: NA State Matching Amount: $3,200

Total Students Impacted: 288 Total Project Investment: $6,493

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Expanding Vocabulary Through a Variety of Methods 2017-18

Foundation: Okeechobee Educational Foundation

Project Abstract:

In order to support teachers in Okeechobee County Schools, the Okeechobee Educational Foundation offered them the opportunity to improve their knowledge of vocabulary instruction and improve the quality of vocabulary in their students. Teachers of students K-12 were be eligible to apply for a mini-grant valued at $250 - $1,200. These funds were used to purchase resources/materials to deliver vocabulary instruction by engaging the students.

Project Summary: The 2017-2018 Expanding Vocabulary through a Variety of Methods program addressed the need for increased vocabulary skills of students. Teachers at all grade levels and content areas provided the appropriate vocabulary instruction for the students in their classes. Teachers were encouraged to engage students to the point of having them choose the words which require further explanation.

Development of vocabulary and teaching students how to determine the meaning of a word or phrase empowered students to read, understand, and apply the knowledge necessary to identify the highlights of the adding passage. Students in core classes became able to apply methods taught in reading classes in order to expand their vocabulary in social studies, science, mathematics, and career and technical education classes.

Outcomes: Literacy 49% of student participants showed increased participation in reading 25% of student participants improved in a standardized reading skills test(s) 12% of student participants improved in a standardized writing skills test(s)

How Outcomes were Measured: The above outcomes were measured via iReady, pre/post tests, surveys and Accelerated Reading point tracking.

Grades Address: K-12 Private-Sector Investment: $16,033

Low-Performing Students: NA State Matching Amount: $11,483

Total Students Impacted: 7,140 Total Project Investment: $27,516

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: City Year Orlando

Foundation: Foundation for Orange County Public Schools

Project Abstract:

City Year Orlando used City Year's Whole School Whole Child (WSWC) service model, which utilizes leading research-based education practice,s to benefit students at Walker Middle School. WSWC leverages the talent, energy and idealism of AmeriCorps members, ages 17 to 24, to help students in grades 3 through 9 get back on track -- and stay on track -- for graduation and life success. At Walker Middle School, ten AmeriCorps members serve in the school as literacy and math tutors, role models, and leaders who use the power of national service to help students succeed in school. As near-peers, they are uniquely able to help improve student attendance, behavior, and coursework in reading and math, which research confirms are indicators of a student's likelihood of graduating from high school. The City Year team at Walker begins in- school service before the first bell rings and stays until the last student leaves the after-school program. AmeriCorps members provide academic support, attendance monitoring incentives, positive behavior support, and additional in-school programs and activities like assemblies and celebrations that improve the overall environment. Outcomes include improved attendance, reduced behavior interventions, and meeting grade-appropriate math and language arts benchmarks.

Project Summary: CIty Year Orlando's Whole School Whole Child model is based on the human development research that shows the important role that consistent, productive, and caring adult relationships play in a young person's life and school success, regardless of income. The near-peer age and diversity of AmeriCorps members enable them to connect with and relate to the students they serve. AmeriCorps members' daily connections with students are inherently positive and productive in a way that is essential in the complex learning environments of large urban schools. As near-peers, AmeriCorps members are old enough to provide the wise guidance students need, yet young enough to relate to a student's view of a situation, and are thus able to communicate new ideas for students to consider and act upon in a way that older staff members often cannot.

To reinforce the natural affinity that students and AmeriCorps members have for each other, the model ensures AmeriCorps members are with students as much as possible throughout their school day, from before the first bell through the after-school program. City Year Orlando has designed research-based activities to help students in simple yet important ways. AmeriCorps members support students in gaining new skills in math and English, and provide whole class supports and skills-based interventions for selected students, linking the relationship between effort and success. In many cases, the students don't know how to apply effort because they lack the skills related to goal-setting, organization, impulse control, and perseverance. City Year Orlando uses specific techniques to help students self-manage, work hard, and increase their English/Language Arts and math skills.

AmeriCorps members support students whose behaviors reflect a growing disengagement from school, their teachers, and their schoolmates. AmeriCorps members lead structured group activities that are designed to increase the number of positive interactions students have at the whole-school, whole-class, and small-group levels. In addition to group activities, AmeriCorps members provide explicit behavior supports to individuals identified as at-risk by school leaders.

Research has shown that effective teaching is the most critical element for student success. Even the most skilled teacher would find it difficult to meet each student's unique needs in an environment where more than half of the students struggle to overcome the challenges associated with inter-generational poverty. City Year Orlando teams immediately change the adult-to-student ratio within the school, serving throughout the day to provide the individualized academic and socioeconomic supports to students who have been identified as "offtrack." Having additional highly trained City Year Orlando AmeriCorps members in the classroom enables teachers to continue the classroom lesson and better differentiate instruction.

Outcomes: Low-Performing Students 60% of student participants improved their grade in specific subject area 40% of student participants showed improved attendance or reduced behavior incidents at school

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: The outcomes are based on data measured using Average Daily Attendance data for attendance interventions, the SRI test for ELA interventions, Walker Middle School Math Benchmark Assessment for math interventions, and grades from quarters 1 through 3 for academic interventions.

Grades Address: 6-8 Private-Sector Investment: $50,000

Low-Performing Students: 171 State Matching Amount: $50,000

Total Students Impacted: 1,034 Total Project Investment: $100,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Find Your Voice Mentoring Program

Foundation: Foundation for Orange County Public Schools

Project Abstract:

Find Your Voice (FYV) is a leadership and mentorship program that engages elementary, middle and high school girls in activities that align with the vision “to empower girls in finding their voice and identifying their purpose to become impactful everyday leader.s. Find Your Voice utilizes its core values of “V.O.I.C.E- Value, Overcome, Integrity, Commitment and Enthusiasm” to help young women find their inner strengths and build a sense of identity to have a voice in their communities. FYV will assist in decreasing the achievement gap by supporting middle and high school aged girls through mentorship and the power of sisterhood. Up to 15 low-performing students are selected to participate based on the four Early Warning indicators of attendance, behavior, coursework grades, and standardized testing results (FSA, district tests, and end-of-course exams). The program's three main elements are a teacher-moderated after-school program that addresses monthly themes and culminates in a service learning project, an adult mentor from the surrounding community for each girl, and a small number of high-achieving students participating alongside the other selected students.

Project Summary: "Find Your Voice" is a leadership and mentoring program designed specifically to help low-performing girls build self- esteem, resilience and grit. By offering three prongs of support -- a teacher who moderates an after-school program, a mentor who is a successful woman from the surrounding community, and a small number of high-performing peers as fellow members of the program -- participating students learn to express themselves with confidence, overcome obstacles, cope with challenges, and exercise better control of their own lives. Strengthening these abilities during elementary and middle school is critical to successfully navigating peer pressure and other challenges during high school and beyond.

Participating girls are identified and tiered based on the four Early Warning Indicators of attendance, behavior, coursework grades, and standardized testing results (FSA, district tests, and end-of-course exams). In addition, a small number of high- achieving students are selected to participate to serve as peer role models. Throughout the year, the girls learn and work together on monthly themes with their teacher moderator, and select a community issue they would like to address together via a service learning project in the spring. They examined different renowned leaders' strategies and styles to gain personal insight, and engaged in interactive exercises and small-group discussion. They also met at least once a week with an adult mentor from the community, with a focus on exploring career options.

Outcomes: Low-Performing Students 87% of student participants showed improved attendance or reduced behavior incidents at school 29% of student participants improved their overall grade(s) in school

How Outcomes were Measured: The above outcomes were measured by comparing 2016-17 year-end data regarding academic grades, attendance, and discipline referrals to the same 2017-18 year-end data for each of the participating students.

Grades Address: 4-12 Private-Sector Investment: $28,682

Low-Performing Students: 201 State Matching Amount: $7,014

Total Students Impacted: 250 Total Project Investment: $35,696

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: OCPS Internship Program

Foundation: Foundation for Orange County Public Schools

Project Abstract:

Career readiness is a crucial educational component, yet students often don’t have access to opportunities designed to teach job skills in a paid work environment. This project pays $1,500 stipends for qualified students to work in paid internships for two months (150 hours) in the summer before their senior year. The program allows students to enroll in a summer course that provides instructor supervision of hands-on career experiences. Students interested in pursuing finance, IT, hospitality/tourism or nonprofit career paths submit an application online. All students have participated in the Career Academy for at least three years, completed job readiness training and have earned at least one certification. Applications of selected candidates are submitted to vetted employers for consideration. Interns interview with potential employers and final selections are made by the hiring employers. Student interns report to and are supervised by their worksite supervisor. One of four course instructors supports the supervisor, providing assistance with monitoring and managing student participation. Soft skills are taught and emphasized throughout the program, including punctuality, following directions, appropriate dress, and more.

Project Summary: Career readiness is a crucial educational component, yet students often don’t have access to opportunities designed to teach job skills in a paid work environment. The OCPS Internship Program is being developed to enable students to put into practice what they’ve learned through OCPS Career Academies. The benefits of internships go beyond learning job skills: internships boost student confidence, increase motivation, highlight strengths, cultivate positive work habits, and develop postsecondary career/education goals. The program also develops qualified employees for Central Florida businesses, including nonprofits.

This project pays $1,500 stipends to qualified students working two months (150 hours) in the summer before their senior year. Juniors enroll in a summer course; the course instructor supervises and monitors student progress throughout the internship. Students must complete/present an internship portfolio, submit timecards and participate in employer evaluations. Students interested in pursuing finance, IT, hospitality/tourism or nonprofit career paths submit an application online. All students have participated in the Career Academy for at least three years, completed job readiness training and have earned at least one certification. The internship coordinator, a member of the OCPS Instructional Support team, reviews all applications and interviews potential candidates. Applications of selected candidates are submitted to vetted businesses for consideration. Interns interview with potential employers and final selections are made by the hiring companies and nonprofits.

Student interns report to and are supervised by their worksite supervisor. One of four course instructors supports the supervisor, providing assistance with monitoring and managing student participation. Soft skills are taught and emphasized throughout the program, such as punctuality, following directions, appropriate dress, and more. This project benefits students enrolled in one of 13 OCPS high schools that partner with the National Academy Foundation (NAF). NAF provides a platform for communication between OCPS and the public and private sectors of the Central Florida community. The OCPS Internship Program partners with area businesses and nonprofit organizations to provide students with the opportunity to participate in a paid summer internships while simultaneously earning high school course credits. Additionally, the program is partnering with Kelly Services, which serves as the hiring manager of the program, handling all legal aspects of placing student interns as temporary employees.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants made progress toward completing career/technical education certification

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: As part of the internship experience, students were required to submit items to create a portfolio.

Grades Address: 9-12 Private-Sector Investment: $322,888

Low-Performing Students: NA State Matching Amount: $5,109

Total Students Impacted: 113 Total Project Investment: $327,997

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Read2Succeed

Foundation: Foundation for Orange County Public Schools

Project Abstract:

The Foundation for Orange County Public Schools (FOCPS) works to improve student literacy by providing reading assistance at critical points along the educational pathway. Read2Succeed trains volunteers and reading assistants to deliver weekly reading instruction to low-performing first-, second- and third-grade students in Orange County public elementary schools. First graders expand and build vocabulary; second and third graders receive research-based instruction to build reading fluency. The ultimate goal is to help students develop the reading skills required for long-term academic success and high-level functioning in our modern world. In 2017-18, Read2Succeed served 500 at-risk first-grade, 570 low- performing second-grade, and 264 retained third-grade and low-performing fourth-grade readers during the 2017-18 school year.

Project Summary: Read2Succeed is part of FOCPS' overall strategy to improve literacy through supplemental reading programs targeting some of the district's lowest performers. This program focuses on building vocabulary with at-risk first graders and reading fluency skills with low-performing second graders countywide. This year, the program will also address reading comprehension for retained third graders. Read2Succeed volunteers and reading assistants provide weekly reading assistance and tutoring to low- to mid-level readers. Each school year, these tutors provide nearly 12,000 hours of service. The First Grade Vocabulary Program utilizes a simple step-by-step process designed to improve students' vocabulary and background knowledge over a 30-week period. Students are identified by their teacher or reading coach as struggling with early vocabulary acquisition and needing additional background knowledge. Some volunteers and reading assistants are non-educators; therefore, students need a basic understanding of story elements and be willing to learn one-on-one. Students are not required to read aloud; they are asked to discuss story structure/elements, words, and their meanings after listening to a story. Students take home completed books to build a home library. Upon completion of the program, students will have a home library of up to 13 books.

The Second Grade Fluency Program uses a research-based program, Six-Minute Solution, that builds the ability to read accurately, quickly and with expression through interactive peer-to-peer repeated readings of high-interest, targeted passages. Volunteers and reading assistants meet with a pair of students weekly for 45 minutes using the Six-Minute Solution. Tutors pre-select appropriate passages, scoring and timing students as they read aloud. After completing their passages, volunteers and reading assistants have 10-20 minutes to read books and practice comprehension skills using pre- written questions, flash cards with high-frequency words, puzzles and word games. At the end of each session, students take home passages for practice at home.

The Third Grade Comprehension Program utilizes certified teachers to tutor retained third graders and low-performing fourth graders. They meet with students in pairs twice a week for 40 minutes each session, utilizing The Comprehension Toolkit, which contains 26 strategy lessons. Students learn how to: connect known information to new information; clarify and question when new information is unclear; distill main ideas; summarize; use context clues to infer meaning; and develop insight and enhance understanding of the text. Students take the stories home for additional practice.

Outcomes: Literacy 92% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: The First Grade Vocabulary Program measures progress via pre- and post-test scores of knowledge of vocabulary covered in the program. In the fall of 2016, the program began to use i-Ready to screen and qualify students for the First Grade Program. The Second Grade Fluency Program measures progress via pre- and post-program scores for correct words per minute, using the program passage to test for oral reading fluency. For students in the Third Grade Program, outcomes were measured using i-Ready and the FSA - English/Language Arts assessment.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Grades Address: 1-4 Private-Sector Investment: $239,000

Low-Performing Students: NA State Matching Amount: $96,801

Total Students Impacted: 1,335 Total Project Investment: $335,801

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teacher Impact Grants

Foundation: Foundation for Orange County Public Schools

Project Abstract:

The Teacher Grants program provides funding for projects that enhance classroom learning in the areas of math, science, energy education, STEM partnerships and non-fiction classroom libraries. Teacher Grants for math, science, energy education, and STEM partnerships offer a maximum of $5,000 in funding to K-12 teachers for equipment and/or materials to increase students' interest and understanding of science, mathematics, and energy education. Teacher Grants for classroom libraries offer up to $500 to K-12 teachers to purchase non-fiction literature for their classroom libraries. Teacher Grants for Middle School Book Clubs offer up to $3,000 to support clubs of up to 15 students who are "reluctant readers" and scored a high level 2 or low level 3 on the FSA.

Grants are awarded through a competitive process with preference given to innovative projects that include objectives and measurable outcomes. Community volunteers and education specialists judge the grants using a formal rubric based on objective criteria.

Project Summary: Teacher Grants for math, science, energy education, and STEM partnerships offer a maximum of $5,000 in funding to K-12 teachers for equipment and/or materials that directly impact classroom learning, increasing students' interest and understanding of science, mathematics, and energy education. Florida State Standards mandate that students develop "inquiry-based" skills in math and science. Classroom activities require that students design their own scientific and mathematical investigations, manipulate variables, and analyze data using high-order thinking to reach logical conclusions. Budget cuts make it hard for classroom teachers to meet these standards. The limited funds classroom teachers do receive are used to purchase consumable materials and are often not sufficient to cover the costs of replacing old, outdated equipment or purchasing additional equipment. Students cannot adequately learn scientific or mathematical principles without the proper tools to truly grasp the concepts or the equipment for hands-on, experiential learning. Teachers can apply in one of four areas: math, science, energy education, or STEM partnerships. Grant proposals in the STEM Partnership category must outline a project where students solve a problem in conjunction with an external business partner who provides a minimum of 20 on-site contact hours working with students and/or teachers.

Teacher Grants for classroom libraries offer up to $500 to K-12 teachers to purchase non-fiction literature for their classroom libraries. Teachers can apply as teams. Teacher Grants for Middle School Book Clubs offer up to $3,000 to support clubs for up to 15 students who are "reluctant readers." Reading is the cornerstone of learning. Academic success hinges on a student's comfort, enjoyment, and proficiency as a reader. The more a student reads, the better a reader he becomes, and his enjoyment of reading grows. When students enjoy reading and are interested in what they are reading, there is a marked increase in comprehension and retention. Reading on a daily basis builds vocabulary and increases reading fluency for all students, with the greatest improvements seen with low-performing students.

Grants are awarded through a competitive process with preference given to innovative projects that include objectives and measurable outcomes. Community volunteers and education specialists judge the grants using a formal rubric based on objective criteria.

Outcomes: Literacy 81% of student participants showed increased participation in reading 80% of student participants improved in a standardized reading skills test(s)

STEM Education 73% of student participants improved their grade in STEM subject area 30% of student participants showed increased interest in pursuing STEM career

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: Teachers receiving classroom library grants were asked to report on the percentage of students who showed an interest in reading. Reading interest was measured through surveys and teacher observation. Teachers receiving Middle School Book Club grants were asked to report on participating students' beginning and ending Lexile scores, and to provide ID numbers for participating students so that district staff can provide aggregated FSA Reading data. Participating students also had an opportunity to complete online surveys at the end of the program.

At the conclusion of math, science, energy education, and STEM partnership projects, teachers were asked to submit evaluations that include measurements of student success. Measurement tools include pre- and post-tests, surveys, and presentations. In addition to quantitative data, teachers were also asked to report on student engagement, motivation, work habits, and self-confidence.

Grades Address: K-12 Private-Sector Investment: $103,003

Low-Performing Students: NA State Matching Amount: $84,136

Total Students Impacted: 21,817 Total Project Investment: $187,139

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Readers Today, Leaders Tomorrow

Foundation: Education Foundation for Osceola County

Project Abstract:

"Readers Today, Leaders Tomorrow" has had a very busy and successful year! With its first phase established over 14 years ago, this program is one of its longest-running and most impactful--with a focus on providing engaging opportunities for all Osceola students to get on the path to educational success from a young age. The benefits of basic reading/comprehension skills are so obvious that the implications of being without them are something that we often may not even consider: economic security, access to health care, job opportunities, and active community involvement are all dependent--at least in part--upon an individual's ability to read and comprehend. "Readers Today, Leaders Tomorrow" seeks to empower young children with the skills and confidence to read proficiently by the end of 3rd grade via a comprehensive reading app, one- on-one mentoring sessions and reading materials tailored to each child's specific needs. As of the end of this year, we have 7,334 registered users of the Footsteps2Brilliance app (which offers outside-of-school help for struggling/learning readers). Additionally, 4843rd graders were served by 350 community mentors through Bookmark Buddies in hopes of increasing their likelihood of passing the Florida Standards Assessment.

Project Summary: Over the course of the 2017-18 year, "Readers Today, Leaders Tomorrow" has served a total of 7,818 students in Osceola County. Through Bookmark Buddies, third graders who were identified at the end of 2nd grade as being "at risk" of not passing the Florida Standards Assessment receive a bit of extra help. These students are paired with a mentor from the community who met with them at their school once each week to read for 30 minutes. Over the course of the school year, the mentor became not just a tutor or reading buddy but a true positive influence in the child's life--sometimes one of the only positive influencea a child has. Mentor and student read carefully selected reading material on the child's reading level, which included tests following the reading on reading comprehension and critical thinking. Through these sessions, students were taught and encouraged in a very specific and intentional way--one that is impossible in a classroom that contains 20 other students. In the 2016-17 year, the Bookmark Buddies program had an 86% success rate, meaning that 86% percent of students who were expected to fail the FSA and be held back instead passed the FSA and were promoted to 4th grade. This year, 484 students at 26 Osceola elementary schools were served by 350 community mentors.

As more and more data has become available to us, it has become quite clear that "the earlier the better" is a working philosophy when it comes to the fight against illiteracy. As a result of this knowledge, the second aspect of "Readers Today, Leaders Tomorrow" came to fruition in the form of access to the Footsteps2Brilliance app. As part of this program's push to reach younger children to combat illiteracy before it has a chance to derail the child's educational progress, the Footsteps2Brilliance app is available for FREE to all Osceola County families. Within the app, families have access multiple libraries of interactive books and games that build various literacy skills in both English and Spanish. The app has materials geared toward for children preschool through 2nd-grade and can be used on smart devices that parents already own. As of the end of this year, the app has 7,334 active registered users in Osceola County.

Outcomes: Literacy 94% of student participants showed increased participation in reading

How Outcomes were Measured: Results from the Florida Standards Assessment are used to measure the success of the Bookmark Buddies element of this project. Via the Footsteps2Brilliance app, we have access to download and engagement rates, which allows us to track student participation in reading.

Grades Address: PreK-3 Private-Sector Investment: $82,039

Low-Performing Students: NA State Matching Amount: $40,000

Total Students Impacted: 7,818 Total Project Investment: $122,039 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Supplies for Success: A Gift for Teaching Store

Foundation: Education Foundation for Osceola County

Project Abstract:

Here in Osceola County, 83% of students qualify for Free or Reduced Lunch--a good indicator of the economic situation that many of our county's families face. Through A Gift for Teaching Store, students who do not have access through their families to school supplies no longer need to feel embarrassed or unprepared when they come to school; instead, they can come into a classroom that has already been stocked with all of the necessary supplies, and at no cost to their teachers. "Being able to go to my cabinet and grab what they need really makes the students feel secure," said Ms. Woollet, a local elementary school teacher who has shopped at our AGFT store.

This year, teachers shopped in our store 3,885 times, with the value of an average shopping trip weighing in at around $439.94--that is over $400 in supplies for their students that teachers would normally be left to foot the bill for!

Project Summary: The Osceola AGFT store is one of the longest running teacher free stores in the state, and its value is immeasurable to both teachers and students. Since its doors opened in February of 2004, the store has been a fundamental part of Osceola education, serving to: offer direct support to teachers by relieving their financial burden, increase community engagement and awareness, offer volunteers an opportunity to get involved, offer a central location for donors to drop off goods and teachers to pick them up, and provide supplies that have proven necessary to student success at no cost to teachers.

The AGFT store is open three days each week. Each public school in the district has at least one teacher who shops at our store, and each teacher is allowed to shop once a month. This year, the value of the average shopping trip was $439.94-- that is over $400 in school supplies that teachers would normally have to pay for out of their own pockets--or leave many of their students in need. This project's success lies in the commitment of donors and the community, as well as our dedicated staff and volunteers. A team of three staff-members oversees the large-scale and involved project. This year, the AGFT store's number of volunteer hours totaled more than 4,225.

Outcomes: Teaching Quality 74% of teacher participants demonstrated change in or increased use of effective instructional strategies 7974% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 91% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: AGFT Osceola has created a teacher survey that gauges how free shopping at our store impacts teacher lives and the lives of their students.

Grades Address: K-12 Private-Sector Investment: $117,529

Low-Performing Students: NA State Matching Amount: $44,756

Total Students Impacted: 71,941 Total Project Investment: $162,286

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: 2017-2018 GoTeach! Classroom Grants

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Education Foundation of Palm Beach County awarded 44 Classroom Grants to individual teacher and teams of teacher recipients in Kindergarten through 12th grade totaling $41,007 and serving 3,053 students during the 2017-2018 school year.

Project Summary: The GoTeach! Classroom Grant Program provides teachers an opportunity to present innovative ideas in hopes of launching a project that can make a big impact on the success of their students. Project areas funded focused on Literacy, Career Education, Science, Technology, Engineering, Art and Mathematics and provided measurable results for evaluation. Individual teacher projects were awarded up to $775 and team projects were eligible to receive up to $1,275. An additional contribution of funding from Ventus Charitable Foundation this year established a special category grant for teachers in our most undeserved schools, incentivizing Title 1 school teachers to seek classroom grants. Three grants were awarded to Title 1 school applicants who ranked below the funding score cutoff. The program sees a majority of applications from elementary schools focused on literacy improvement and STEM education. STEM, robotics, and green projects are surging in popularity, and high school and middle school projects primarily focus on math and STEM skills building. The most creative projects integrate over varied curricula; some use arts and culture (theater, mentoring) to underscore literacy, ESOL, and math/science improvement. This year one of our grantees used synthetic panda urine to test for the ELISSA virus in pregnant pandas! This is just one example of how the teachers continue to show their creativity and passion for teaching through their innovative ideas for the classroom. Without funding support from CFEF and private donors, the innovative ideas that teachers have wouldn't come to fruition and benefit the students. These grants help learning come to life for the students and impact teacher quality in a positive way. GoTeach! receives consistent applications each year from special needs school or classrooms. Collaboration among teachers on grade levels and even from differing schools is growing. Although these grants provide a fairly small award, teachers continue to produce high-level projects that are reaching far beyond their own classrooms and are affecting entire grade levels or, in some instances, the whole school (green STEM projects such as recycling and school gardens are examples). The use of older student mentors for younger student projects is also building various skills among larger groups of students.

Feedback in mid and year-end reports were positive. The majority of teachers report in at 90% and above improvements in their teaching quality, their students' participation and growth, and overall classroom engagement. The GoTeach! Classroom Grants Program strengthened its process this year through a very organized competitive grant cycle and reporting structure. A recognition and awards ceremony was well attended, and the Superintendent appeared to hand out awards for the first time in the program's history. In addition, two grant workshops were held for district teachers, bringing approximately 60 attendees to the sessions. This service was appreciated and helped boost applications from our far western schools, which are all Title 1 with student counts of 95% and above for receiving free meals.

Outcomes: Teaching Quality 98% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Teachers receiving a GoTeach! grant are required to send a mid-year update and final report related to the progress of their project. Teacher Quality is measured in the survey/report where teachers indicate whether this grant fostered an improvement in teacher knowledge, behavior, and attitudes.

Grades Address: K-12 Private-Sector Investment: $15,000

Low-Performing Students: NA State Matching Amount: $15,000

Total Students Impacted: 3,053 Total Project Investment: $30,000 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: BBHS Medical Academy

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Boynton Beach High School Medical Academy just completed its third year as a choice program, serving 155 students this year. The plan for next year is to grow to approximately 200 students which will include all grade levels. The most significant measurable outcome was adding a Health and Wellness Course that had a 100% pass rating and the continued success with 100% of the students passing the Industry Certification Exam on the first attempt for the third consecutive year. The program also offered two additional Industry Certification Exams to the students in the Allied Health Assisting Course (EKG Technician and Certified Medical Administrative Assistant). 98% of the students passed the EKG Technician Industry Certification Exam and 75% of the students passed the Medical Administrative Assistant Exam. A continued affiliation with the Florida Atlantic University College of Medicine this year allowed students the opportunity to participate in higher order lab sessions and multiple field trips using critical thinking skills.The students enhanced their skills by continuing their clinical rotations at Pacifica Senior Living Facility and also began rotations at Action Physical Therapy.

Project Summary: The Boynton Beach High School Medical Academy completed its third year as a choice program. Over this time enrollment grew from 101 to 155 students with a goal of over 200 for the upcoming school year. The most significant measurable outcomes were in the Emergency Medical Responder course and the Health and Wellness course were all students passed their course and certification exams with a 100% on their first attempt. This is the third year in a row that the Emergency Medical Responder students have had 100% passing rate. The medical program offered one new Industry Certification Exam this year as the Health and Wellness Course offered the NASM-CPT certification. Students had an impressive 100% pass rate on that examination, a 98% pass rate on the EKG Technician Certification Exam and a 75% pass rate on the Certified Medical Administrative Assistant Exam. The addition of the Health and Wellness course has allowed Boynton Beach High School the unique ability to build their own Health and Performance Lab which is attached to the gymnasium.

The continued affiliation between the Florida Atlantic University College of Medicine and Boynton Beach High School provided in-classroom and out-of-classroom enrichment activities for students designed to deepen the curriculum (scope and sequence) taught by the medical academy teachers. The in-classroom activities provided by Florida Atlantic University consisted of six original lessons created and taught by two Florida Atlantic University medical students to the 9th grade Biomedical Academy class through hands-on activities. The Biomedical Academy students also had the unique opportunity to ask medical students questions about high school, undergraduate college, and medical school. Florida Atlantic University medical students mentored the 9th graders in how to prepare for these next three steps. Discussions involved grades, time management, standardized tests, college applications, letters of recommendation, extra-curricular activities, leadership roles, volunteer activities, and research. Together, the Florida Atlantic University medical students volunteered 40 Service Learning hours with Boynton Beach High School Medical Academy Students.

Out-of-classroom activities at Florida Atlantic University exceeded expectations. Florida Atlantic University offered seven field trips: one Gross Anatomy Lab, two Simulation Center, a Forensics Day, a Standardized Patient, a Triage Day and collaborative work sessions at the 6th Annual “Healthcare and Science Stars of Tomorrow Career Symposium”. Along with physical resources, Florida Atlantic University contributed volunteer time from three faculty, two staff, and over 40 medical student volunteers. The field trip activities provided Boynton Beach High School Medical Academy Students higher order lab sessions and activities incorporating the use of critical thinking skills. All Boynton Beach High School Students traveling to Florida Atlantic University also participated in a College Roadshow with interactive Undergraduate Admission and Financial Aid sessions. The Boynton Beach High School Medical Academy Students also enjoyed a campus tour and lunch in the dining hall during these full day events allowing them a deeper college-student experience. The Boynton Beach High School Medical Academy Students continued their clinical rotations at Pacifica Senior Living Facility and began rotations at Action Physical Therapy for the Exercise Science Course. At Action Physical Therapy, they shadowed a Chiropractor, Massage Therapist, Physical Therapist, Physical Therapy Assistant, and Athletic Trainers. The students also received clinical hours for continuing field trips to places such as Florida Atlantic University College of Medicine, Palm Beach Atlantic University, Palm Beach State College for “Day in the Life of a Nurse”, and Palm Beach Zoo for the Veterinary Unit. The affiliation with Palm Beach Atlantic University grew this year which gave students internship opportunities from the

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Department of Athletic Training and the Exercise and Sport Science Department. This partnership also provided clinical opportunities for the Exercise Science Students in our Medical Academy.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 99% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Outcomes were measured through pass rates of industry exams.

Grades Address: 9-12 Private-Sector Investment: $36,476

Low-Performing Students: NA State Matching Amount: $17,500

Total Students Impacted: 155 Total Project Investment: $53,976

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Closing the Achievement Gap with AVID

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The impact of this grant was exceptionally positive. The funds have allowed the AVID District Team to provide substantial training opportunities throughout the year and have enabled the purchase of supplies that have directly impacted student achievement and awareness of the AVID College Readiness System throughout the District. The number of AVID schools has expanded from 43 in 2016-17 to 51 in 2017-18. The AVID District Team provided a variety of training opportunities for District Administrators, School Site Administrators, teachers and tutors this school year. A significant outcome of our AVID program has been Conniston Middle school’s endeavor to become a National Demonstration School. Conniston Middle School will begin preparing for the validation process in 2018-2019. If they are validated in the Spring of 2019, they will become the first Demonstration School in South Florida. The District Team, AVID Regional support and the EFPBC have provided tremendous support this past year to get this school to this process.

Project Summary: The number of AVID schools in Palm Beach County has expanded from 43 in 2016-17 to 51 in 2017-18. The AVID District Team provided a variety of training opportunities for District administrators, School Site Administrators, teachers and tutors this school year. Funds from the grant were used to provide materials specifically for training teachers and district personnel, and tutors and coaches. Since AVID tutors play a critical role in deepening student learning and solidifying instruction, several tutor trainings were held and schools were assisted in hiring and engaging trained tutors.

Teachers were supported through coaching visits where feedback was provided to improve instruction. Every school has been visited at least twice, most schools have been visited at least three times, and some have had four site support visits, for a total of 212 school site visits. Planning sessions occurred throughout the early spring to prepare for college/career events in mid spring of 2018.

As a result of the various training opportunities and District Site Team support, six sites have requested to come aboard in FY 2018-2019 for a total of 57 AVID schools. There are an additional three schools who will use FY19 as a planning year to come on board for 2019-2020.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school

How Outcomes were Measured: Outcomes were measured with 2018 graduation data.

Grades Address: K-12 Private-Sector Investment: $41,000

Low-Performing Students: NA State Matching Amount: $41,000

Total Students Impacted: 8,120 Total Project Investment: $82,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Medical Academies 17-18

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Palm Beach Medical Academies’ target population is the students in grades 6 - 12 in the Medical Sciences Academies at Forest Hill and Santaluces High Schools. The main focus of this program was to increase awareness of health education, healthcare careers and job opportunities in the healthcare industry and to demonstrate clinical competency and increased employability skills by achieving at least one industry certification or license leading to immediate employment in healthcare.

96% of medical academy students demonstrated competency in medical sciences coursework by achieving a grade of C (70%) or higher during the academic year. Several professional development workshops and teacher trainings were provided to medical teachers, increasing academic rigor and improving student academic achievement. 99% of medical academy students successfully passed and earned at least one industry certification prior to high school graduation, allowing them to seek and obtain employment in the healthcare and/or STEM related fields. Student mentorship was provided by Florida Atlantic University College of Medicine and Palm Beach Atlantic University School of Nursing. Students attended FAU Gross Anatomy Lab and Simulation Centers at both universities where they practiced their clinical skills while preparing for industry certification exams.

Project Summary: This project was directly aligned with the Foundation's focus on career education in producing a diverse, competent workforce with skilled and certified/licensed healthcare providers in critical shortage areas. Funding was used to purchase durable medical equipment and supplies for the medical academies. Specifically, funds were used to purchase equipment used in the clinical setting (integrated diagnostic systems, EKG machines, hospitals beds, etc.). Students were trained to properly use equipment while maintaining patient safety and interpreted results for a clinical diagnosis. The equipment was integrated by performing practical skill labs and activities which were required components of the medical curriculum. Students conducted simulations, operated equipment and reached competency prior to clinical rotations in medical facilities. Students were mentored by medical and nursing students at Florida Atlantic University College of Medicine and Palm Beach Atlantic University School of Nursing where students had access to the Gross Anatomy Lab where they performed dissections with the 1st and 2nd year medical students and staff. In addition, students toured the Florida Atlantic University campus and interacted with the admissions office to learn more about college acceptance and scholarships. Students have also participated in real life scenarios at Florida Atlantic University Simulation Center which counted toward clinical time. All students met the academic standards, competency skills, and clinical hours in order to complete the medical program and sit for an industry certification exam. 99% of the participating students took and passed a certification exam. The exams attempted included Emergency Medical Responder, Certified Medical Administrative Assistant, Certified EKG Technician, Patient Care Technician, and Certified Pharmacy Technician. Several students have secured employment at healthcare facilities including Walgreens, CVS, doctor’s offices and local hospitals and clinics as a result of skills learned in this program.

Mentorship has been provided for students with affiliation and partnership agreements with FAU College of Medicine, University of Miami School of Medicine, and Keiser University School of Nursing. Activities included visiting the medical schools, doing dissections in the gross anatomy lab and practicing skills at the simulation centers. In addition, 3rd year medical students from University of Miami School of Medicine in their Pediatric Clerkship worked in small groups doing patient history taking skills and patient assessments. The UM partnership expanded this year to Lake Worth High, Santaluces High, John I. Leonard High and Forest Hill High. A mentoring program has started with UM School of Medicine to help and assist students needing guidance and advised students in completing scholarship applications, college admission applications, and the whole process of preparing for medical school.

Student and program accomplishments exceeded expectations while providing students with a focus on college and career, raising students' aspirations and commitment, and increasing student achievement, attendance, graduation rates, and employment in the healthcare industry and related careers.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Outcomes: Career/Technical Education 99% of student participants completed and passed career/technical education certification 99% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: Outcomes were measured through District certification data.

Grades Address: 6-12 Private-Sector Investment: $43,395

Low-Performing Students: NA State Matching Amount: $40,000

Total Students Impacted: 602 Total Project Investment: $83,395

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Readers Fly with UFLI

Foundation: Education Foundation of Palm Beach County

Project Abstract:

Students learn in a variety of ways, with strengths and weaknesses across the spectrum of visual, auditory and kinesthetic learning. Multisensory instruction allows teacher to activate all three types of learning at once, so all students in the classroom can access instruction in the way that is best for them. Multisensory instruction allows teachers to work “smarter, not harder,” often eliminating the need for reteaching. Multisensory instruction results in greater student engagement, participation and mastery of new concepts. As a result of this project, ten School District staff developers from the Elementary Literacy, Exceptional Student Education and Multicultural Departments were able to receive Orton- Gillingham Multisensory Strategy Training and complete a Dyslexia Training. This allowed the team to develop over 30 multisensory Primary Literacy Instructional Strategies that can be implemented during core instruction. A three-day training was designed around these strategies. Twenty-seven kindergarten teachers received the training and were able to practice the strategies, first with their peers and then with kindergarten students, while receiving embedded professional development and hands-on coaching from the district staff developers. In addition, the teachers were provided with manipulatives and literacy materials to support their use of multi-sensory Primary Literacy Instructional Strategies in their classrooms.

Project Summary: The goal of the project was to improve the reading proficiency of students in primary grades with language-based learning disabilities, including students with characteristics of dyslexia by increasing teacher knowledge and proficiency in the use of multisensory strategies and approaches to address the needs of their students. This included developing the capacity of teachers through the training, practice and coaching of research based, multisensory strategies that can be incorporated during core instruction. A School District Team of ten staff developers from the Elementary Literacy, Exceptional Student Education, and Multicultural departments were charged with designing the professional development, training the teachers in the pilot program, and coaching and supporting teachers during implementation.

This project began with training and professional development for the School District Team of ten staff developers to build expertise in the areas of multisensory teaching strategies and the learning processes of students with reading disabilities, including dyslexia. The team attended a five-day training on Orton-Gillingham multisensory strategies, conducted by the Institute for Multisensory Education. This training included extensive content and practice in the foundational concepts of reading, dyslexia and other learning disabilities, multisensory and kinesthetic techniques. It included specific multisensory instructional strategies to address oral language development, phonemic awareness, phonics, syllabication rules and sight words. The School District Team also completed an online course titled Understanding Dyslexia, by MindPlay, an industry leader in differentiated reading instruction for students with dyslexia. This course covered topics including defining dyslexia, reading brain, assessing dyslexia, effective instruction, and supporting students with dyslexia.

In addition, the School District Team attended a five-day training at the Morgridge International Reading Center at the University of Central Florida. This intensive professional development included information on the language processing requirements of proficient reading, literacy instruction in preventive, intervention and remedial settings, data interpretation to drive multisensory instruction and in-depth knowledge of reading difficulties, including dyslexia, on a continuum of severity. The School District Team of staff developers from the Elementary Literacy, Exceptional Student Education, and Multicultural departments then designed the three-day professional development for teachers in the pilot, and selected a wide array of materials and instructional aids for the teachers to use when implementing multisensory instructional strategies.

Teachers from the four elementary schools that were selected to participate in the pilot attended a three-day training in May. At this training, teachers gained an understanding of the Orton-Gillingham multisensory approach as well as knowledge on multisensory strategies and how they can be incorporated into core instruction. Each day of the training, the teachers learned new strategies that focused on the primary literacy areas of Phonemic Awareness, Print Concepts and Phonics. They had the opportunity to implement the newly learned strategies in Kindergarten classrooms with coaching and job-embedded professional development support from the School District team. These 27 Kindergarten teachers from the four pilot schools then returned to their classrooms and begun implementing multisensory strategies with their own

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes students. Next year, they will begin the school year by incorporating Multisensory Primary Literacy Instructional strategies into their daily core instruction. They have also received a specialized "took kit" with manipulatives and materials, such as; magnetic letters, counters and whiteboards, sand trays, tracing screens, picture cards and pocket charts for use in both traditional Kindergarten and Spanish Dual Language Classes.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching 48% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: A pre and post- survey was given to teachers to measure outcomes of improved teacher quality.

Grades Address: K Private-Sector Investment: $30,000

Low-Performing Students: NA State Matching Amount: $30,000

Total Students Impacted: 50 Total Project Investment: $60,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Red Apple Supplies

Foundation: Education Foundation of Palm Beach County

Project Abstract:

At the close of this fiscal/grant year, Red Apple Supplies (RAS), a free resource store and service program of the Education Foundation of Palm Beach County, grew from 27 schools to 31, with a reach of approximately 16,000 students. RAS distributed over $270,000 in free supplies to teachers representing our most critically under-resourced and impoverished schools (where over 95% of the children in a school receive free meals). In addition, we have held 370 teacher shops and 48 mobile deliveries (totaling 418 "teacher shops"). We had 602 volunteers complete a total of 2,108 volunteer hours at Red Apple Supplies this year alone. Over 50 local businesses have conducted school supply drives for the Education Foundation of Palm Beach to support students through Red Apple Supplies. Lastly, as the foundation's and Red Apple Supplies response to Hurricane Irma, we were able to distribute over $50,000 in supplies to the schools that served as shelters and/or FEMA sights in one of the hardest hit areas in Palm Beach County, the Glades.

Project Summary: Red Apple Supplies completed its second full school year of operation and first year in our new facility. Teachers from 31 school shopped for over $270,000 in free supplies and we were able to distribute over $50,000 in materials through mobile operations after Hurricane Irma. Our average for the year of 40% of eligible teachers shopped for supplies, which is slightly higher when comparing with other supply stores in our network and to our numbers for last school year. The fall season also trends higher for shopping that the spring season, as is consistent with free resources stores around the nation. Community supply drives and donated product from local and national companies continuef to be the greatest source for building inventory. This year, the business community conducted over 50 supply drives and we received a special donation from Office Depot Headquarters with over 43 pallets of supplies!

Due to expected yet rapid growth, the store celebrated its first year in its new location and expanded facility. In partnership with the School District of Palm Beach County, RAS will operate for a total of three years in a cost-free space that includes air-conditioned display and shopping, volunteer work and staging area, and staff offices. A large warehouse on site holds three rows of pallet racking and warehouse operations equipment. This facility lies on the grounds of a district alternative school in community that struggles with economy and education. Our hope is to establish RAS as a center for volunteerism, engagement and pride. The store is eager to utilize the volunteer services of students in the school and district, to help build students' potential job skills and provide service hours towards graduation. We were also able to hire a Part-Time Administrative Assistant at Red Apple Supplies to help with our growth as we continue to grow at a rapid rate, ahead of our original expansion plan. We are tentatively planning to bring on an additional 8-10 schools in the 2018-2019 school year. We are proud to share that since opening its doors two years ago, Red Apple Supplies has distributed over $464,000 in free supplies to the teachers and students in Palm Beach County! Our CEO was able to attend the Kids in Need Foundation (KINF) Summit to learn more about Free Resource Stores and network with other colleagues around the nation to learn best practices, innovative ideas, and ways to expand Red Apple Supplies in the future. Currently Red Apple Supplies has been designated as having Junior Affiliate Status with KINF however, KINF has invited Red Apple Supplies to apply for Full Affiliate Status this summer.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measured through a teacher survey.

Grades Address: K-12 Private-Sector Investment: $74,961

Low-Performing Students: NA State Matching Amount: $74,961

Total Students Impacted: 16,000 Total Project Investment: $149,923 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Sweet Robotics

Foundation: Education Foundation of Palm Beach County

Project Abstract:

Because of this program, Pahokee Middle School now offers computer programming and hands-on STEM activities as well as had students compete in the First Robotics Lego League Competitions. In the robotics classes, students learned how to program an EV3 LEGO Mindstorms robot using LEGO Mindstorms block coding software that was downloaded to every laptop. As part of the curriculum, students were required to learn how to program robots using basic movements, using sensors (touch, ultrasonic, color, and gyro) in order to make the robot more autonomous and effective and efficient in completing tasks. Students also learned how to apply repetition loops, switches, and variables in their programming. The after-school robotics teams’ great progress was a direct result of the success of the in-class robotics program. Each student who participated in the robotics team learned and understood the basic programming concepts that were taught in class; which in turn led to the robotics team students spending time after-school advancing their skills in programming far beyond what was taught in class. Without the robotics programming learned in class, students would not have had the opportunity to expand their knowledge into more complex concepts.

Project Summary: At the beginning of the school year, 15 laptop computers, 35 Lego Mindstorms Education Kits, and 10 expansion sets were purchased for classroom instruction. Tynker, a web based computer programming web based tool was also purchased as a supplement to the LEGO Robotics kits. Using Tynker, students were taught coding by creating animations and animated movies and games following a structured tiered lesson format that included tutorials to using new block coding concepts and activities where students created their own animations and games. Tynker programming allowed for differentiated instruction based on levels and understanding of coding. Tynker included six different levels of block coding as well as advanced text based programming activities using the programming languages of JavaScript and Python.

All students in grades 6-8 participated in the Lego Robotics Curriculum. Fortunately, all students were new to Robotics so it was easy to implement the same curriculum as all students were at the beginning level. Early on in the year, some students began separating themselves as they easily acquired and demonstrated advanced programming ability and proficiency of concepts being taught in class. These students were given more complex tasks that suited their level of understanding and made it more challenging in order for them to go beyond the curriculum. Examples include the addition of steps in assignments where students had to include more code and usage of multiple sensors within a program. Students, in pairs of two, were tasked to construct a basic model of the LEGO Mindstorms robot in order to complete basic coding challenges in class. Students were taught how to build and operate a robot that uses motors and sensors in order to make the robot autonomous in completing complex challenges. Students used LEGO Education programming software that was purchased with funds provided for the Robotics program. The structure of the curriculum started with teaching students basic movements without the use of sensors. As the curriculum advanced, students were tasked to implement sensors to many of those same activities in order to facilitate the completion of tasks and to understand how sensors help make robots smarter and make completing challenges easier, more effective and efficient. There were multiple units on the use sensors that helped students understand how current companies are building self-driving cars.

As a supplement to what was learned in class, students participating in the LEGO Robotics club were asked to go beyond and acquire more complex skills in programming. Students were able to draw from the basic computer programming skills acquired in their robotics classes then expand their knowledge beyond what was learned in class in the Robotics Club that took place after school. The Robotics club students were required to build more complex robots and build multiple different attachments to their robots in order to complete the required missions in First Lego League tournaments. They also learned to use more complex code that made robots more autonomous in order to be more efficient and effective in completing missions. Some of the skills students learned included using multiple sensors within a single code, using loops for repetitive tasks, using switches, and variables to give the robot choices and commands based on what it is sensing in its surrounding. The Robotics Club had an amazing year full of accomplishments during this tournament season. Some of the accomplishments of the Robotics team this year include awards for Robot Design, Robot highest score, project innovation award and bids to participate and compete with the best of the best at the Florida State Championships and at the First Lego League Razorback Invitational where some of the top 50 teams from the United States and 22 teams from around the world competed. The accomplishments of the after-school Robotics team were all related to the success of teaching

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Robotics in class. All students that participated in after-school Robotics team all acquired at minimum the basic coding skills to program a robot with many of the team members gaining an understanding in coding that would not have been possible if they were not taking an in school robotics class. Overall, no matter what the outcomes were, the experience our students gained only made them better after every competition. Due to the implementation of the Robotics in-class curriculum, the number of participating students in First Lego League competition in our school grew from three students in the first year to 11 participating students during this school year. All members of the Robotics team knew and understood how to create code unlike the first year, where only one participating student knew basic code (and that was minimal compared to the more complex codes used this year). Although turnout for Robotics increased this year, it is expected that student participation will be even greater next year as many students have expressed desire to participate not only in taking a robotics course during instructional time, but also in the Robotics Club after school.

Many students at Pahokee Middle School learned skills in computer programming that go beyond the classroom. They have enhanced their cooperation, critical thinking, problem-solving, creativity, resilience, communication, and public-speaking skills. The. robotics teacher at Pahokee Middle School, Mr. Luis Paniagua stated, "as the robotics teacher, I had an amazing and fun year teaching the class. I really enjoyed going to work every single day this year as I really loved what I was teaching. I really enjoyed seeing the vast majority of my students grow as students and learning a craft and skills that they knew nothing or very little of and which will be very important in building their future careers". Students participating in robotics courses were exposed to different community members that have careers in STEM. They had speakers from Florida Power and Light (FPL), Palm Beach County Environmental and Conservation Services, and Board Member of the Robotics Industry Association among others.

Outcomes: STEM Education 88% of student participants showed increased interest in pursuing STEM career 28% of student participants participated in specific STEM-related activities beyond required course work

How Outcomes were Measured Outcomes were measured through a student survey and project assessments.

Grades Address: 6-8 Private-Sector Investment: $19,866

Low-Performing Students: NA State Matching Amount: $14,000

Total Students Impacted: 74 Total Project Investment: $33,866

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Project STEM

Foundation: Pasco Education Foundation

Project Abstract:

The STEM labs created with grant funding were utilized to teach core curriculum through enhance learning opportunities and application in science and math. The classrooms shifted students from learning isolated facts, to experience-based inquiry with opportunities for group and independent learning. Using a designed framework for instruction proved positive to advance academic learning, creativity, and exploration as evidence by increase test scores. There was a 20% combined increase of grade-level proficiency in fifth grade science and 26% in math on the Florida Standards Assessment. These students were given projects that required them to problem-solve, leading them to an understanding and correlation of science and math and its relationship to experiences in their lives. Students attitude about learning changed as they applied the concepts to real world experiences and this knowledge provided a better understanding and enthusiasm of science, technology, engineering and math at all grade levels.

Project Summary: Students focused on design and problem solving in the classroom which allowed students to use interdisciplinary tools for discovery and practiced developing solutions to open-ended problems. The STEM classroom gave students an understanding of those relationships as they are used in the real world, beyond classroom walls. Instead of separating science, technology, engineering, and math into individual curriculum “silos,” the labs provided students with the integrative tools of investigation, analysis, and hands on student-centered learning.

Overall, the project has provided two additional elementary schools a very unique opportunity to provide students with access to technology and lessons that will prepare them for college, career and life. One of the largest components of the STEM program was to enable students to dig deep in their thinking and understanding. With the purchase of robotics, technology, software, and other materials, students have the canvas to explore and test themselves in a world full of challenges. The grant has provided our schools an opportunity to show our students and their families that engineering can be taught to students of all ages through grade appropriate application. Through nontraditional learning students gained access to engage in critical thinking, problem solving and design. Through this process, students have expressed a greater interest in STEM. Next year the program will be enhanced to support further learning initiatives, through additional programming, drones, robotics and automation in all grade levels to inspire learning.

Outcomes: STEM Education 60% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Seven Springs and Chasco Elementary administer a quarterly assessment, based on the Florida Standards to measure student learning. Final results of student performance was collected with the Florida Standards Assessment (FSA) and Next Generation Sunshine State Standards Assessment.

Grades Address: K-5 Private-Sector Investment: $52,998

Low-Performing Students: NA State Matching Amount: $50,000

Total Students Impacted: 450 Total Project Investment: $102,998

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Ready for Success - College, Career and Life

Foundation: Pasco Education Foundation

Project Abstract:

This project was intended to focus on providing additional resources for low-performing students as designated by Title I school criteria. Currently, Pasco County has 36 high-poverty schools that receive entitlement funds for supplemental resources. This project concentrated on STEM curriculum and assisted these schools to promote high academic achievement for all students despite their economic environment. According to DOE statewide testing results, Title I schools in Pasco, showed progress in both science and math. 59% of students scored at or above achievement level 3 on all math Florida Standards Assessment (FSA) and End-of-Course (EOC) in grades 3-5 from 57% last year. Middle school grades also followed the same improvement in math from 57% proficient or above last year to 59% in 2018. Student performance in science also showed gains for 5th grade students in Title I schools from 50% achieving level 3 or better to 56% this year. Eighth grade science scores also improved from 49% to 53% and overall end-of-course science exams for 6-12th grades remained the same at 65%. Supporting data from teachers also indicated that providing additional opportunities for students to apply their knowledge with hands-on learning has helped lessen the achievement gap amongst their affluent peers.

Project Summary: The funds supported projects implemented by teachers and support staff which provided students with a learning environment that offered the necessary resources, materials and guidance to supplement core curriculum. It also encouraged them to be high-level thinkers on their own and helped them achieve better success in academic standards in science, technology, engineering and math. Overall improvements in student outcomes and school grades showed progress.

Preparing students for the workforce requires STEM teachers to be on the forefront, learning the software and curriculum their students will need to fill future jobs. This project has afforded the teachers opportunities to bring state of the art resources to the classroom that makes learning more meaningful and engaging through applied, student-centered approaches. These applied learning approaches help students acquire key employment skills such as critical thinking, problem solving, collaboration, communication, and creativity. Based upon teacher data, observations and course registration, approximately sixty percent of students enrolled in at least one STEM course and will continue this program of study as they matriculate through middle and high school and or graduate high. Overall outcomes showed an increase in low-performing students interested in STEM education and entering, middle school, high school and post-secondary education with a focus in these areas. Data showed an increase in students earning college credit in high school in STEM- related coursework and participating in career and technical education programs in high school that also prepare students for careers in science, technology, engineering and math. Students are being exposed to this information and learning opportunities earlier and have a better correlation between Science, Technology, Engineering, and Math and how it relates to real-world experiences.

Outcomes: Low-Performing Students 83% of student participants improved their grade in specific subject area

How Outcomes were Measured: Regularly participating students in Title I schools were measured on proficiency in science, technology, engineering or mathematics skills. Outcomes were based on observation of applied knowledge, pre and post knowledge assessments, Florida’s standardized tests, EOC exams and/or rubric-based projects or presentations applying scientific principles.

Grades Address: K-12 Private-Sector Investment: $57,065

Low-Performing Students: 2,200 State Matching Amount: $44,726

Total Students Impacted: 3,200 Total Project Investment: $101,791 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Advancing Innovative Minds

Foundation: Pinellas Education Foundation

Project Abstract:

This year’s project addressed our district’s critical need for strong leadership in our most struggling schools by supporting the New Leaders initiative. The ongoing learning and application of leadership competencies, coupled with reflection and targeted adjustments to practice, helped participants develop and sustain the transformational leadership skills needed to improve school culture, teacher effectiveness, and student achievement. Our direct student focus included providing much- needed 21st Century Skills through our Next Generation Entrepreneur (NGE) and Technical (NGT) program to our high school students. This unique curriculum paired business mentors with students and teachers in a variety of workshops expanding on what is needed to be successful in the world of business. In addition teachers and students experienced key STEM opportunities through a variety of hands-on engaging activities through classroom grants.

Project Summary: The New Leaders program was created in response to our Superintendent’s belief that the greatest indicator for positive student success is achieved through equipping current school leaders with instructional expertise aligned to high standards, preparing them to elevate achievement in their classrooms and schools. This program is designed to help develop leadership skills as a turnaround school leader and to provide administrators with the necessary skills to develop teachers to accelerate student achievement and school performance in areas of intensive need. New Leaders works to strengthen participants’ skill and capacity to increase teacher effectiveness and improve student outcomes. All program activities were approached from a perspective in alignment with the qualities of a great leader with the intent of learning for improvement. There was a rigorous selection process to be considered as a participant in this program which included the following criteria: A strong belief that all students can be successful; a track record of strong student achievement results; a relentless drive to achieve results; positive interpersonal skills; instructional knowledge and the ability to build a “work hard, get smart” student culture. This program will run five consecutive years, with each cohort session to include 15 participants. Once selected, participants were paired with a New Leaders Coach. This coach provided ongoing support, actively monitored participant progress, and helped provide next steps. Key activities for this past year included a two-day program launch, four two-day sessions with a community of Practice/Leadership site walks, and one in-person and three virtual coaching sessions throughout the year. Topics covered included: Leading effective teams; Introduction to data driven instruction; Item Level Analysis and Difficult Conversations on student efficacy; Leading Action – planning to correct instruction and support student efficacy; Monitoring corrective instruction and culture efficacy, and Defining/Observing/ Coaching toward rigor.

The Pinellas Education Foundation created NGT and NGE to bridge the gap it observed among students who demonstrated an interest in creating technological solutions to challenges in their lives or creating a much needed product to solve an existing problem, yet lacked the business and technical knowledge and skills to generate these solutions. Both programs create a platform for students to build and hone their technology, research and presentation skills, as well as to teach students about the multitude of career opportunities available in the Tampa Bay community. Students during the year were paired with business mentors who collaborated at several workshops, creating project plans (with key milestones), marketing plans (including how to reach a targeted customer), design of a needed product, how to conduct market research (identifying target market and competitors) and how to work within a “real world” framework that enables students to move beyond theoretical discussions and lets them develop a product that will make a positive change in the world. Exposing our students to this out-of-the-box curriculum has allowed them to develop much-needed 21st Century Skills. Teachers involved also appreciated their students mastering presentation skills, storytelling and the ability to respond to criticism in a positive way. All participants learned and used the BaseCamp project management software platform to organize project and communicate with team members, including preparing a PowerPoint presentation and YouTube video. Both programs featured students showcasing their designs at our Ford Next Generation National Conference luncheon, attended by more than 400 national participants. Students confidently demonstrated, answered questions, and wowed conference attendees with their knowledge and presentation skills.

Through classroom grants teachers were able to provide unique opportunities that translated into increased student engagement. Grants focused on Career and Technical education, STEM and literacy. Teachers noted an increase not only subject areas (to included positive test scores, classroom participation, higher level of engagement outside of the

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes classroom), but in some cases, behavior and attendance. Students as they understand what was being taught responded in a more positive way. This also provided a positive touch point for the teachers and parents by allowing “good news” to be relayed and positive interaction in the classroom with their child being showcased. Our committee members visited classrooms to better understand the need for these grants and are continuing to ask our district to consider funding initiatives/curriculum that has proven to be an effective tool leading to positive student gains. Through the Science Center STEM Extension (STEMe) program, students participated in hands-on experiences based on the Next Generation Sunshine State Standards. These interactive classes feature well-trained teachers and unique facilities including a 600-gallon Marine Touch Tank, Observatory, and Planetarium. Each field trip introduced a number of content specific benchmarks designed to expose youth to STEM fields both academically and professionally. Students have the opportunity to reinforce and supplement their STEM knowledge and skills through a variety of exhibits, lab experiences, hands-on activities, group work/discussion and various fun projects. These experiences allow students to connect STEM to real world context. In 2017-18, the Science Center served 5,592 youth in grades K-12 and 281 teachers from 70 schools. Of these participants, 1,248 students reported increased interest in pursuing STEM careers.

Outcomes: Career/Technical Education 49% of student participants made progress toward completing career/technical education certification

Literacy 95% of student participants showed increased participation in reading 17% of student participants improved in a standardized reading skills test(s) 16% of student participants improved in a standardized writing skills test(s)

STEM Education 41% of student participants showed increased interest in pursuing STEM career 19% of student participants improved their grade in STEM subject area

How Outcomes were Measured: CTE outcomes were measured through Florida Standard Assessments, Interest level/creative projects/school involvement, student growth, student interest survey, Certiport Certifications, Progress achieved monthly in either STMath, Running Record data or Read Alouds (fluency, comprehension and phonics), observations, increased test scores, LCP's, creation of app/code, and GOLD Assessment.

Literacy outcomes were measured through Florida Assessments, interviews with students, gradebook grades, growth in test and mastery, high school diploma earned, tests at schools, improved behavior, checked out summer reading books, and student attitudes as seen in classroom.

STEM outcomes were measured through grades, tasks, observations, performance assessments, interest surveys, higher completion rate of graded, interactive notebooks, higher student interest in topic-related scientists, student interest in "real-world" situations related to study topics, higher test scores, teacher updates, and online surveys.

Grades Address: K-12 Private-Sector Investment: $842,253

Low-Performing Students: NA State Matching Amount: $126,707

Total Students Impacted: 23,884 Total Project Investment: $968,960

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Free Teacher Market

Foundation: Polk Education Foundation

Project Abstract:

Established in 2010, Polk Education Foundation's Free Teacher Market has awarded almost 8,000 shopping appointments. According to “Confronting Suburban Poverty in America” (2010 report) Polk County held the 7th highest poverty rate among the 100 largest metro areas. With that, Polk has 117 schools participating in the Community Eligibility Provision (CEP) for School Year 2017-2018. CEP provides breakfast and lunch to all students at CEP schools at no charge. This speaks to the many parents who struggle to purchase the required school supplies for their children. The Free Teacher Market helps meet the needs of students and educators by putting school supplies and educational resources into their hands. Teachers have the opportunity to shop four times a year without spending a penny of their own money. We were able to offer special openings for para-educators with student contact. Both were able to pick up supplies for students, books for classroom libraries, teaching aids, and much more. Participating Polk teachers/para-educators in 17-18 reported they spent an average of $376 of their own money on supplies for their students and classrooms.

Project Summary: The Free Teacher Market (FTM) is one of Polk Education Foundation’s (PEF) programs supporting teachers and students in the district. The Free Teacher Market (FTM) is currently located in two portables on a neighboring school campus. The Free Teacher Market maintains a supply of school supplies, books for classroom libraries, gently used organizational items and instructional tools. In a collective effort with our community, the FTM accepts donations of school supplies collected by community members and organizations as well as monetary donations. PEF utilizes district contracts to purchase school supplies at a discounted rate. Donations are used to purchase school supplies to stock the FTM. The Free Teacher Market is open two to three times a month (most months) September to May. All teachers are invited to shop twice a year, once each semester. Visiting teachers pick up much needed school supplies for students in their classrooms who might not have the school supplies they need to succeed in school.

Since the Free Teacher Market opening in 2010, more than 7,600 teachers have shopped for free. During the 2017-2018 school year, over 3,200 teachers registered for a shopping appointment, with over 2,200 receiving appointments. Looking at data collected from visiting teachers, they say they spend an average of $376 a year out of their own pocket for supplies. Although we do not target only Title 1 schools, teachers from Title 1 schools make up over 91% of the visiting teachers. Interestingly enough, 6th - 8th grade teachers continue to make up the largest grade level group attending the market. The remaining grade level groups are fairly evenly dispersed. Teachers in their first five years of teaching continue to make up the largest group when looking at years of experience which appears to taper off significantly for those with over 21 years of experience. An average shopping trip is valued at $75 - $100 or more depending on the items picked up. This year, we were able to not only host special openings for first year teachers, Teacher of the Year Nominees, and School Related Nominees with student contact but we also hosted a number of openings for teachers of student evacuees from the hurricanes in the fall. We expanded even further and offered para-educators with student contact the opportunity to shop on a few occasions. Teachers are always so appreciative for the opportunity to pick up supplies for their students.

We are excited to share that a local foundation funded a part time person for the market for two years. This has provided a substantial boost to expand our outreach. With the extra dedicated person, we have been able to increase our volunteer base and the number of volunteer hours in the market. She also facilitates the shopping nights, manages volunteers, and helps pick up donations. Summer supply drives are on the rise this year, because of her help! We have not been able to orchestrate many of these in previous years due to staff limitations. The Free Teacher Market has several great groups and individuals who faithfully volunteer their time throughout the school year. Students at our local career centers, AmeriCorps volunteers, retired teachers, and other high school students have donated a lot of hours preparing the market for teacher visits. Students and teachers are supported with every donation. We continue to look for ways to involve the community in this unique outreach.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Outcomes: Teaching Quality 95% of teacher participants showed improved attitude toward teaching 94% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Teachers were emailed a survey capturing the above information. Teachers provided data prior to shopping and then each teacher was emailed a survey link to complete.

Grades Address: PreK-12 Private-Sector Investment: $16,262

Low-Performing Students: NA State Matching Amount: $5,000

Total Students Impacted: 43,914 Total Project Investment: $21,262

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Polk Reads

Foundation: Polk Education Foundation

Project Abstract:

Polk Reads is a reading tutoring program at select elementary school sites around Polk County. We serve our lowest scoring schools (C, D and F) in order to help bring targeted low-performing kindergarten – third grade students up to grade level in reading, not only helping the child achieve, but the school improve as well. Our tutors are trained to provide one-on-one reading tutoring to students who are selected by their teachers as being at least one grade level below in reading and who are not served in any other educational enhancement programs. Teachers work with the tutors to develop individualized lessons to meet each child’s needs. Expected outcomes are set for students at each grade level, and regular assessments are done to guage progress and adjust lessons as needed.

Project Summary: Polk Reads provides tutoring services to struggling readers--identified by their classroom teacher--who are in the kindergarten, first, second and third grades. Students are tutored in one-on-one prescribed reading sessions to meet their individual needs. Students receive formative assessments every five weeks using Rigby PM Benchmark Assessments, which are part of the Rigby materials Polk County reviewed then purchased to use with Polk Reads. The Rigby program provides specific assessment guidelines for tutors to ensure proper measurement and recording of each student’s reading ability. To ensure precise reading level placement, tutors complete Assessment Records which track and document students’ abilities and understanding of texts. During the evaluation process students read the text multiple times so tutors can assess multiple reading skills such as the students’ ability to retell texts, answer comprehension questions, and reading fluency. Assessment Records detail student abilities for each text and offer evidence of reading competency with students progressing to the next reading level when they reach 95% reading proficiency. With frequent assessments, tutors and the classroom teachers can determine what skills students are lacking, and the strategies used in tutoring sessions can be adjusted accordingly to meet each student’s needs. It is important to note these frequent assessments are not done to “score” a student’s reading, but rather assess reading learning gains and to be able to appropriately adjust tutoring tactics to help them succeed. A final comparison at the end of the school year of each student’s base line reading abilities is compared to their ending reading abilities, to determine the grade gains. Those scores are compared against the program benchmarks set for each grade level.

Outcomes: Literacy 89% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 96% of student participants showed improved attendance or reduced behavior incidents at school

How Outcomes were Measured: Our program uses the Rigby PM Benchmark curriculum and assessments. Low performing student outcomes were tracked through attendance records.

Grades Address: K-3 Private-Sector Investment: $48,640

Low-Performing Students: 415 State Matching Amount: $48,640

Total Students Impacted: 415 Total Project Investment: $97,280

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: School Matching Grants

Foundation: Polk Education Foundation

Project Abstract:

While promoting and establishing proactive partnerships between the community and the school system is a vital part of our mission statement, we encouraged schools to reach out to their local community and leverage funds from their business partners with the potential of a dollar for dollar financial match. Combined funds were used to meet educational goals and initiatives at their school site. Great things were taking place at each of the four schools involved. One of the participating high schools used funds to offer after school tutoring for struggling students. Another school sent a grade level teacher from each grade level to training to learn new ways to engage students in their classrooms. These teachers shared and modeled the strategies with school staff at their school. Our most significant measurable outcome was that 129 out of 160 students improved their grade in reading. By incorporating the community in funding these projects, long-standing relationships with the business community and local schools will continue after this program is over. Last year in Polk County, School Matching grants impacted teachers and students alike. Teachers had a greater opportunity to engage students and provide opportunities to maximize learning opportunities and show academic growth..

Project Summary: Schools took a variety of paths to reach students in efforts to increase student achievement in the areas of literacy, low- performers, career/technical, STEM, and improving teacher quality. The largest portion of school programs focused on literacy and low-performers. Providing materials, supplies, technology and other services to students through School Match grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity and show academic growth. Babson Park Elementary took a two-fold approach with their funding. On a continued plan to engage and motivate students, one teacher from each grade level attended a national conference on student engagement. Attending teachers then came back to school to share strategies with staff who were unable to attend. When students (in this case teachers as students) become the expert, teaching to colleagues helped build teaching skills and capacity to reach students. Another portion of funding purchased updated technology. Technology was used to support low-performers in preparation for FSA testing.

Berkley Elementary also divided funding to meet the needs of their school population. One of their goals was to provide more hands-on STEM related activities and critical thinking opportunities, while enhancing current STEM curriculum. After evaluating what they could use to improve the quality of instruction in math and science content areas, they purchased BeeBots, Breakout EDU kits, STEM kits, and other hands-on materials teachers could use in their classroom instruction. Students were very excited about the new learning tools. Another portion of funding allowed them to purchase Orton Gillingham Sonday System 2. This has proven to be a great asset to small group instruction targeting specific students who have difficulty in reading. It promotes a multi-sensory, repetitive approach from which many students benefit. Teachers regularly worked with students to review sounds, high frequency words, and spelling patterns using multi-sensory strategies that can be applied to reading. Students learned through tracing words, tapping sounds and touch spelling syllables for different phonemes, digraphs, etc. By providing students with the small group instruction, the specific needs of the students were addressed. The last portion of funds was used to purchase Kodo Magnetic Wall and Ramps. These kits gave students opportunities to creatively construct ramps, inclines, and pathways investigating force and motion, engineering and more. Since the pieces are magnetic and made specifically for student discovery, they were easy to use and creatively challenged students in the area of STEM. A third grade teachers shared, "Students are learning to work with one another to think critically about how force, motion, and gravity work together. Students are problem solving and creatively using trial and error to determine cause and effect with the different ways they arrange their resources." The goal of including these items was to promote creative and critical thinking to enhance the STEM opportunities provided for students.

George Jenkins High School used funding to provide tutoring for low-performing students in an effort to improve students' Reading, Writing, Algebra 1 and Geometry scores. Teachers created individual packets for students based on the upcoming EOCs, giving students the opportunity to practice at home as well. A ninth grade student shared, "Math is confusing and difficult to understand. Being able come in and get extra tutoring has helped a lot." Teachers gave students a diagnostic exam for strengths and weaknesses, and personally emailed some geometry and algebra teachers, asking for some the

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes content that was being taught in the classroom to help specific students. "It's a great opportunity and service provided to our lowest 25% of students!", commented Lacy Emmerling, Assistant Principal.

Lewis Anna Woodbury Elementary funded a leveled literacy intervention program. The program was designed to provide daily, intensive, small group instruction to supplement the current literacy instruction. The Fountas & Pinnell (F&P) Leveled Literacy Intervention System (LLI) was ordered to expand comprehension, increase successful daily reading volume, and increase student engagement. The teachers selected a broad variety of both fiction and informational texts. The impact was immediate and pronounced. The students were engaged. They felt successful in their reading and wanted to read even more! The teachers were empowered to strategically intervene with small groups of struggling readers. The most significant measurable outcomes were the 100% increase in reading engagement of students as evidenced by book check outs for independent classroom reading. One teacher shared "Since the implantation of the guided reading materials in my classroom I have watched my students' growth in reading change weekly. The success and excitement the students receive from successfully reading and comprehending what they have read is truly a wonderful thing to watch, not just for the students but also for the teacher. The Guided Reading materials are truly appreciated and a wonderful addition to our curriculum." Jemal, a first grade student exclaimed, "These books are fun and I can read them!"

Outcomes: Low-Performing Students 54% of student participants improved their grade in specific subject area 22% of student participants improved their overall grade(s) in school

STEM Education 37% of student participants showed increased interest in pursuing STEM career

Teaching Quality 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Low-performing student outcomes were measure through school use of Orton Gillingham Sonday System to work with students in small groups using the prescribed assessments to determine growth.

STEM outcomes were measured with a pre- and post-assessment and survey.

Teaching quality outcomes were measured through a pre- and post-survey that measured the increased ability to teach in a specific content area tied to Florida Standards.

Grades Address: K-5;9-12 Private-Sector Investment: $16,768

Low-Performing Students: 192 State Matching Amount: $15,000

Total Students Impacted: 504 Total Project Investment: $31,768

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: STEaMing Up Polk!

Foundation: Polk Education Foundation

Project Abstract:

Many schools are motivated to increase their STEM instruction, but need the funds to do so, as evidenced by the number of funding requests we received for this program. The STEM projects submitted were diverse and exciting. Some schools took the opportunity to expand existing STEM programs while other schools took their first step in starting a STEM program. It was amazing to look at the data and see the remarkable interest in STEM as well as the increased student achievement across the grade levels. Of the students surveyed, over 1,100 indicating a greater interest in pursing a STEM career. While over 2,400 students improved their grade in a STEM content area such as math, science or engineering. Providing STEM funding to purchase materials, supplies, technology and other services to increase academic achievement through STEM Matching grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity, showing academic growth.

Project Summary: Schools took a variety of paths to reach students in efforts to increase student achievement in the STEM content areas. Providing materials, supplies, technology, and other services to students with grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity and show academic growth. Each program looked a little different based on the school’s needs. Again this year, we saw many schools purchase technology related items such as probes, robotics related items, tablets and 3D printers to enhance their STEM programs.

The Polk Pre-Collegiate Academy implemented Solid Works and 3D printing in the Experimental Science Honors classes. SolidWorks is a 3D modeling software program which allows users to imagine, develop, design, and refine novel and complex systems. It is widely used in commercial industries for their engineering and design needs. The goal of this program was to train students how to expertly use SolidWorks and pass a certification exam at the end of the year. Students have worked through tutorials on the software and learned how to use all of the functions available to them. Through the STEaMing Up Polk Grant, the addition of a 3-D printer has allowed student creations to become a reality. The principal shared, "The benefits of receiving and utilizing our 3D printer in the classroom, made possible through Polk County Schools STEaMing Up! grant, were immediately recognized. Experimental Science Honors instructor Auburn Thompson has wasted no time igniting his students' curiosity and imagination for 3D design through STEM related challenges that require research, engineering, and production. The 3D printer has elevated the excitement for STEM challenges and the creation of solutions to real-world scenarios and needs. One example involves a charity event PPCA is hosting to benefit foster children. Our students competed to design 5K medals. I am excited for our participants to receive this unique, student-designed award. We realize that many students never have the opportunity to utilize a 3D printer, which makes us truly grateful for this grant-funded gift that will positively impact our students' educational experience."

"STEAM Team II was an innovative pilot project that engaged students at three different schools in hands-on interactive STEAM activities throughout the school year. Instead of pulling students out of class for tutoring in the standards they are weakest in, teachers received professional development to incorporate hands-on STEAM activities during their regular math and science times -- engaging enrichment activities that developed critical thinking, creative problem-solving, and interest in STEAM careers. Second grade classroom teachers received training, mentoring and direct modeling for this project to ensure student learning gains. For example, students used jeweler's loupes from The Private Eye classroom kit to investigate items from nature such as leaves, bark, and peacock feathers. Students then imagined "what else could this item be?" and engaged in the Nature Faces and Leaf People design challenges. They also measured the length of the peacock feather, and used the feather as a measurement device itself -- discovering how many feathers wide and long their classroom is! Because we know that play is the work of childhood, teachers invested in math games from Simply Fun that teach foundational math skills through game play -- like the game 15 to Zero, which has students developing their ability to do rapid mental math. Or the game My Mine, which introduces the idea of risk versus reward as a stepping stone to limiting factors in the natural world that keep populations in check. This project had a huge impact on teachers at each school site, as students developed the critical thinking necessary to take ownership of their learning in the classroom and beyond. Highland City Elementary focused on being water wise. This project was an expansion of the School Garden and Hydroponics projects already had in place. In previous years, students focused on nutrition and farming practices. They

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes grew a variety of vegetables and strawberries and shared them with students, faculty and other members of the community. In this project, the focus was on how local farming affects our water table and groundwater. Students learned about the biodiversity in our water system. After students researched and learned about water conservation, usage, and the Florida Aquifer, they designed, planned and created stations for a school-wide water awareness day called "Water or Wither Day". The entire school participated in the WOW day during their specials time. Students were the facilitators at each station. To promote STEaM concepts, there were a variety of learning modalities at the different stations. There were student- made models, Virtual Reality activities, music videos, and hands on activities all related to being water wise. Students handled the publicity as well as creating posters targeting a specific fact about water. Posters were placed outside the lunchroom each week for classes to view as they went in.

Bartow Middle School’s project investigates the differences in the properties of the waves in the electromagnetic spectrum and its application on space exploration using interactive online resources and quantitative laboratory activities. The online component aims to connect the students' previous knowledge and engage them using interactive media. The experimental labs required temperature probes, UV sensors (beads), lasers, prisms, and solar telescopes. This project is essential to provide real life applications related to the properties of light waves and the electromagnetic spectrum. Hannah, an 8th grade student and third place winner at County Science Fair for Chemistry, shared, "Using the telescope helped me see and compare differences between sunspots and solar flares."

Outcomes: STEM Education 43% of student participants improved their grade in STEM subject area 21% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Teachers compared grades from quarter to quarter. When looking at increased interest in pursuing a STEM career, teachers created a pre/post survey for students. The survey was given before grant implementation and then again once implementation was complete.

Grades Address: PreK-5; 8-12 Private-Sector Investment: $51,486

Low-Performing Students: NA State Matching Amount: $33,980

Total Students Impacted: 5,596 Total Project Investment: $85,466

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Teacher to Teacher

Foundation: Polk Education Foundation

Project Abstract:

Many great PreK-8 programs were funded through the Teacher to Teacher Connection program focusing on Literacy, Supporting Low-performers, and STEM education. A total of 71 mini grants were funded during the 2017-18 grant cycle. Literacy and STEM were the primary focus areas for many of the grant programs with fewer focused solely on supporting low-performers, although low-performers were very much a part of all grants. Some of the largest gains came from the STEM focused schools: 40% of the participating students improved their grade in a STEM subject area. Many schools addressed the needs of the 21st century learner by embedding current technology into their lessons. With Literacy as a crucial element across all content areas, 34% of participating students improved their reading on a standardized reading assessment. While schools assessed kids through a variety of methods, all targeted groups showed learning gains. Matching grant funding for the Teacher to Teacher program allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize learning opportunities and show academic growth.

Project Summary: Schools took a variety of paths to reach students in efforts to increase student achievement in one of the following focus areas of literacy, supporting low-performers or STEM education. All programs included supporting low-performing students with a smaller percentage focusing and reporting solely on the success of their low-performing students. Although Prek – 8 teachers were included in this program, the majority of programs implemented targeted K-5 classrooms. Providing materials, supplies, technology and other services to students through School Match Grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunities and to show academic growth.

Schools focused on STEM education impacted the highest number of students. Projects included strengthening math skills through playing games. Several programs used a highly adaptable game called TIVITZ to engage students and improve math facts literacy. Improving confidence and accuracy with math facts allowed students to focuses on the math concepts and real-world problem solving presented in class. In a couple of instances, teachers reported students who were reluctant to get involved in the game, eased into playing and then asked to play during any downtime they had. Other teachers integrated technology for the Twenty First Century Learners in their classroom. Augmented Reality was used to study the solar system and the human body. This amazing tool, created such excitement, students in other classrooms were asking when it would be their turn to learn using the new technology. One student excitedly shared, "The best part is that I can really visualize it now!" (Referring to the human body augmented reality activity). Several other teachers purchased tablets to conduct research on a variety of STEM topics. Students or groups of students then prepared a digital presentation on their topic for the class. Hands-on science materials were purchased to teach topics such as Force and Motion in an engaging way. Being very creative, a couple of teachers implemented “I love Math Day” on Valentine’s Day! One teacher shared that while working on the mathematics word problems activity she noticed that a couple of her lower performing students, typically less engaged students, were really engaged in working out the problems rather than passively waiting for the answer. The fact that students were competing with one another motivated them to actual put forth some effort. A few other teachers used engaging games such as Jenga, Connect 4 and Pie in the Face to review math concepts and reach their tactile learners. Teachers taught or reviewed concepts, after which students were assessed for understanding. If a student passed the assessment with an 80% or higher they were able to continue the review process using the games. Students who were still struggling, met with the teacher in small group. Students were highly motivated to learn the concepts being taught. One teacher shared she was able to review math skills with students in a hands-on way. The students thought they were playing games and did not think about the fact that they were reviewing key mathematics concepts.

Other schools focused on literacy by using funding to purchase eBooks and non-fiction or informational books, while others purchased technology to support literacy of the Twenty First Century Learners it their classrooms. Tablets were used in a number of classrooms to provide additional practice on foundational reading skills like fluency and comprehension and completing research projects as evidenced by improvement on a standardized reading or writing assessment. A number of teachers incorporated technology and the Plickers app into their English Language Arts Block. Younger students reinforce comprehension skills by reading and answering questions about the books. Two teachers reported that students are gaining

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes confidence in their ability to read and answer comprehension questions as a result of practicing with the Plickers and QR coded quizzes. After observing Plickers in action, another teacher responded, "Wow. I have heard about Plickers but have never seen how it works. That is a great way to keep the students engaged in reading."Other teachers focused on non- fiction text. One teacher had students use eBooks to research animals they were going to see on their filed trip to the zoo. This resulted in students migrating toward reading more non-fiction and informational texts – an area typically more challenging for students. “Camp Read-a lot” was a huge hit! The goal of this program was to increase student engagement and to assist with literacy skills. Students loved completing their literacy center activities inside the tent or in the campfire chairs. One student stated, "It’s awesome! There can only be four people in the tent at a time so you have lots of room to yourself to work on what you need to work on. It helps me concentrate without a lot of distractions." This and many other creative ideas changed students “normal” routine and allowed them to learn while experiencing something new or in a new way.

Schools focused on supporting low-performing students approached learning from a variety of angles to best engage their students. A few teachers used drumming to improve social-emotional skills with tier 2 and tier 3 students and increase time on task resulting in increased achievement. The drumming programs were a huge success. Teachers shared similar outputs: Students struggle in the classroom because they don't have the social-emotional skills they need to be able to learn in a classroom setting. Students actively engaged in learning about science, math and music while at the same time enhancing their character development and social skills through play-based learning. We expected to see an increase in student learning gains as they spent more time in the classroom instead of the office and we were successful. Ten out of the fifteen identified low performing students increased their overall grades.

Outcomes: Literacy 34% of student participants improved in a standardized reading skills test(s) 19% of student participants showed increased participation in reading

Low-Performing Students 77% of student participants improved their grade in specific subject area

STEM Education 40% of student participants improved their grade in STEM subject area 18% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured through a variety of standardized assessments for assessing reading: iStation, FAIR, iReady, Accelerated Reader, STAR Early Literacy Assessment. Grade Level writing assessments were used to assess writing skills. The one school who documented increased participation, tracked the number of students who checked out eBooks.

Low performing student outcomes were measured through a comparison of grades in a specific subject area from a nine weeks prior to implementation to another nine weeks following implementation. Subject areas included Reading, Math, Science, Social Studies, Physical Education, and Music.

Teachers compared grades in a specific STEM subject area from a nine weeks prior to implementation to another nine weeks following implementation.

Grades Address: PreK-8 Private-Sector Investment: $25,016

Low-Performing Students: 464 State Matching Amount: $25,000

Total Students Impacted: 2,168 Total Project Investment: $50,016

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Lift Putnam!

Foundation: Lift Putnam, Inc.

Project Abstract:

We expanded our Pre-K program for needy kids to 108 children last school year at a cost of over $100,000. It's showing good test results at the Kindergarten level. Our goal is to ultimately get to all needs four year old children in Putnam County.

Project Summary: Acting in concert, Lift Putnam and the school district have devised a long term plan to improve the local quality of life and education. The plan calls for Putnam to invest more in the younger children via a "Universal Pre-K" program for four year old children.

Outcomes: Literacy 90% of participating students passed the Kindergarten Readiness Test

Low-Performing Students 83% of student participants improved their grade in specific subject area

How Outcomes were Measured: Outcomes were measured using the Kindergarten Readiness Test results.

Grades Address: PreK Private-Sector Investment: $46,288

Low-Performing Students: 108 State Matching Amount: $22,617

Total Students Impacted: 108 Total Project Investment: $68,905

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Lifelines for Learners & Leaders

Foundation: Santa Rosa Education Foundation

Project Abstract:

Santa Rosa's State Matching Grant, Lifelines for Learners & Leaders, allowed corporations, foundations, individuals, and local business and community leaders to empower students and educators through monetary contributions that provided quality instructional materials and technology, innovative projects, implemented effective learning strategies, and provided positive support to increase motivation and achievement in Santa Rosa schools. Over 6,000 students and 200 teachers were personally impacted by our 2017-2018 state matching grant.

Project Summary: This grant project funded classroom grants showing evidence that they aligned with district, state, and national standards. Student engagement in meaningful hands-on activities which captured students' attention and increased student achievement were funded through matching grant dollars. Projects that included literacy, career and technical education, and STEM in all curriculum areas provided for increased learning achievement in all levels of students.

Grants that support increased learning and/or daily function of special needs students were also funded. Matching grant funds were also used to fund educator support, recruitment, and professional development programs.

Outcomes: Career/Technical Education 75% of student participants made progress toward completing career/technical education certification 25% of student participants completed and passed career/technical education certification

Literacy 47% of student participants improved in a standardized reading skills test(s) 32% of student participants showed increased participation in reading 21% of student participants improved in a standardized writing skills test(s)

STEM Education 93% of student participants showed increased interest in pursuing STEM career

Teaching Quality 99% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: CTE outcomes were measured through Certification Exam for GS5 Living Online and ICT Essentials Certification Exam results.

Literacy outcomes were measured through Accelerated Reader data, increased Lexile levels, unit test scores, FSA ELEA scores, Unify testing scores, Galileo (PreK assessment, literacy domain), and ACT scores.

Teaching outcomes were measured through group reflection (survey questions with discussion) regarding value of activities provided this year and improvement of attitudes and behaviors.

Grades Address: PreK-12 Private-Sector Investment: $45,526

Low-Performing Students: NA State Matching Amount: $42,497

Total Students Impacted: 6,195 Total Project Investment: $88,024

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Elevating Learning through School-wide Grants

Foundation: Education Foundation of Sarasota County

Project Abstract:

The Education Foundation of Sarasota County's 2017-18 EducateSRQ school-wide grants program impacted 4,069 K-12 Sarasota County students through eight school-wide projects including both literacy and STEM-focused initiatives. The most significant outcome was implementing a science inquiry-based immersive school-wide grant in partnership with University of South Florida professors that included professional development, unique hands-on student experiences and collaboration between a high school and an elementary school.

Project Summary: The Education Foundation of Sarasota County (EFSC) is committed to continuing and strengthening our EducateSRQ Grants Program, a signature program for over 25 years providing teachers and schools with funds to support innovative projects that enhance academic curriculum, expose K-12 students to a broad range of learning opportunities, grow their awareness of the community, and prepare them for 21st century careers. EducateSRQ grant applications are open to K-12 Sarasota County educators and schools every academic year. While the classroom grants up to $1,000 provide support to individual classrooms through hands-on projects covering a variety of subject areas, the school-wide grants of up to $10,000 each support projects that advance the goals of an entire school and align with their School Improvement Plan (SIPs). The SDEF matching opportunity allowed EFSC to fund eight school-wide grant projects that focused on improving literacy, helping low-performing students and STEM education.

The EducateSRQ grants program impacts approximately 24,000 Sarasota County students every year of which 4,069 were impacted directly by the school-wide grants. More than half or 53% of Sarasota County School students are on the free and reduced lunch program. Of the $450,000 in grant requests received for the 2017-18 academic year $169,000 or 38% of those came from Title I Schools which have a higher population of students that live near or at the poverty level. These students are at a higher risk of academic failure due to the economic situation of their families. Educators who have implemented grants in previous years report increases in student achievement and improvement in behavior, measured by an increase in attendance, improved testing results, better quality of homework and classwork, and an increase in self- esteem and self-confidence. Engaging experiences motivate children to learn, improves performance in core academic subjects, and builds essential skills. The EducateSRQ grants program is an opportunity for educators to provide students with unique learning opportunities that go beyond the traditional classroom.

The EFSC EducateSRQ program funded 178 grants for nearly $230,000 in the 2017-18 academic year. Of this total, the eight school-wide grants impacted over 4,000 students in Sarasota County. Educators in elementary, middle and high schools were able to expand their instruction to include long-term studies of microorganisms, explore creative writing through theater, expand subject-matter knowledge and develop leadership skills through a tutoring program, studied earth science through popular literature and used an immersive scenario to create cross-curricular lessons. A Title 1 elementary school incorporated a 2-gen approach to STEM education for their school-wide grant by hosting two family STEAM exploration nights in partnership with local community based organizations (sample itinerary attached for reference). Another Title 1 school project focused on literacy by partnering with Florida Studio Theatre, allowing students to experience plays at the theatre in addition to participating in workshops on reading, writing, and performing their own play.

Further expanding EducateSRQ school-wide grants, EFSC partnered with professors from USF to bring an immersive, science-based inquiry experience to Sarasota County. The “Great Impact” Meteor Landing was designed to bring earth space science and geology to life for students at Venice Elementary and Venice High School (media alert attached). Students returned from spring break to discover a “meteor” had landed on campus. This science-based inquiry project allowed for unique cross-curricular, interdisciplinary opportunities for all students. Elementary (K-5) classes took part in the discovery, interacting with the scientists, asking questions, and recording their own findings. Classroom and collaborative projects took place at both schools involving science, language arts, mathematics, and digital art.

EFSC held its second annual Discovery Tour on April 27th, providing donors and community members a unique opportunity to see several classroom and school-wide grant projects in action (Discovery Tour program attached). Several teachers and school administrators personally shared with attendees how each grant impacted their students, classrooms, and school.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Literacy 85% of student participants improved in a standardized reading skills test(s) 85% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 76% of student participants improved their overall grade(s) in school 53% of student participants showed improved attendance or reduced behavior incidents at school

STEM Education 65% of student participants improved their grade in STEM subject area 48% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured by comparisons of reading and writing skills based on work samples.

Low performing student outcomes were reported via the teacher's final grant report that measured outcomes based on behavior documentation, observation and progress notes, class participation, student interest, educational gains, benchmark tests, and work samples.

STME outcomes were measured via pre and post STEM related surveys to students as well as chapter unit and benchmark tests.

Grades Address: K-12 Private-Sector Investment: $45,250

Low-Performing Students: 1,167 State Matching Amount: $41,711

Total Students Impacted: 4,069 Total Project Investment: $86,960

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: The 2017-18 High School Literacy Reform Intitiative

Foundation: Education Foundation of Sarasota County

Project Abstract:

The 2017-18 High School Literacy Reform Initiative provided quality professional development for teachers of high school English 1 and English 2, Intensive Language Arts, and World and US History. The professional learning focused on improving collective efficacy and embedding literacy into lesson planning. Teachers collaborated to develop lessons that included writing, complex texts, and opportunities for speaking and listening. Following the collaboration teachers participated in micro-teaching to apply and reflect on the planning process and application establishing the collective efficacy. With a focus on digital literacy, we also developed a program along with USF Sarasota Manatee to offer professional development on Computer Science for High School to prepare teachers for computer science courses being offered at their respective schools.

Project Summary: The 2017-18 High School Literacy Reform Initiative allowed school-based teams to receive professional development that reinforced quality standards-based instructional design that focused on ensuring literacy tasks were embedded into the planning. The content of these sessions included: teacher clarity, student discourse, authentic writing tasks, and grade- appropriate reading. These sessions also emphasized the importance of building collective efficacy with teachers through purposeful collaboration.

Professional Development Literacy-Driven Sessions offered in the 2017-18 academic year: • Explicit Lesson Planning to Make Learning Visible for High School English Language Arts • Effective Lesson Planning with Achieve3000 • Imperialism: From Documents to Document Based Questions (DBQ)

English Language Arts teachers received a copy of Jim Burke's book Common Core Companion. This resource was used during the ELA PD to support the development of standards-based lesson design and to assist teachers in designing literacy (reading, writing, and speaking and listening) tasks that meet the complexity of the Language Arts Florida Standards.

The structure of the professional development offered this year entailed two days per session. Day one focused on the professional learning and collaborative lesson planning that is focused on incorporating quality tasks. Day two included the opportunity for the teachers to observe colleagues as they presented a lesson. Following the observation, the team reflected on what worked and what could/should change in the future. This model is often referred to as micro-teaching and is considered a high impact strategy because it allows teachers to reflect on real-time teaching. These professional learning opportunities were offered to English Language Arts, Intensive Language Arts, World History, and US History. Program Specialists followed up this training by visiting PLCs and offering support to individual teachers. Additionally, a select group of teachers had the opportunity to participate in the 55th Annual Florida Reading Association (FRA) Conference in Tampa, Florida.

Matching funds for this initiative supported a digital literacy professional development opportunity for teachers and specific classroom grant projects targeting literacy. This opportunity was developed in partnership with USF Sarasota Manatee and included a five day, face-to-face 40-hour workshop. Teachers were introduced to the 7 Big Ideas and 6 Computational Practices of Computer Science in preparation to teach AP Mobile CSP. The concept for the week of training involved the creation of several Android Apps using the 7 Big Ideas and Computational Practices. Teachers coded with a MIT App Inventor, with a language called Blockly. Teachers learned to use design-thinking methods popularized at the Stanford School to design and develop an original app to pitch as part of a showcase on the final day of training. This closely aligns with the AP Create Tasks and Digital Portfolio that students submit in the course.

Classroom grants focusing on literacy provided unique opportunities to enhance student interest in reading and writing. North Port High School teacher, Robert Foust, provided a student success story in his post grant evaluation, “In reference to a student who at the beginning of the year lead the “unruly” section of class. He complained constantly about having to read and was failing his Math class, having already failed the EOC. I received much support from his parents, then one day his attitude took a turn as he was "into" the book. He began to discuss the book and soon became a leader in classroom

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes discussions. He did pass his EOC math test and increased his D in History to an end of year B.” Foust also noted regarding this classroom grant, “I believe it helped develop a cohesiveness, as most chose to read the same novel. I believe the esteem in some increased greatly, as in a random anonymous poll I gave to the students, 17% said they had never read a novel in their life.”

Outcomes: Literacy 6% of student participants improved in a standardized reading skills test(s) 6% of student participants improved in a standardized writing skills test(s)

Teaching Quality 47% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 13% of teacher participants demonstrated change in or increased use of effective instructional strategies

How Outcomes were Measured: Literacy outcome measurements were based on FSA results. Data was generated from the Grade 9 and Grade 10 English Language Arts Florida Standards Assessment and US History End of Course exam. The data available at the time of this report was the percentage of students scoring at an ELA Level 3 and Above, ELA Level 4 and Above, and the US History EOC Level 3 and Above. In addition, progress was monitored throughout the year using Achieve 3000 LevelSet (ILA students) and benchmark assessments in US History. The remaining 760 participants were involved in specific classroom grants that targeted literacy (of those 532 made reading skills gains and 571 made writing skills gains). Literacy outcomes were measured in areas such as reading comprehension tests, iReady and IXL.

Teachg quality outcome measurements were derived from pre-, mid- and post-assessment and analysis.

Grades Address: 9-12 Private-Sector Investment: $18,000

Low-Performing Students: NA State Matching Amount: $18,000

Total Students Impacted: 9,654 Total Project Investment: $36,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: A Gift For Teaching in Seminole

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

Teachers often spend as much as $500 of their own money – some more than $1,000 – buying supplies and materials for their students and classrooms. With more than half of Seminole County’s student population qualifying for the Free or Reduced Meal program, the need for such assistance is district-wide. Tools 4 Seminole Schools collects, stores and distributes school supplies and classroom materials to help alleviate this burden from teachers and low-income parents. The goal is to ensure all students have the supplies they need in school so they are ready to learn. Two hundred twenty- seven teachers completed a program survey for the 2017-2018 school year and were “very satisfied” with the service at the store as well as the selection of items, quality and quantity of items. Pencils continue to be the “highest need” in classrooms, with more than 168,000 pencils distributed. Approximately a third of the reporting teachers said more than 75 percent of their students did not have adequate school supplies. Teachers received merchandise with an average value of $614 per visit, ultimately impacting more than 11,000 students. More than $1.8 million in product was distributed to schools throughout the year.

Project Summary: Tools 4 Seminole Schools collects, stores and distributes school supplies and classroom materials to teachers throughout Seminole County. Priority goes to the schools with the highest number of students living in low-income families. In August, Tools 4 Seminole Schools provided 3,500 backpacks filled with age-appropriate school supplies to homeless and low-income students identified by district social workers. Throughout the school year, teachers shopping at Tools 4 Seminole Schools received merchandise (pencils, books, crayons, notebooks, clothing and hygiene items, art supplies and more) with an average value of $614 per visit ultimately impacting more than 11,000 students.

Tools 4 Seminole Schools is open twice weekly and the last Saturday of each month for teacher shopping. Currently, teachers at 24 schools are eligible to shop once a month based on the percentage of students on the Free and Reduced Meal program. The remaining 38 schools may send two representatives to shop twice a month to get supplies for their low- income students. Two hundred twenty-seven teachers completed a program survey for the 2017-2018 school year and were “very satisfied” with the service at the store as well as the selection of items, quality and quantity of items. Pencils continue to be the “highest need” in classrooms, with more than 168,000 pencils distributed. A third of the reporting teachers said more than 75 percent of their students did not have adequate school supplies. A growing list of nearly 100 companies, organizations and individuals support Tools 4 Seminole Schools financially, by donating product, and/or by participating in supply drives. Many companies also provide volunteers to sort and process product donations, stuff backpacks and stock the store’s shelves. When donations fall short of the need, supplies are purchased from one of several low-cost vendors. More than $1.8 million in product was distributed to schools throughout the year, down about $284,000 from the previous year. The amount of shopping visits remained constant (2,463 in 2016-2017 compared to 2,468 in 2017- 2018). The average value of product received per visit decreased $179 ($794 in 2016-2017 compared to $614 in 2017- 2018).

Outcomes: Teaching Quality 100% of teacher participants indicate that having the readily available supplies helps them do a better job in the classroom 99% of teacher participants indicated that having enough supplies on hand allows them to spend more time teaching

How Outcomes were Measured: Teachers were asked to complete a survey after visiting the store.

Grades Address: PreK-12 Private-Sector Investment: $16,235

Low-Performing Students: NA State Matching Amount: $16,235

Total Students Impacted: 11,300 Total Project Investment: $32,471 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Grants for Great Ideas in STEM

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

Through The Foundation for Seminole County Public Schools Grants for Great Ideas in STEM, teachers in Seminole County Public Schools submitted grant applications for innovative and creative STEM (Science, Technology, Engineering, Mathematics) projects. Forty teacher grants were awarded impacting more than 6,800 students in grades Pre-K through 12, of which 2,618 are low performing students. Students worked in teams to solve real world problems; learned, tested and created various types of renewable energy forms like windmills, fuel cells and solar transportation; designed, built, and tested projects for competitions and science fairs; and gained awareness of STEM educational and career opportunities by participating in STEM-related field trips.

Project Summary: The Foundation for Seminole County Public Schools offers grants to fund classroom, grade or school-wide projects that increase student achievement and are not otherwise funded through traditional means. The Foundation for Seminole County Public Schools dispersed $59,465.14 in grants awards to 77 unduplicated teachers at 23 schools through the 2017- 2018 Grants for Great Ideas in STEM program. This program supports projects designed to engage students in STEM subjects — starting as early as pre-kindergarten through high school. Projects not only focus on real-world STEM experiences for students, but also on building essential skills that will help student succeed in and out of the classroom — leadership, creativity, critical thinking and teamwork. Awarded projects focused on the following objectives: • Gaining skills and knowledge in STEM subject areas; • Increasing student proficiency in the sciences through experiential, inquiry-based activities designed to enhance student understanding; and • Exposing students to careers in STEM fields.

The Foundation’s Grants Committee reviews teacher grants and recommends funding. The committee includes a District curriculum specialist, School Board member, Foundation Board members, President of the Seminole Education Association (SEA), parents of SCPS students, business leaders and Foundation staff members. All applications are judged based upon Foundation Board-approved guidelines. An evaluation outlining academic gains of the students must be submitted at the end of the project. Grant recipients who do not complete a grant evaluation and expenditure report are not eligible for future funding. Forty teacher grants were awarded impacting more than 6,800 students in grades Pre-K through 12, of which 2,618 were low performing students. Students worked in teams to solve real world problems; learned, tested and created various types of renewable energy forms like windmills, fuel cells and solar transportation; designed, built, and tested projects for competitions and science fairs; and gained awareness of STEM educational and career opportunities by participating in STEM-related field trips. In total, 1,061 students improved their grades in science or engineering and 470 students showed an increased interest in pursuing a STEM career. A Crooms Academy of Information Technology student’s comment demonstrates the impact these grants made: "Going on the field trips this year has made more aware that there are so many opportunities that I had never considered. I am now thinking of considering becoming a Park Ranger one day!"

Outcomes: STEM Education 15% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured using a variety of tools including teacher created pre/post tests, i-Ready, teacher observations, Florida Voluntary Prekindergarten Assessment (test 1, 2, and 3), Department of Labor and Regulations career interest survey, and pre/post exams.

Grades Address: PreK-12 Private-Sector Investment: $34,500

Low-Performing Students: NA State Matching Amount: $24,965

Total Students Impacted: 6,854 Total Project Investment: $59,465 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Mud Walk to Environmental Education

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

The Environmental Education program enabled more than 6,300 students in Seminole County to increase their science proficiency through experiential, inquiry-based activities designed to enhance their understanding of critical environmental issues. Third and fifth grade students took part in structured field studies in the Natural History Museum and natural preserve area surrounding the Environmental Studies and Professional Development Center. Student experiences, aligned with Next Generation Science Standards as well as Florida Standards, connected field trip experiences with classroom activities during the school year. Funds from the project were used to hire additional instructional assistants which decreased the staff to student ratio, leading to more hands-on learning for our students. Student knowledge of environmental science was increased as a result of this project, based on teacher observation surveys. Ninety-three percent of third grade students (1,271) increased their knowledge of native and invasive plants. Ninety-six percent of fifth graders (1,985) who attended the Mud Walk demonstrated increased knowledge of wetlands and the relation to conservation. Ninety-two percent of fifth graders (2,444) who attended the dry day field trip were able to demonstrate increased knowledge of animal adaptations.

Project Summary: The Environmental Education program provided Seminole County students opportunities to engage in applied science activities that encourage critical thinking and problem solving in and outside the classroom. These activities, specifically aimed at third and fifth grade students, took place at the Seminole County Public Schools (SCPS) Environmental Studies and Professional Development Center. Here science concepts are taught using real-world applications and tasks that enable teachers to demonstrate the practical nature of the Science, Technology, Engineering, and Mathematics (STEM) disciplines. The project increased student achievement in science through the study of environmental conservation concepts using innovative techniques made possible by the uniqueness of the center as an educational facility. Between September 2017 and May 2018, 6,090 SCPS students across both grade levels benefited from the project. Of these, 4,136 were fifth graders who visited the center two times. Another 588 were fifth graders who could only attend one time due to Hurricane Irma. Also, 1,366 third graders visited the center. Private schools sent another 224 fifth grade students.

Structured as school-day field trips for third and fifth grade students, programs at the Center serve as models in K-12 education. These programs aim to increase habitat knowledge, create an awareness of the fragility of the environment, increase understanding of the community’s need for healthy lands, and engender feelings of protectiveness and stewardship across the community. While addressing environmental education, these programs reinforce scientific learning through hands-on, inquiry-based exploration. Located in the heart of urbanized Seminole County, the Center is situated within Soldier’s Creek Park where educational opportunities have been provided to thousands of students since the Center’s inception in 1977. During a single trip, students can simultaneously see the interconnectedness of eight habitats and the uniqueness of each. The outdoor component is preceded by an introductory session in the Center’s Natural History Museum where students delight in holding a snake, petting an alligator, and meeting Otus the Eastern Screech Owl. Third grade students participate in a one-day program of awareness and introductory investigations while fifth graders participate in a two-day dry and wet habitat exploration. The wet day involves trekking through muddy wetlands and specimen collections in a creek resulting in this excursion’s locally well-known moniker—The Mud Walk. For decades the Mud Walk has been and still is a highly anticipated field trip among students, parents, chaperones, and volunteers. The educational program continues its mission of providing students with the knowledge and skills to make informed decisions concerning critical environmental issues related to stewardship of natural resources, to effect a change in behavior by understanding the impact each student can have on the environment, and improve science proficiency.

Outcomes: STEM Education 31% of participating fifth graders demonstrated increased knowledge of wetlands and the relation to conservation 20% of student participants increased their knowledge of native and invasive plants

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: To support the evaluation, teachers were given a post-trip survey that provided Environmental Studies Center staff immediate feedback. Through that survey, Center staff received direct teacher observations to help measure student understanding when students returned to their individual classrooms.

Grades Address: 3;5 Private-Sector Investment: $15,000

Low-Performing Students: NA State Matching Amount: $15,000

Total Students Impacted: 6,314 Total Project Investment: $30,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Problem Solving Incubator High -- Teacher Empowerment and Development

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

Seminole County Public Schools (SCPS) is piloting an innovative school model called the Problem Solving Incubator (PSI High). The focus of this program is: 1) project-based learning (PBL) through real-world problem solving; 2) restructuring school for sustained problem-based work; and, 3) preparing students with 21st-century success skills. A critical component for success was professional development for teachers to build capacity in PBL, collaborative lesson planning, and student engagement. Teachers received three planning periods for lesson study in a learning community. Every week, teachers met for four hours to design common lessons, provide feedback, and reflect on student outcomes. They used video capture equipment to record instruction and posted the video online for feedback. Teachers met with other practitioners virtually for coaching and led several book studies focused on PBL.

As a result of our focus, 100% of teachers were observed as highly effective in engaging students in cognitively complex tasks. In a survey, 100% of respondents said that teachers in the program have close working relationships, and 100% feel as though they are treated as professionals. For students, 44% of projects included a community or business partner component, while 83% of students reported improving communication and problem solving abilities.

Project Summary: PSI High is an immersive, full-time program where students join teams with their peers and teachers to solve real community, business, and social problems. Through project-based learning (PBL), students and teachers work on authentic, engaging, and complex projects. Each project is aligned to course learning goals, and teachers evaluate the authentic performance artifacts from each student’s project work. Our teachers serve as project managers and advisors, working closely with learners to help every student succeed. Because teachers operating inside of this program need a highly specialized skillset, we focused heavily on improving teacher quality and classroom instruction for this year. Professional learning topics for the program included: project-based learning; collaborative lesson planning; competency- based education; problem-solving and design thinking; performance-based assessment; and cultivating community partnerships. Specifically, these professional learning topics supported the teachers’ development in three elements of highly effective instruction within the Marzano Art and Science of Teaching framework: engaging students in cognitively complex tasks including hypothesis generation and testing; providing resources and guidance; providing opportunities for students to talk about themselves.

The grant funds supported a number of professional learning opportunities to improve instructional quality: • Teachers received three planning periods per day for collaborative planning and lesson study in a professional learning community. • Every week, teachers met for four hours to design common lessons, provide feedback, and reflect on student outcomes. • Teachers used video capture equipment to record instruction and posted the video online for feedback. • Teachers met with other practitioners virtually for coaching. • Teachers engaged in several book studies focused on PBL. • Teachers visited local businesses aligned with problem solving for full-day experiential learning including the UCF Business Incubator. • Teachers observed each other for instruction and engaged in data-based coaching conversations.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes How Outcomes were Measured: Teachers’ implementation of instructional practice was evaluated by a trained supervising administrator using the Marzano Frameworks adopted by Seminole County Public Schools. Teacher attitudes were measured using a state of New Jersey school climate survey.

Grades Address: 9-10 Private-Sector Investment: $18,200

Low-Performing Students: NA State Matching Amount: $7,185

Total Students Impacted: 238 Total Project Investment: $25,385

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Shadow for Success

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

Seminole County Public Schools (SCPS) recognizes the importance of connecting students to meaningful work experiences. Through the district’s Workplace Learning initiative, SCPS partners with businesses, community groups and civic organizations to provide opportunities for students to engage in the workplace, allowing for authentic application of classroom knowledge. While internships provide students with long-term, in-depth learning experiences within a specific industry, there is a need to provide students with opportunities for diversified career exploration. Job shadowing exposes students to a variety of career opportunities. Through these experiences, students are able to explore the possibilities of a particular career field and determine if it merits further exploration through an extended Workplace Learning opportunity such as an internship.

Students from four high schools visited companies like Rowe Manufacturing and L3 CTS Airline Academy. Post-surveys suggest that almost a quarter of the students learned what jobs they do not want instead of finding possible career paths – which is just as valuable. More than half the students indicated interest in doing an internship during their junior or senior year. Additionally, four students were hired during the summer by the district’s IS department as part-time, paid interns as a result of their job shadow day.

Project Summary: Seminole County Public Schools (SCPS) recognizes the need for students to have various career exploration experiences in order to establish a successful career path in high school. Students need different opportunities to develop professional skills they can take into any workplace. Through this grant, SCPS was able to provide a comprehensive job shadowing and career exploration experience for 221 unique students in 9th - 11th grades.

Local employers were invited to provide a half-day job shadow experience and share skill development strategies for approximately 10-25 unique students each day they hosted a group. There were 14 employers from various industries and regions who participated in this event, four of which participated more than one day. Before each event, students completed a pre-test assessing their content knowledge related to career preparation and workplace skills necessary to be successful in their future career. They participated in two pre-lessons, developed by teachers and school counselors, that presented students with strategies to pursue lifelong learning and career opportunities while preparing them to be entrepreneurial thinkers. The day of the event, students were divided into groups (predetermined in the classroom through interest inventories) and were transported to the job site. During this job shadow experience, students were exposed to different businesses and industries located within their community. The employers and business owners shared stories about the evolution of their business and success stories related to themselves or employees within their company. These stories and the various activities the students participated in helped to cultivate and engage students in these career opportunities, further developing the regional talent pipeline. Lunch was provided to all students to ensure an equitable experience, as well as polo shirts, padfolios, and pens to provide a more professional atmosphere. As a follow-up, the students participated in two post-lessons in which teachers reviewed what was learned with the students in the classroom.

Providing career-based experiences, such as Shadow for Success, also benefitted employers as students gained meaningful experience while bringing enthusiasm and new perspective into the workplace. Participating employers were asked to complete a brief survey describing their experience, suggestions for improvement, and their interest in providing future workplace learning opportunities for students. Eleven of the 14 business partners completed a survey, and all are willing to continue working with ePathways to provide future workplace learning experiences for high school students and/or teachers. Nine are willing to offer job shadow and/or internship opportunities. Students visited companies like Rowe Manufacturing, UCF Business Incubator and L3 CTS Airline Academy. Post-surveys suggest that almost a quarter of the students learned what jobs they do not want instead of finding possible career paths. This is an integral part of the discovery process for students to ultimately make informed decisions about their career pathways before committing resources to the education and training needed to be successful. More than half the students indicated interest in doing an internship during their junior or senior years. In fact, four students who went to Seminole County Public Schools Information Services from Seminole High School were hired during the summer by the district’s IS department as part-time,

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes paid interns. Overall, the event was a great success and had a very positive impact on both students and the business partners.

Outcomes: Career/Technical Education 57% of student participants indicated interest in participating in an internship 57% of student participants indicated they believed the experience would help them in future employment

How Outcomes were Measured: Pre- and post-student surveys were used along with employer surveys.

Grades Address: 9-11 Private-Sector Investment: $11,698

Low-Performing Students: NA State Matching Amount: $9,500

Total Students Impacted: 221 Total Project Investment: $21,198

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: STEM Integration across SCPS Elementary Schools

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

The “STEM Integration Across SCPS Elementary Schools” project began its initial year with the purchase of 3D printing resources for each of five targeted schools. A lead teacher was chosen from each school to participate in initial training for use and application of the resources by the district STEM specialist. Each school identified their own target populations to increase interest and raise assessment scores in STEM subjects, specifically in science, and integrated the resources in a variety of groups such as general education classrooms, makerspace teams, gifted classes, and after school design clubs. Most activities focused on fundamental use of the equipment and understanding the design process with correlation to real-world creations (e.g. monuments, buildings, and other relatable structures). Some association with other core standards were also formed (e.g. identifying/creating 3D geometric shapes for Math and designing national monuments in Social Studies). Fifth grade students experienced the largest growth in science scores increasing six percent year-over-year.

Project Summary: Seminole County Public Schools is committed to implementing numerous initiatives to further its vision of providing a high- quality education that prepares students to become productive citizens and members of the 21st century workforce. The importance of STEM education is embedded in many of these initiatives. Through the STEM Integration Across SCPS Elementary Schools project, labs at five elementary schools were further enhanced with the addition of high-quality 3D printers which enabled students to engage with new technology as they explored the full cycle of the engineering process (Ask, Imagine, Plan, Create, and Improve) by applying their math and science knowledge. Students designed items, created blueprints, and used the 3D printers to make the objects. Students drew from their ability to read and comprehend, their math and science knowledge, and knowledge from other content areas to engage in the integrated STEM activities these labs can offer. As the initial year of integration, the focus of most activities were based on fundamental use of the equipment and understanding the design process with correlation to real-world creations (e.g. monuments, buildings, and other relatable structures). Some association with other core standards were also formed (e.g. identifying/creating 3D geometric shapes for Math and designing national monuments in Social Studies).

As the resources were not introduced until mid-school year for student use, time did not permit the project to impact the number of students originally predicted or for all grade levels to participate. Instead, as the pilot year, each school identified their own target populations to increase interest and raise assessment scores in STEM subjects, specifically in science integrating the resources in a variety of groups such as general education classrooms, makerspace teams, gifted classes, and after school design clubs. On the other hand, only one printer per school was originally budgeted along with associated supplies, but the company was running a special and the district received three free printers with the purchase of nine. Two schools received two printers and one printer was retained at the district level for training. A lead teacher was chosen from each school to participate in initial training for use and application of the resources by the district STEM specialist. Each school had their own targeted populations to increase interest and raise assessment scores in STEM subjects, specifically in science. Schools integrated the resources in a variety of groups such as general education classrooms, makerspace teams, gifted classes, and after school design clubs.

Outcomes: STEM Education 90% of student participants showed increased interest in STEM

How Outcomes were Measured: Outcomes were measured through teacher surveys.

Grades Address: 3-5 Private-Sector Investment: $15,500

Low-Performing Students: NA State Matching Amount: $15,500

Total Students Impacted: 213 Total Project Investment: $31,000 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Camp Champion

Foundation: Investing In Kids (St. Johns County)

Project Abstract:

96 students in grades 3, 4, and 5 stayed after school for two hours twice per week to participate in Camp Champion. The program ran from the middle of January until the end of April. Each day during this time, students received one hour of academic support, predominantly in ELA, and one hour of an enrichment class of their choice.

Project Summary: In 2015–16 school year Webster Elementary School received a D grade. During the 2016-17 school year, Camp Champion was introduced and the school moved to a B and the program continued during school year 2017-18. During this program, students receive tutoring as well as the motivation and joy found in the enrichment activities provided as an incentive to participate. For two hours twice a week, from January through April, students receive one hour of tutoring and an hour of enrichment chosen by the students from several choices. Students are grouped according to level and academic need. Partnerships with the community also support these experiences. School staff, as well as skilled members of the community, are paid after the school day to extend these opportunities for students.

Outcomes: Literacy 84% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Beginning, middle and end of the year scores on the I-Ready Diagnostic test were analyzed.

Grades Address: 3-5 Private-Sector Investment: $12,000

Low-Performing Students: NA State Matching Amount: $12,000

Total Students Impacted: 96 Total Project Investment: $24,000

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Carlisle IT and St. Johns Technical High School Manufacturing Internship and Career Programs

Foundation: Investing In Kids (St. Johns County)

Project Abstract:

St. Johns Technical High School (SJTHS) continues to build business partnerships throughout the community to provide underserved high school students with industry relevant job skills for future employment. The Carlisle Interconnect Technologies (IT) Manufacturing Internship Program as well as SJTHS’s Career and Technical Ed programs, such as the Academy of Coastal and Water Resources are giving students the valuable skills needed to pursue higher wage jobs. The Carlisle IT Internship is a platform to introduce high school students to various aspects of manufacturing technologies and gives hands-on, industry relevant experience. Students are also learning essential jobs skills in the water treatment and environmental sciences to pursue STEM careers through the Academy of Coastal and Water Resources. These comprehensive curriculums give students life skills and confidence to succeed in the workplace. The most significant outcome for students is their employability and success in their prospective industry after graduation. This year, four of the six seniors have received job offers from Carlisle IT and will be working at their facility after graduation in higher wage positions with medical benefits and the opportunity for advancement. The partnership also helps Carlisle train and identify prospective employees, which is a cost savings to the company.

Project Summary: SJTHS’s Carlisle IT Manufacturing Internship and the Academy of Coastal and Water Resources students benefited from the community partnerships and resources. The Carlisle IT Manufacturing Internship Program gives students the opportunity to experience real world manufacturing first hand and gives Carlisle IT a vehicle to preview potential employees. For SJTHS, our interns are not only learning the various aspects of manufacturing technologies through hands-on, industry relevant training but are also gaining valuable workplace skills that will serve them for life. The ultimate goal is to provide our students with opportunities to break the cycle of poverty by being prepared for higher wage and higher skilled jobs. Many of our students do not have the means nor the support at home to help them establish a career after graduation. As educators, it is not enough for us to get them through high school; we need to help build a bridge for these students’ futures. This year, we began the Carlisle internship program with 15 students and concluded the program with 11 students. This attrition rate was less than average compared to previous years. Since, many of our students struggle academically, some need to stay back in their classes to keep their GPAs up in order to graduate on time. The students must maintain good academic standings and be of good character for continued participation in the internship. The students traveled to Carlisle IT each Wednesday afternoon from 1:00-3:30 p.m. Once the students completed Tier 1 and 2 (the employee orientation and safety portion of the internship), they were background checked and submitted a drug screening test. Since the students become employees of Carlisle in Tier 3, they must follow Carlisle’s new hires procedures. In Tier 3, the students work on the manufacturing floor one-on-one with Carlisle mentors in educating the interns about the different manufacturing processes. The interns received (4) four week rotations on the manufacturing floor in Tier 3. The Carlisle Manufacturing Internship had a successful hiring class with four seniors receiving job offers from Carlisle. In addition, four juniors who participated in the program were offered paid summer internships at Carlisle. The students entered the program without any knowledge of Carlisle nor manufacturing. After participating in the internship over the year, the students overwhelmingly expressed desire to work in a STEM career at Carlisle after graduation.

Along with the Carlisle IT Manufacturing Internship Program, the Academy of Coastal and Water Resources prepares students for STEM careers in the Water and Wastewater Treatment Industry. During the 2017-18 school year, 21 students from 9th through 12th grade participated in the program. The Academy of Coastal and Water Resources students were able to participate in five job-shadowing dates with St. Johns County Utilities and the City of St. Augustine. These students shadowed side-by-side with employees from the utilities’ water and wastewater facilities. From these experiences, the students have expressed an interest in pursuing careers in the water/wastewater treatment industry. Because of this interest, St Johns County Utilities and additional business partners have offered summer internships to eligible juniors. This year, two seniors sat for the FLDEP Water and Wastewater Treatment Plant Operator, Level C License Exam in May. Passing the exam is a requirement for future employment as a plant operator.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 100% of student participants completed and passed career/technical education certification 73% of student participants enrolled in career/technical education courses or programs as a result of project activities 48% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants made progress toward graduating high school

Low-Performing Students 100% of student participants improved their overall grade(s) in school

STEM Education 84% of student participants participated in specific STEM-related activities beyond required course work 19% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: CTE outcomes were measured through weekly evaluations and program completion.

Graduation rate outcome was measured through school records.

Lower performing students outcomes were measured through classroom grades.

STEM outcomes were measured through program participationg and student surveys.

Grades Address: 9-12 Private-Sector Investment: $3,415

Low-Performing Students: 22 State Matching Amount: $3,415

Total Students Impacted: 76 Total Project Investment: $6,830

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: FLY (Five Learning Years)

Foundation: Investing In Kids (St. Johns County)

Project Abstract:

In 2017-18, 260 students participated in the Five Learning Years (FLY) literacy intervention, a program under Investing in Kids (INK). FLY provided 11 tutors in five Title 1 elementary pre-kindergarten and kindergarten programs as well as a subsidized housing complex. In our pre-kindergarten program, 170 students, testing below average were put in the intervention. Students in our program increased their Get Ready to Read scores by 100%. Out of 170 participants, only one did not show improvement. In the kindergarten program, students in our intervention increased their Get Ready to Read scores by 45%, their letter identification scores by 171%, and their letter sound scores by 505%. Out of 78 students, only three did not show significant improvement in all areas, but even they showed improvement in one or more area.

Project Summary: Investing in Kids (INK!) provides innovative programs and classroom resources to support academic success for all St. Johns County public school students. Currently, INK! provides programs to support the school district such as Five Learning Years (FLY) a literacy intervention program in pre-kindergartens and kindergartens. This project was initiated five years ago when 49% of children in the southern part of St. Johns County were arriving to kindergarten unprepared and behind their peers. Concerned citizens got together and formed FLY to support children and their families in their academic careers. INK! bought the Nemours BrightStart! Early Literacy curriculum and piloted it in pre-kindergarten. Nemours BrightStart! is a scientifically based, measured curricula which incorporates every style of learning into every lesson. It is also used as an early detector for dyslexia. Due to the tremendous results, the FLY intervention expanded into more pre-kindergartens every year, until reaching every Title 1 elementary school. In addition, FLY began testing the Level 2 BrightStart! curriculum in the Title 1 kindergarten arena and found the results to be even more significant in the area of letter knowledge. In addition, FLY provided a tutor at a subsidized housing complex for three and four year olds not attending any type of pre- kindergarten program. FLY also gives information to families to help their children at home, as well as a free summer program to all of the families and children living in that community.

Students are placed in the intervention based on their initial scores on the Get Ready to Read Screening Tool. If students test in the bottom 60th percentile, they are referred to the FLY program. This year we accommodated 260 students who tested into the program. FLY provides tutors, usually retired educators, to work in the schools with these students, in small groups of four. The intervention takes place two times a week throughout the majority of the academic year. Students are then screened again at the completion of the intervention. This year, 98% showed significant improvement! These results are then compared to students not needing intervention. Before the intervention, in the kindergartens the gaps between groups were 47% on Get Ready to Read, 134% on letter identification and 233% on letter sound. These percentages were reduced to 7%, 10% and 9% after receiving intervention! In the pre-kindergarten students are only given Get Ready to Read. The gap was reduced from 79% to just 7%.

Outcomes: Literacy 99% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Outcomes were measured through Get Ready to Read Screening Tool and Letter identification and sound screening.

Grades Address: PreK-K Private-Sector Investment: $25,328

Low-Performing Students: NA State Matching Amount: $25,328

Total Students Impacted: 260 Total Project Investment: $50,657

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Fund A Project

Foundation: Investing In Kids (St. Johns County)

Project Abstract:

Fund A Project is an opportunity for teachers to enhance and reinforce classroom instruction for their students. As school district budgets continue being strained, there's very little to no extra funding for students' to have hands on learning opportunities. This program allowed teachers to submit proposals tailored to their specific classroom and student need.

Project Summary: In a conversation with the Superintendent and a donor, the Foundation has learned of the importance for teachers to be able to enhance classroom learning tailored to their specific needs. As such, the donor created the Fund A Project initiative to meet these needs. Teachers submitted an on-line application that was scored by a panel of judges using a predetermined rubric. Each project had measurable outcomes to qualify. A total of 70 applications were received and 28 grants were awarded. Projects were wide-ranging from classroom books, to STEM manipulatives to a middle school conference entitled, "Motivating the Middle." Each project indicated they were successful but since each project was different, only samples of results are included in the outcomes.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school

Literacy 100% of student participants improved in a standardized reading skills test(s) 100% of student participants improved in a standardized writing skills test(s) 100% of student participants showed increased participation in reading

Low-Performing Students 100% of student participants improved their grade in specific subject area

STEM Education 100% of student participants participated in specific STEM-related activities beyond required course work

Teaching Quality 93% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Increasing graduation rates were gathered through school registrar.

Literacy outcomes were measured through classroom projects based on ELA standards.

Low performing student outcomes were measured through the Developmental Reading Assessment and iReady assessmentadministered by teachers.

STEM outcomes were measured by the number of students who participated in a project in conjunction with the Mel Fisher Museum in Key West.

Teaching quality outcomes were measured through a teacher survey.

Grades Address: K-12 Private-Sector Investment: $9,895

Low-Performing Students: 91 State Matching Amount: $9,000

Total Students Impacted: 4,689 Total Project Investment: $18,895

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Tools 4 Schools

Foundation: Investing In Kids (St. Johns County)

Project Abstract:

Tools 4 Schools is an on-line ordering system for teachers to gain access to free school supplies all year long.

Project Summary: Funding for this project enables teachers to spend less of their own money so their students have access to the necessary tools needed for academic success. INK! has an on-line ordering process so teachers can get additional supplies not provided by parents or their schools. Once an order has been submitted, then it is filled and delivered to their schools. To date, 874 orders were filled, 108 more than the previous year. A total of 569 different teachers accessed the program which equated to 16,313 items supplies to teachers. Educators from all the schools ordered at least once. Additionally, there were some INK!credible extras like each school received a case of paper, teachers were allowed to sift through miscellaneous items, and summer school supplies were distributed. Another engaging opportunity is that this program is a service learning programs for students with emotional disabilities. These students are learning valuable skills they wouldn't otherwise have access to.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measured through use of teacher survey.

Grades Address: PreK-12 Private-Sector Investment: $12,168

Low-Performing Students: NA State Matching Amount: $5,956

Total Students Impacted: 0 Total Project Investment: $18,124

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Career & Technical Education Grant

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant was awarded to multiple classrooms, schools and the school district to advance CTE programs within the St. Lucie County School District. Two of the grants focused on supporting teachers by funding Industry Certifications in health care and computer science, impacting 171 students. Another related grant provided school supplies for health care related programs, impacting 71 students. We also supported a Culinary Arts program targeted to 27 students and they learned cooking skills, food safety/sanitation and planning skills. Resources can be reused next year and will likely impact over 150 students. One grant supported a criminal justice investigations program at a university and two other major related programs supported a tour of local businesses interested in hiring work ready students graduating from school as well as a program that taught students soft skills such as respect and hard work in a teaming environment, all impacting a total of 3152 students. We also partnered this year with the local Economic Development Council in coordination with the school district CTE department and guidance counselors.

Project Summary: All of the funded programs were designed to help students graduate with the relevant skills needed to obtain a good paying job or attend college career focused. Selected programs targeted high need industries such as health care, criminal justice, manufacturing, and culinary arts. The School District has created outreach partnerships with local medical centers, manufacturing trade associations, law enforcement, and the Economic Development Council to identify skill gaps and fine tune the classroom experience to match these real needs. The Education Foundation is a full partner that funds these programs and helps students graduate work ready.

Outcomes: Career/Technical Education 92% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Outcomes were measured through actual students that passed certification tests, plus the number of seniors that graduated and the number of juniors that advanced to the 12th grade.

Grades Address: 9-12 Private-Sector Investment: $6,979

Low-Performing Students: NA State Matching Amount: $6,979

Total Students Impacted: 3,392 Total Project Investment: $13,958

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Increasing Graduation Rates

Foundation: St. Lucie County Education Foundation

Project Abstract:

Increasing graduation rates is one of the key strategic initiatives of the School District and this grant is composed of several mini grants. Graduation rates at St Lucie Public Schools have reached historically high rates. We are now over 90% and ranked #5 in the State of Florida. Two of the grants were Intervention Programs assisting 93 at-risk students by providing them a one-on-one direct guidance relationship in order to reduce continuous absences. These programs inspired students to stay in school and to provide a means of support for students who are thinking of college, many are first in their family to attend a college or university. A third program was a district wide initiative that supported 500 low proficiency students (of which 100 were identified as at risk of failing). All were identified as on a track to potentially not graduate. This program was designed to give students a high quality experience in a large ensemble. This program has shown to increase graduation rates by fostering student motivation and increasing academic achievement. It also improved literacy skills, a key indicator of a deficiency that leads to drop outs.

Project Summary: The School District High School improvement plans call for increasing graduation rates and exceed the state average. Intervention programs have been established to assist at-risk students by providing them with a mentor, one-on-one direct guidance relationship, a contact person, and advocate in order to reduce continuous absences which in turn lower the student’s ability to learn, decrease student’s engagement and overall GPA, increase dropout rates and decrease graduation rates. Designed to improve and encourage academic achievement, some students were assigned coaches while others received daily one on one mentoring using advanced technology delivered through tablets to improve performance. Some programs focused on improving reading beyond the grade 3 level. These programs (Bridging the Gap with Technology) engage students for 100 days with intensive mentoring 45 minutes per day. This motivates students to improve grades across all curriculum.

High school students were introduced to post-secondary education opportunities and two programs prepared the students academically and financially in order to qualify and pay for college. This program is called First Generation and is a re-grant. Most First Generation students did not know what their options were regarding higher education, they had fears about going to college, and had misconceptions about college and its costs. Many were at risk of entering college with no experience when it comes to certain processes and procedures such as application, financial aid, registration, and housing. Being an incoming freshman with a limited knowledge in these areas often prevents first generation students from fully engaging in the university setting and may contribute to early departures before the completion of a degree. The First Generation program is directly aligned with The District’s Improvement Plan for 2017-2018 in the area of post-secondary transition and increasing graduation rates. Student activities based on First Generation Sunshine State Standards and Common Core curriculum will implement strategies for improving student readiness for the public post-secondary level based on the annual analysis of the Florida Department of Education High School Feedback Report. Participants in the First Generation Program will be the first in their family to achieve post-secondary status, have been identified as economically disadvantaged (72%) based on free and reduced lunch data, and low performing (24%). Bi-monthly student meetings and parent workshops provided support to at-risk students and their families through group counseling and assistance with the college admission and financial aid process. Financial Aid advisors from local colleges met with parents and assisted them with financial aid applications. Students and their parents participated in college visits meeting with freshman admission counselors, faculty members and students who were currently enrolled. These visits allowed students to experience the college campus first hand, and gain information about mentoring programs to assist them in navigating the college terrain; providing them the tools and support that they needed to become involved on campus, feeling more integrated in the college community as in coming freshman.

A third program was designed to give students exposure to high level mentors which in turn motivated 500 at risk students to concentrate on academic work and stay in school. Across the county, approximately 500 at-risk students were identified by grade point averages below a 2.0 and who were enrolled in intensive reading classes because of low test scores, many who have a history of attendance and discipline issues. It was the purpose of this grant to see these at-risk students attain academic success and graduate with standard high school diplomas. St. Lucie County identified students who scored a level 1 or 2 on the FCAT in reading or FCAT math (or Algebra and Geometry EOC’s), who also qualify for free and reduced lunch.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes The goal of all intervention programs is to increase student academic success for at-risk or low performing students through mentorship programs which are geared towards increasing attendance and GPAs, decreasing dropout, increasing graduation rates, and decreasing disciplinary issues. In addition, this program encouraged students to think about and plan for the future beyond high school and to encourage/motive them to goal set toward successfully earning a standard high school diploma.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school

How Outcomes were Measured: Outcomes were measured using actual graduation information from the School District plus completion of college admissions applications from guidance counselors.

Grades Address: K-12 Private-Sector Investment: $5,050

Low-Performing Students: NA State Matching Amount: $5,050

Total Students Impacted: 593 Total Project Investment: $10,100

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Literacy

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant supported two School District wide programs and two classroom programs. The district wide programs included a conference organized by the Early Childhood department titled "St Lucie Speaks and Listens - Early Childhood Conference" which impacted 1,830 students and focused on language and communication skills for K-3 level students. We also supported a re-grant for "History Day". This program exposed students at all reading levels to higher order thinking and analysis and impacted reading skills.

At the classroom level we funded a one-on-one literacy mentoring program designed to help students reach reading proficiency by the third grade. This program provided intensive mentoring to 12 low performing students. 80% of the students improved a minimum of one grade level as measure by the I-Ready tracking system. The final program was funding a third grade classroom library with new books. Students checked out books at a higher rate with the new resources and 50 students demonstrated improvement in reading skills.

Project Summary: The School District has placed a significant emphasis on literacy for students in the K-3 grade levels, recognizing that 75% of high school drop outs can not read proficiently. The School District knows that children will learn and improve Literacy, Reading Comprehension, Language and Communication skills through comprehension and expression. Children learn both social and emotional skills through independence, parallel play, and imitation; and cognitive learning through thinking and problem solving and well as traditional reading exercises. As an example, the Early Childhood Conference taught how a stimulating educational environment, knowledge of child growth and development, professional development and how on- site support, knowledge of the child and their family as well as celebrations of success will improve reading skills. also, History Day is an exciting program that inspires students to conduct independent study and read at much deeper levels. The one on one mentoring program worked with students in a carefully monitored individual experience at the school. Each student received quality reading instructions designed to advance each student one full grade level in reading proficiency, with an 80% success rate.

Outcomes: Literacy 32% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Students advanced one level or more based on a standardized pre test.

Grades Address: PreK-11 Private-Sector Investment: $5,426

Low-Performing Students: NA State Matching Amount: $5,426

Total Students Impacted: 1,915 Total Project Investment: $10,852

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Low Performing Students

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant supported a number of K-8 requests from schools and teachers to help low performing students reach proficiency through a variety of programs, such as literacy programs, using technology to enhance curriculum, and hands on interactive learning programs and an anti-bullying program. All of these programs are targeted to students from low to moderate income households who are also low performing. An example of funded programs includes an anti-bullying program that impacted 649 low performing students and taught them appropriate behavior and responses when bullied. It also taught students why they should not bully. Other programs focused on organizing a math club impacting 364 students, organizing a special math program impacting 550 students, purchasing head sets for I Ready lessons impacting 985 students, providing supplies for a lab focused on a Title 1 school and the purchase of tablets to be used by 165 low performing students.

Project Summary: "Don't be that Kid in School" is an anti bullying discipline program with age appropriate books revolving around an animal character that is bullied by his peers and it demonstrates the struggle, pain and ultimate triumph of this characters' journey. The program was well received in a K-5 school. Two of the mini grants focused on math as a gateway to learning for struggling students and one grant funded math supplies in a K-5 school and used items, like tongue depressors to help demonstrate math concepts. The other helped organize an after class math club at the 3-5 grade level and impacted 364 students as the grant provided resources such as performance books on coaching.

Several programs focused on improving literacy targeted to students from low income households who are also low performing students and include obtaining reading materials and technology, such as iPads. Reading Plus is a proven enhanced literacy program that works with students in small groups and provides incentives for small incremental improvement to motivate the student to continue learning. Some rewards are immediate and the program culminates in a parent celebration. The programs includes a field trip to enhance interactive learning and reinforcing concepts learned in the classroom. Several grants focused on literacy and math and will add software to existing iPads to transform the device into a slate to allow for more interactive use.

Outcomes: Low-Performing Students 30% of student participants showed improved attendance or reduced behavior incidents at school 11% of student participants improved their grade in specific subject area

How Outcomes were Measured: Outcomes were measured through actual advancement of students in grade level reading and math scores.

Grades Address: K-8 Private-Sector Investment: $6,315

Low-Performing Students: 1,841 State Matching Amount: $6,315

Total Students Impacted: 2,882 Total Project Investment: $12,631

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: STEM

Foundation: St. Lucie County Education Foundation

Project Abstract:

STEM studies provide the opportunity to showcase our brilliant young scientists and engineers, while encouraging scientific discovery and innovation in our youth. In St. Lucie County, an area designated as part of the Research Coast, science is an integral part of our local community, culture and way of life. Our STEM programs are an important public display of the relationship between the school district and the local scientific community, which directly aligns with the community's mission of encouraging growth in the fields of science, engineering, technology, and mathematics. This grant supported the annual Science Fairs, two new science labs, a program to help students learn about computer coding, a math program that encouraged creativity and problem solving skills, a program that purchased robots and a garden project, linked with biology.

Project Summary: The annual school Science Fair is one of our largest grants each year with 1,200 students participating from all grade levels, K-12. Fourteen students advanced to the State Science Fair and two students advanced to the International Science Fair in Pittsburgh. This program exceeded our expectations with the number of low to moderate income students participating at 578 students. We also allocated significant funding for two new approved science labs in the school district, which impacted 1150 students. We funded the purchase a new smart white board, computer equipment, lab supplies and new advanced probes that used technology to collect data from experiments. We also funded a math program and purchased new tablets for students. We funded a program that taught 24 gifted fifth grade students how to code computers and we funded the purchase of two robots. Finally we even funded an old fashioned garden project where 69 students not only researched and planted a garden, but collected data and recorded measurements relating to the science of biology.

Outcomes: STEM Education 46% of student participants participated in specific STEM-related activities beyond required course work 32% of student participants showed increased interest in pursuing STEM career 10% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured through improved test grades, independent data collection, and formative observation through a formal judging process.

Grades Address: K-12 Private-Sector Investment: $11,230

Low-Performing Students: NA State Matching Amount: $11,230

Total Students Impacted: 2,500 Total Project Investment: $22,459

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Preparing Students for Success

Foundation: Sumter Schools Enhancement Foundation

Project Abstract:

Using a variety of methods, this project exposed high school students in Sumter County Schools to a range of opportunities to continue learning after high school (including college, university, and technical school), as well as introduced students to professionals in STEM and other fields like radiology, chemical engineering, and nursing. In addition, the Robo-Raiders Robotics team at South Sumter High School participated in multiple events this year.

Project Summary: Over the course of the 2017-18 school year, Take Stock in Children students in Sumter County enjoyed several events that helped them gain exposure to potential careers in a wide variety of industries, including STEM fields. Each student was also paired with a volunteer mentor - a supportive adult who could help the student navigate the ins and outs of high school to prepare for graduation. In addition, College Readiness meetings held throughout the year improved student familiarity with concepts such as self-advocacy, transcripts, community service, types of financial aid, and personal branding. The meetings also covered "College Checklists" of tasks that need to be completed in each year in order to stay on target for graduation. In October, TSIC held a FAFSA and Financial Aid workshop designed to help students navigate the Free Application for Federal Student Aid, and in December held a workshop centered around ACT and SAT test preparation. In January, we decided to change things up and held a Career Exploration Tour field trip to Langley Medical Center in Sumterville. Students toured the facility and spoke to professionals about radiology and other services offered. At least two students on the tour expressed an interest in going into radiology as a career after the tour. In February, 31 students participated in the Overnight Campus Tour. This year's tour was in Tallahassee, where we toured Florida State University, Tallahassee Community College (including a panel discussion with partner colleges Flagler College and Thomas College), and Lively Technical Center. This tour helped students who may not have the financial means to take an extensive college tour discover new schools and exposes them to the range of possibilities for continuing education after high school. TSIC intentionally includes schools from different levels (university, state school/community college, and technical school) to make sure that students know that there are options. Students in grades 9-12 attended the trip, and it may ultimately help graduation rates as it gives students something to strive for, knowing that post-secondary education can be in their reach. In April, students benefited from two different events in Sumter - Career Speed Dating and Computer Literacy. Career Speed Dating allowed 35+ students to meet and interact with 10 different professionals in fields including: detective, Homeland Security, speech pathology, chemical engineering, radiology, nursing, law, university president, entrepreneurship, and journalism. The Computer Literacy course was designed for the seniors who received laptop computers (and bags full of books and supplies) upon graduation. The curriculum was designed to introduce students to basic computing concepts ranging from search engines and browser basics to simple networking diagnosis and social media skills. During the workshop, students picked a topic and had a brief research period before presenting the topic to the rest of the group. This interactive element encouraged analytical thinking, and was mentioned by numerous students as their favorite part of the workshop.

Now in its second year, the Robo-Raiders robotics team at South Sumter High continued to learn about building and programming robots, and developing teamwork skills. Six students participated this year, and all maintained or improved their grades in STEM-related classes. More experienced team members helped new teammates learn how to make a prototype, which they were able to accomplish after a few tries. Although they faced several challenges early in the season, the team successfully participated in several practice events and competitions in Central Florida.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants completed and passed career/technical education certification 58% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 92% of high school senior project participants graduated from high school 79% of student participants made progress toward graduating high school 2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

STEM Education 90% of student participants participated in specific STEM-related activities beyond required course work 56% of student participants improved their grade in STEM subject area 16% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: CTE outcomes were measured through self-reported data from student surveys conducted at the end of the year, data from Skyward grading system and data from school district.

Graduation outcomes were measured with district data.

STME outcomes were measured throuhg participation in Robo-Raiders Robotics team, participation in Career Speed Dating, participation in Langley Medical Center Career Exploration tour, student-reported data and Skyward data (students who improved STEM grade by at least one point).

Grades Address: 9-12 Private-Sector Investment: $19,504

Low-Performing Students: NA State Matching Amount: $19,443

Total Students Impacted: 61 Total Project Investment: $38,947

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Mini Grants for Teachers

Foundation: Suwannee Foundation for Excellence in Education

Project Abstract:

This grant project was able to directly impact 83% of the students in Suwannee County Schools. The majority of grants by teachers were for books for their classrooms. These books were used to build a love of reading and improve early literacy. Over 50% of teacher grants were written by elementary teachers. There is a huge need for books in our classrooms, and these grants helped with that. The most significant measurable outcome was a Kindergarten teacher being able to have her entire class on a Kindergarten reading level by the end of the year. Another teacher went from 5% proficient to 72% proficient. The state's big push right now is gains and proficiency, so our grants helped these teachers reach almost unattainable goals this year.

Project Summary: These grants were available to every classroom teacher in Suwannee County. Teachers applied for grants for: books for their classrooms, tablets to help with small group instruction/ESE students, Star Wars writing curriculum, math manipulatives, Ozobots for science, wireless listening stations for early readers, musical instruments, art supplies,STEM kits for 4th graders, and many other things. The overall theme was literacy, from Kindergarten classes to senior English classes at our high school.

Outcomes: Literacy 100% of student participants showed increased participation in reading

Low-Performing Students 38% of student participants improved their grade in specific subject area

STEM Education 100% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy and low performing student outcomes were measured through many different sources including I-Ready, final exams, fluency tests, and FSA.

STEM outcomes were measured through journal entries and test scores.

Grades Address: K-12 Private-Sector Investment: $10,055

Low-Performing Students: 400 State Matching Amount: $10,055

Total Students Impacted: 4,924 Total Project Investment: $20,110

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Mini-Grants for Schools

Foundation: Suwannee Foundation for Excellence in Education

Project Abstract:

There of the eight schools in the Suwannee County School District was offered $1,000 to receive upon submission of a mini- grant application. The allocation could have been used on non-consumable items that impact the entire school or specific departments such as media centers, English departments, math departments, school grounds, school projects, etc. All mini- grants had to focus on impacting students and teachers in the following areas: career/technical education, increasing graduation rates, literacy, low-performing students, STEM education, or teaching quality.

Project Summary: These grants funded numerous project for several of our schools. One high school art department was able to purchase tools to help students become entrepreneurs. Another grant was used to help a smaller school purchase technology that could be used by every student in the school. These grants were not as popular as I would have hoped they would be. I feel like the administrators of some schools had too much going on and just weren't able to take advantage of this opportunity.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification

Literacy 100% of student participants showed increased participation in reading

How Outcomes were Measured: CTE outcomes were measured using Certification Tests.

Literacy outcomes were measured by using Accelerated Reader, iReady, and classroom activities.

Grades Address: K-8 Private-Sector Investment: $6,950

Low-Performing Students: NA State Matching Amount: $6,950

Total Students Impacted: 3,803 Total Project Investment: $13,900

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Aquaponics Outdoor STEM Lab and Classroom (Phase II)

Foundation: Taylor County Education Foundation

Project Abstract:

Taylor County High School created an outdoor classroom to focus on sustainable systems and to improve student behavior and engagement using innovative methods. Our current outdoor aquaponics lab was equipped with standing desks and portable whiteboards to convert it into an outdoor classroom. Solar panels were installed to focus attention on green energy and sustainability. As a result of this program, referral numbers are down, student engagement for struggling learners is up and students in honors classes began a school recycling program to continue our school green movement.

Project Summary: Using Duke Energy and matching grant funds the current aquaponic lab was improved so that it could be powered with alternative energy and also become an outdoor classroom utilizing the latest strategies to improve focus and attention. With the help of an outdoor classroom equipped with standing desks, we improved behavior in science class for struggling students and inspired students to begin a green school movement by studying sustainable systems (aquaponics) and energy sources (solar panels). As a result of this program, referral numbers are down, student engagement for struggling learners is up and students in honors classes began a school recycling program to continue our school green movement.

Outcomes: Low-Performing Students 71% of student participants showed improved attendance or reduced behavior incidents at school 62% of student participants improved their grade in specific subject area 25% of student participants improved their overall grade(s) in school

STEM Education 91% of student participants improved their grade in STEM subject area 83% of student participants showed increased interest in pursuing STEM career 39% of student participants participated in specific STEM-related activities beyond required course work

How Outcomes were Measured: Low performing student outcomes were measured through referral data compared from last year to this year.

STME outcomes were measured through student survey before and after the project.

Grades Address: 9-12 Private-Sector Investment: $10,600

Low-Performing Students: 125 State Matching Amount: $10,500

Total Students Impacted: 230 Total Project Investment: $21,100

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Union County Staff Development

Foundation: Union County Education Foundation

Project Abstract:

The primary goal of the Union County Educational Foundation's grant was to fund professional development opportunities for teachers. The grant allowed the school district to fund stipends for 36 teachers to become Clinical Ed certified and to also fund an instructor for the Clinical Ed classes. In-house professional development opportunities were given to all teachers under the direction of the Director of Curriculum and Accountability as well as school level administration. These professional development opportunities allowed teachers to take a deeper dive in math and ELA standards. These opportunities provided teachers with the knowledge to align curriculum and ensure students are receiving the instruction necessary to increase academic achievement. The remainder of the grant was expended on 40 individual Chromebook computers for our kindergarten classrooms.

Project Summary: The Union County Educational Foundation (UCEF) provided teachers with an opportunity to plan lessons and instructional strategies after school and during the summer months. This grant enabled teachers to plan and engage in professional development activities after school, therefore not pulling them from regular instructional time. Teachers were provided the opportunity to meet as grade level teams to vertically plan to align curriculum with cohorts of students which will eventually improve graduation rates. The UCEF feels that this was crucial to improve instructional strategies to address the specific needs of all students. This project also allowed teachers time to create high-quality lesson plans that differentiate instruction and focus on grade-level standards. The Union County School District had approximately 30 new teachers begin the 17/18 school year. This grant also enabled reading/math coaches along with veteran teachers to instruct novice teachers how to dig deeper into the standards. Monthly professional development sessions were planned and implemented during the 17/18 school year.

The UCEF also provided funding for 40 student classroom chromebooks. The Union County School District is striving to make computers available for every student in the all classrooms K-12.

Outcomes: Teaching Quality 98% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards

How Outcomes were Measured: Outcomes were measured through our Marzano Evaluation system through observations done by district level and school- based administrators.

Grades Address: K-12 Private-Sector Investment: $12,534

Low-Performing Students: NA State Matching Amount: $12,534

Total Students Impacted: 2,000 Total Project Investment: $25,067

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Striving for a Re-Volusia-nized System

Foundation: Futures Foundation for Volusia County Schools

Project Abstract:

Striving for a Re-Volusia-nized System impacted 4,225 students throughout the Volusia County School District. Fifteen programs in 13 Volusia county schools focused on low performing students and/or literacy projects. Expansion of tutoring programs and technology implementation assisted K-5 low-performing students to increase their reading, writing, math, and science skills to the necessary grade level by using the same classroom materials as their peers. Utilizing Florida Standards, curriculum, and strategies, coupled with tutoring, the SDEF grant funded projects increased the proficiency levels of our K-5 students. Low-performing students have increased their scores on the ELA, VLT, VMT, and SMT. Quantitative data will was obtained through program software like IXL, iStation, Freckle, BrainPOP, and ESGI assessment software. Student questionnaires, focus groups, and interviews enabled us to gather qualitative data showing identifiable characteristics and traits that resulted because of the programs’ implementation. Funding provided the necessary salaries and benefits of tutors & substitutes, program staff training, travel, STEM materials, and technology for increased individualized instruction for these low-performing students and literacy needs.

Project Summary: FUTURES focused on schools that implemented programs which increased literacy and/or helped low-performing students. The Striving for a Re-Volusia-nized System enabled these low-performing students to improve their skills in math, reading, writing, and science. This program was facilitated with the guidance of tutors, technology, software, and STEM projects. Shifts in education reinforce the need to make learning equitable in the 21st century for the diverse learning needs within all classrooms. Students who were placed in the tutoring programs were given further direction on their classroom materials and textbooks which aligned with curriculum. Students increased their comprehension in the subject areas with assistance from tutors, technology, software, and STEM projects helped them increase classroom subject proficiency. Individual school programs throughout the 13 schools are meeting the tailored demands of their student population while aligning the Florida Standards and engaging their students. Some examples of the projects completed with SDEF funding during the 2017-18 school year include:

“A” Tutoring (Sweetwater Elementary) – Over a two month period, tutors worked with students individually or in small groups to offer additional instruction and remediation in math, reading and test taking strategies. This program offered free tutoring sessions for students who scored less than proficient on skill mastery and provided individualized learning opportunities outside the regular school day. The tutoring program also targeted students facing retention or struggling in specific content areas. It also gave students an opportunity to receive differentiated instruction to meet their individual needs. Teachers used specific strategies to focus on word problems, phonics, sight words, fluency, comprehension, writing techniques, problem solving and test taking. Based on the Volusia Literacy and Math Tests, students showed growth and performed above district averages.

Academic Intervention (Horizon Elementary) – Horizon Elementary has 770 students in Pre-K through 5th grade. With the socio-economic status of its population declining (approximately 67% were on free or reduced lunch in 2016-2017), Horizon depends on tutoring programs to provide additional assistance to children that struggle academically. Horizon implemented an in-school and after-school tutoring program that served its students with the greatest need. An in-school program was staffed by a tutor who worked with students several days per week until state testing began. For the after-school tutoring, certified teachers provided 45 minutes of instruction up to twice per week in either reading or math. Students’ needs were matched with appropriate research-based intervention materials. Ongoing progress monitoring determined the effectiveness of the interventions and allowed for necessary adjustments that occurred during the duration of tutoring.

DaVinci Club (Citrus Grove Elementary) – The DaVinci Club met twice a week on Thursdays and Fridays from 2 to 3:30 p.m. Thirty 4th and 5th grade students met in a mixed gender club setting at Citrus Grove Elementary School, a Title One school with 76% of CGE students receiving free or reduced lunch. The club served a diverse group of students including ESOL and ESE students. Diversity in achievement levels provided strong reading models for at-risk students. Students spent the first 30 minutes reading and discussing their personal literature choices. The remainder of the DaVinci Club time was dedicated to expressing student literature choices through an array of humanity options such as writing, drama, music, visual arts, and STEM. Students wrote a plan for their project which included why they wanted to do the project, what materials they

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes needed, the research required, as well as a timeline for the project. Upon completion, students evaluated their final products. Sharing of artistic expression occurred both during the club time as well as via the club’s Seesaw Blog.

Otters Celebrate Learning (Cypress Creek Elementary) – The Area of Focus for this after-school tutorial program included students in the lowest 30% in Reading and Math in Grades 3 - 5 along with students performing below the district's proficiency average in the content areas. When specifically looking at the pre/post reading comprehension data collected at the beginnning of the tutorial program and then again at the end of the tutorial program, 16 out of the 24 Grade 3 students made gains, 10 out of the 21 Grade 4 students made gains, and 3 out of the 10 Grade 5 students made gains; equating to 53% of CCE’s most-at-need lowest 30% who attended the tutoring program with both pre and post data, made gains.

Teachers as Tutors (Timbercrest Elementary) - The goal of Timbercrest Elementary’s (TE) Teachers as Tutors program was to provide additional ELA (reading and writing) support to our lowest performing students, three days a week on Monday, Tuesday, and Thursday throughout the school year. As TE strives to prepare students to compete as 21st century learners, TE recognized that all students must be embraced, developed, and provided the additional supports needed to meet the English-Language Arts (ELA) requirements that are outlined in the Florida State Standards. The classroom teachers identified students based on their academic history, placement testing data, and/or district/state ELA scores. Students with the greatest needs met with the classroom teachers in small differentiated groups during their 30 minute intervention block to receive immediate and intensive intervention. The in-school tutors also met with a small group or lead the remaining students in a whole group lesson.

Outcomes: Literacy 51% of student participants improved in a standardized reading skills test(s) 42% of student participants showed increased participation in reading 30% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 51% of student participants improved their overall grade(s) in school 46% of student participants improved their grade in specific subject area 19% of student participants showed improved attendance or reduced behavior incidents at school

How Outcomes were Measured: Literacy outcomes were measured through comparisons between the first and the final Literacy Standards Monitoring Test scores, usage records and scores from various software programs, library student records, student surveys and self- evaluations, teacher created tests, and other Florida Standards approved writing and reading assessment tools. Software programs, many of which were provided by these grant funds, included ESGI Assessment software, iStation curriculum and assessment software, BrainPOP site licenses, and Freckle software.

Low performing student outcomes were measured through comparisons between the first and final math, science, and literacy standards monitoring test scores, usage records and scores from various software programs, attendance and incident reports, administrative walk-throughs, teacher created tests and surveys, and other Florida Standards approved writing and reading assessment tools.

Grades Address: PreK-5 Private-Sector Investment: $101,953

Low-Performing Students: 1,984 State Matching Amount: $82,593

Total Students Impacted: 4,225 Total Project Investment: $184,547

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Wakulla Springs STEM

Foundation: Wakulla Foundation

Project Abstract:

STEM is at the forefront of education, this project allowed 5th grade students to study and explore mathematical concepts tied into science and history. The students spent time in the field to receive hands-on exposure to science and data.

Project Summary: The goal of this project is to provide Wakulla County students and educators with materials which allow them to learn about this region's cultural, historical, environmental, and archaeological heritage. The specific objectives in meeting this goal are a) to develop lesson plans and course materials, in science, social studies, and other areas, which incorporate the work being done at Wakulla Springs with the specific Florida standards to be taught by grade level; b) to develop these plans in a way which allows teachers and educators the option of having courses both directly in the field and indirectly in the classroom, using both the curriculum materials and artifacts and other materials from the region; c) to incorporate feedback from teachers and students on use of these materials and experiences in a way which allows for their continuing improvement, effectiveness, and conforming to the appropriate Florida standards through experience.

Outcomes: STEM Education 62% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured through success on the 5th grade Florida Standards Assessment for the 2017-18 school year.

Grades Address: 5 Private-Sector Investment: $15,886

Low-Performing Students: NA State Matching Amount: $15,786

Total Students Impacted: 351 Total Project Investment: $31,673

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: 3rd Walton ECET2

Foundation: Walton Education Foundation

Project Abstract:

Walton County School District held its ECET2 (Elevating and Celebrating Effective Teaching and Teachers) Convening on February 24 at the Hilton Sandestin Beach Golf Resort and Spa. 117 Educators from 16 of Walton's 19 public, charter, and magnet schools convened to listen to speakers and participate in colleague circles and breakout sessions led by their peers. The principals selected participants from their schools according to the recommended criteria provided by the planning team. The planning team consisted of two teacher leaders a High School English Teacher and aThird Grade Teacher. Also involved in the planning were a Teacher on Special Assignment in the Curriculum and Instruction Department, Curriculum Coordinator in the Curriculum and Instruction Department, and a Literacy Coach. The ECET2 day included Walton's Teacher of the Year as the Keynote speaker, two colleague circles, two breakout sessions that over 80% of participants found to be useful for future instructional practice and ending the day with the Superintendent of Walton County School District as the closing speaker.

Project Summary: Walton County School District held its ECET2 Convening on February 24 at the Hilton Sandestin Beach Golf Resort and Spa. Educators from 16 of our 19 public, charter, and magnet schools convened to listen to speakers and participate in colleague circles and breakout sessions led by their peers. The principals selected participants from their schools according to the recommended criteria provided by the planning team. The planning team consisted of two teacher leaders Lynne Martin (High School English Teacher at Walton High School) and Laurie Langford (Third Grade Teacher at Freeport Elementary School). Also involved in the planning were Kristy Grey (Teacher on Special Assignment in the Curriculum and Instruction Department), Kim Stafford (Curriculum Coordinator in the Curriculum and Instruction Department), and Davidica McConnell (Literacy Coach).

The first colleague circle was “Closing the Achievement Gap.” For this colleague circle, the planning team chose to sit participants in mixed school groups by level (elementary, middle, and high) in order to create opportunities for networking. Lynne Martin and Laurie Langford, our teacher planners and co-chairs, led this colleague circle. Participants were given rules, prompts, and time for discussion. The second colleague circle was “Maintaining the Momentum.” Participants were seated with members of their school team in order to create a plan and work out thoughts for carrying the ECET2 concept and spirit back to their schools. Lynne Martin and Laurie Langford also led this colleague circle. Break-out sessions focused on Closing the Achievement Gap and Becoming a Teacher Leader.

Outcomes: Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 98% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Outcomes were measure through a post convening survey.

Grades Address: K-12 Private-Sector Investment: $18,753

Low-Performing Students: NA State Matching Amount: $331

Total Students Impacted: 9,750 Total Project Investment: $19,084

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Classroom Grants

Foundation: Walton Education Foundation

Project Abstract:

With Walton County's growth over the last few years our classroom grant program has grown in popularity. In 2017-18 we had 63 applications and were able to award 29 classroom grants. These grants impacted 12 of the 16 schools and almost half of this year's school enrollment in Walton County. Teachers applied in September, the grants were subject to a blind review by a committee of local educators and area business partners, and were awarded in November. The grants were broken into four categories; seven addressed literacy, three grants aided low performing students, 10 concentrated on STEM education, and three helped in the area of teaching quality. These funds helped purchase things like ukuleles, robots, fast feedback clickers, math manipulatives, ipads, computers, reading apps, lego architecture kits, robotic bees, solar race cars, books, an Alexa and so much more! All classrooms reported a positive response from these grants and had standardized tests that proved that these grants improved student learning. Teachers that have participated in this program repeatedly say how much these grants that range from $1,000 - $1,500 impact their classroom and they couldn't imagine teaching without them.

Project Summary: In the Fall of 2017, 63 teachers in the 16 Walton County public, charter and magnet schools submitted grant applications to the Walton Education Foundation ranging from $400 to $1,500 a piece. In October, local educators and area business professionals participated in a blind review to rank the grants based on a review matrix that was approved by the Board of the Walton Education Foundation. With the awarded funds the Walton Education Foundation was able to award 29 grants of almost $28,000 impacting close to 50% of all students in Walton County. This year a new process was followed and all purchasing was done at the school level instead of by the Foundation. Overall, this change was well received and brought more recognition to the Walton Education Foundation district wide. It also gave ownership to the teachers and their schools. 97% of all grant recipients showed an improvement in grades or test scores because of these funds. Only one grant was not purchased in time to be used during this school year.

Outcomes: Literacy 100% of student participants showed increased participation in reading

Low-Performing Students 96% of student participants improved their grade in specific subject area

STEM Education 100% of student participants showed increased interest in pursuing STEM career 100% of student participants improved their grade in STEM subject area

Teaching Quality 100% of teacher participants demonstrated change in or increased use of effective instructional strategies 100% of teacher participants showed/reported increased ability to teach in a specific content area tied to the FL Standards 100% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Literacy outcomes were measured through STAR Reading Assessment, other district assessments and Accelerated Reader Progress Reports.

Low performing student outcomes were measured through STAR Reading & Math tests.

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes STEM outcomes were measured using STAR Testing, Increased subject area book check outs from library, student led discussions on women in STEM related fields, EOC Exams and other district wide tests.

Teaching outcomes were measured through surveys.

Grades Address: K-12 Private-Sector Investment: $15,931

Low-Performing Students: 53 State Matching Amount: $15,450

Total Students Impacted: 3,219 Total Project Investment: $31,381

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: Certified and Ready to Work

Foundation: Florida Panhandle Technical College Foundation (Washington County)

Project Abstract:

The Florida Panhandle Technical College Foundation project provides financial assistance to high school students who are dually-enrolled in career and technical programs at the Florida Panhandle Technical College. These students are not charged tuition for their CTE Programs, however, there are often other cost associated with their enrollment, such as uniforms and program related equipment and supplies. More importantly, the project pays for the cost of industry certifications and state licenses that are required by their respective industries to enter high-wage occupations. These certifications also can articulate into college credits if students decide to continue their education in their program of study.

Project Summary: This project involved high school students who are dually-enrolled at Florida Panhandle Technical College in career and technical education programs. High school students can enroll in 25 different programs leading to industry certification or state license. Industry certification refers to certification issued by an occupational or industry group to signal the completion of particular training or the mastery of knowledge and skills for a particular job or job category. Most technical jobs require some form of industry certification or state licenses as a prerequisite to hiring. Industry certifications are developed and offered by professional associations, state licensing agencies or industry groups, where industry representatives convene and establish industry-wide standards and measures which are then adopted by their members. In other cases, individual companies (e.g. Microsoft, CompTIA) offer proprietary training and certifications in the use of particular products, such as software or equipment. FPTC develops and maintains programs and courses according to industry needs; identifying the skills needed for today's job market by working closely with local employers and industry professionals. For some students, the CTE programs are an introduction into a career field that may eventually articulate into a higher level collegiate degree. For example, students who complete the Patient Care Technician program may continue on to the Practical Nursing Program or a two or four year degree nursing program. The industry certifications earned by students will articulate into college credits in the specific program area. Student achievement in CTE programs is measured by completion of OCPs, grades, and industry certifications. The project provides financial assistance to pay for specialized books and references, supplies, personal equipment or tools, uniforms, insurance (liability insurance for allied health programs' clinical rotations), and state licensing fees or industry certifications.

Outcomes: Career/Technical Education 100% of student participants enrolled in career/technical education courses or programs as a result of project activities 100% of student participants made progress toward completing career/technical education certification 92% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Outcomes were obtained from our student records system and part of the required reporting to the Florida Department of Education.

Grades Address: 10-12 Private-Sector Investment: $12,218

Low-Performing Students: NA State Matching Amount: $12,218

Total Students Impacted: 61 Total Project Investment: $24,436

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes Project Title: FPTC Volunteer STEM Project

Foundation: Florida Panhandle Technical College Foundation (Washington County)

Project Abstract:

FPTC STEM Club will provide exciting STEM opportunities in electronics, robotics, rocketry, energy, and engineering to students in grades 4 -12. We support three high school Team America Rocketry Challenge (TARC) teams. The project is lead by FPTC “instructor volunteers” and community volunteers providing students with engaging, hands-on experiences to help them master concepts in science and technology through innovative activities and competitions. Students learn to analyze and solve problems using the engineering design process and applied math, science and technology skills. This program will also help students to develop critical life skills such as communications, teamwork, leadership and project management. We will be adding a Science Saturday Program once a month to provide 4th and 5th grade students opportunities to explore meteorology, chemistry, rocketry, drones, robotics, physics, and energy.

Project Summary: Serving students in 4th -12th grade, our STEM Project participants designed and launched straw, bottle, and solid fuel rockets. Under the tutelage of John Hansel, retired Naval Surface Warfare Engineer, we continued Team America Rocketry Challenge (TARC) for 7th through 12th graders, and add a third competitive team this year. The Team America Rocketry Challenge (TARC) is the world’s largest student rocket contest and a key piece of the aerospace and defense industry’s strategy to build a stronger U.S. workforce in science, technology, engineering and mathematics (STEM). Sponsored by the Aerospace Industries Association (AIA) and the National Association of Rocketry (NAR), TARC was created in 2002 as a one- time celebration of the Centennial of Flight, but by popular demand became an annual program. Each year, Team America Rocketry Challenge’s rules and scoring parameters challenge the students' ingenuity and encourage a fresh approach to rocket design.

Through the FPTC STEM Club’s partnerships with FSU STEM Institute, Gulf Coast State College, NAVSEA, Embry-Riddle Aeronautical University, and the Navy’s SeaPerch program, students constructed and competed with the SeaPerch ROV. The STEM challenge is to increase enthusiasm for these vital fields of education, and the SeaPerch program is committed to doing just that through innovative, hands-on, and engaging activities and curriculum. The SeaPerch Program is run by the Office of Naval Research through its National Naval Responsibility for Naval Engineering (NNRNE) program. We implemented an energy curriculum developed by the National Energy Education Development Project (NEED). Learning and Conserving explores energy consumption and conservation using the local school as a real-world laboratory. This project provided students with comprehensive information on energy consumption, its economic and environmental effects, and energy conservation and efficiency. Students engaged in activities with Arduinos. The Arduinos are open-source physical computing platforms based on a simple microcontroller board and a development environment for writing software for the board. More simply stated, you load on some code and it can read sensors, perform actions based on inputs from buttons, control motors and accept shields to further expand its capabilities. Students also had a development platform with 5 outputs (LEDs and buzzer), 5 inputs (buttons), and serial for debugging.

Outcomes: STEM Education Outcomes were unable to be measured due to unforeseen staff changes.

Grades Address: 4-12 Private-Sector Investment: $1,258

Low-Performing Students: NA State Matching Amount: $1,258

Total Students Impacted: 20 Total Project Investment: $2,515

2017-18 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes