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 2016-17 school year, the State of Florida has appropriated nearly $38.9 million, which has been leveraged with private-sector contributions to total more than $81.5 million for eligible local projects.

State vs. Private Investment Since Program Inception In 2016-2017, the School District Education Foundation Matching Grant Program:

• Saw an investment total of $10,980,542 • $4.5 million in State allocation was matched with nearly $6.5 million in private-sector investment • 60 school districts participated and 151 projects were funded • $1,057,238 total students impacted, including 42,408 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

ABC Fence • Achieva Credit Union • AD Morgan Corp • AECOM • Aerojet Rocketdyne • AFCEA • Ajax Building Corp • Allstate Construction • Amaturo Family Foundation • Ambal • Amscot • Andretti Thrill Park • Aon • Arthur J. Gallagher & Co • Ashley & Brown • AT&T • Atkins Global • AXA Equitable Life Insurance Company • B&I Contractors • Bailey Group • Bank of America • Bank of America Foundation • Baptiste Foundation • Battlefield Okeechobee • Bay Foundation • BB&T • BBX Capital Foundation • Beach Brawl SK8TR Dolls Roller Derby Team • Beaver Toyota • BECON • Bethesda Foundation • Bill & Melinda Gates Foundation • Black Diamond Foundation • BMG Money • Boeing Company • Boeing ECF • Bond Foundation • Bostick • Branford Rotary Club • Bright House Networks • BrightStar Credit Union • Bristol-Myers Squibb • Broward Principal's & Assistant's Association • Byrd Family Foundation • Byrski Law • Cape 912 • Capital City Bank • CareerSource Pinellas • Carlisle Interconnect Technologies • CarMax • Caspers • Catalina Marketing • CenterState Bank • CenturyLink • CFADA • Charles and Miriam Wood Foundation • Charles Murray Memorial • Charlotte Harbor Dragons • Charlotte State Bank • CHELCO • Chipley Gun and Pawn • CIO Council • Citi • Citizens State Bank • Community Credit Union • Community First Credit Union • Community Foundation for Brevard • Community Foundation for Palm Beach and Martin Counties • Community Foundation of Broward • Community Rehab Associates • Community South Credit Union • Covanta Energy • Cox Communications • CPPI • Crown Automotive • Crystal Automotive • Cypress Creek Elementary PTA • Daniels Funeral Home • DBK • Disney Worldwide • DITEK • Dubow Family Foundation • Duke Energy Foundation • ELC • Employee Payroll Deduction • Ensite • FairWarning • Farris Foundation • Finch Fire and Water • First Federal Bank of Florida • The Fischer Group • Flagler Hospital • Florida Atlantic University • Florida Blue • Florida Credit Union • Florida Hospital • Florida Power & Light • Florida Sport Fishing Association • Food and Nutrition Services • Ford NGL • Fort Lauderdale Country Club • Four Corners Junior Women's Club • Friends of the Environmental Studies Center • Gallagher Benefit Services • Galloway Foundation • Gators Helping Gators • GBSI • General Fundraising Events • General Mills Box Top Program • The GEO Group • George Marks Elementary PTA • Gerdau Lightning Foundation • GLACC Foundation • Glades Electric Cooperative • Greater Fort Walton Beach Women's Club • Gulf Breeze Optimist Club • Gulf Power Company • Gulf Power Foundation • Hans & Clay Jacobsen Foundation • Harris Corporation • HE Hill Foundation • Health First • Heard Construction • Helios Education Foundation • Heritage Insurance • Hilton Sandestin Beach Golf Resort & Spa • Horizon Elementary PTA • Hsu Family Education Foundation • IAP World Services • Individual Donors • Information & Technology/BETS • Jabil • JDL Technologies • JM Family Enterprises • Junior League • Keiser University • Kent Foundation • Kiwanis Club of Central Broward • Kiwanis Club of Okeechobee • Koski Family Foundation • Lane's Outdoor Equipment • LCEC • Lenovo • License for Learning Tag funds • Lighthouse Foundation • Lions Club of Daytona Beach • Lockheed Martin • Lord and Son Construction • Manatee Memorial • Marion County Medical Society • McFatter Technical College • Merritt Island Breakfast Rotary • Metrohm • Michael and Kim Ward Foundation • Miromar Outlets • Morgan Stanley Smith Barney • Mosaic • NASA • National Space Club Florida Committee • Navy Federal Credit Union • Nelson Foundation • Northrop Grumman • Nova Southeastern University • NW FL Regional Hospital • Okeechobee Community Theatre • One South• OneBlood • Oppenheimer Family Foundation • Optimist Club • Orlando Magic Youth Fund • Orlando Sentinel Family Fund • OT and Company • Paladin Global Partners • Palm Beach Atlantic University • Panhandle Educators Federal Credit Union • Panhandle Watermelon Festival • Pathways Elementary PTA • Paul B. Hunter and Constance D. Hunter Charitable Foundation • PCS • Peninsula Property Group • Pew Education Fund • Piggly-Wiggly • Pilgrim's Pride • Pittsburgh Pirates • The PLAYERS • PNC Bank • PNC Foundation • Polk State College • Poole Realty • Port of Tampa Bay • Port St. Lucie Women's Club• Propeller Club • Publix Super Markets Charities • Quantum Foundation • R.J. Longstreet Elementary PTA • Rayonier Advanced Materials • Rays Baseball • Rays Foundation • Renovatio YLP • Rice Family Foundation • Richard M. Schulze Family Foundation • RIPA • Rockwell Collins • Ron Jon Surf Shop • Rotary Club of Okeechobee • Rotary Club of Weston • Rotary of Sarasota • Sanibel Captiva Community Bank • Sheridan Technical College • Simpson Environmental • Sistrunk Historical Festival • South Florida Water Management District • Southwest Florida Community Foundation • Spirit Pay • Spurlino Foundation • St. Petersburg Junior League • Stantec • State Farm • Stetson University • Studer Foundation • Sun Trust Bank • Suncoast Credit Union • Suwannee Valley Electric Cooperative • Sweetwater Elementary PTA • SWFL Workforce Development Board • Swift Family Foundation • Tampa Times • The Tapper Foundation • Target • TECO • Thrivent Financial • Timbercrest PTA • Transamerica • Trustmark Bank • TSA Consulting Group • Twin Cities Women's Club • Tyndall Credit Union • Typ Tap Management Company • Umoja Fund • United Way of Indian River County • United Way of Okaloosa and Walton Counties • United Way of Santa Rosa • University of Phoenix • Utility Structures • Verizon • Viera Company • Viera Woman's Club • W.B. Howlands Company • Walmart • Walmart Foundation • Waste Connections • Wells Fargo • Wells Fargo Foundation • Wells, Perry & Hester • Wes Haney Chevrolet • Wesley Chapel Toyota • WestonLawyers.com • WestRock

Career and Technical Education Okaloosa Public Schools Foundation - “We Grow”

WE GROW (Growing Reliable Organic Wisdom) is a program located at the Okaloosa Technical College and CHOICE High School, established to serve the Career and Technical Education (CTE) needs for high school students with disabilities.

The program is a school-based enterprise that provides a learning environment which links students to the community-at-large as well as on-the-job training. Students gain the skills and knowledge necessary to work and live independently. Students in the program can earn school-based certifications in the following areas: Housekeeping Services; Custodial Services; Automobile Detailing; Lawn Maintenance Services; and Gardening Services. In 2016-17, all student participants showed increased interest in career and technical education and all made progress toward completing certification, with two-thirds completing and passing certification requirements.

Quotes from Other CTE Projects:

The students ... are certainly enjoying the field trips, learning about employment possibilities in Marion County, and being exposed to careers they never knew existed. Furthermore, the students are seeing that right out of high school with a standard diploma they can be employed. Many students who thought you could only work in high paying/high rewarding jobs with a 4-year college degree are now realizing that many professions can start with a 2-year degree and they can then continue their education while working to advance in that profession.

Karen Holmes, North Marion High School Counselor, Marion County, Pathways 2 Prosperity

The internship was absolutely amazing. I met so many wonderful people. I also learned different skills that I wouldn’t possibly be able to learn in the classroom setting. This internship really gave me an inside glance into the IT field and I’m so grateful for it.

Amanda Y., Orange County high school student, Orange County Public Schools Internship Program Career and Technical Education

Career and Technical2016-2017 Education 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

Champions for Learning, Collier County “Real World Learning Model: College & Career Prep Program”

The Real World Learning Model (RWLM) is a collaboration between Champions For Learning, Collier County Public Schools, and community partners/volunteers. This program provides students in this economically-needy district with tools to graduate high school, earn a post-secondary education, and transition into the workforce. During 2016-17, the program was expanded to serve eight high schools in the district and a partnership with Future Ready Collier, a group of over 45 organizations focused on getting students college/career ready, was established. Many students in this district would be able to receive financial assistance and have a clear path to post-secondary education and their career goals, but many don’t continue because families lack the knowledge of the resources available to assist with paying for post-secondary education. This then leads to the students not pursuing a degree or taking out costly student loans that can cause a tremendous amount of debt. 100% of 12th grade participants graduated from high school and have a plan after high school graduation and 100% of 11th grade participants reported they intend to graduate. Increasing Graduation Rates

Career and Technical2016-2017 Education Impact Numbers

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

21 different projects for $30/student in state funds. Literacy St. Johns County - Investing in Kids “FLY - Five Learning Years”

Investing in Kids, along with the School District of St. Johns County, assessed a need within the county for early literacy intervention. Pre-K and Kindergarten students are routinely assessed for literacy skills and students who require intervention through these assessments are referred to this program. During the 2016- 17 school year, every Title 1 pre-kindergarten program was provided with a tutor to perform the necessary intervention with underperforming students. Tutors used the Nemours BrightStart! Early Literacy Program and worked with children in small groups of four for 30 minutes a session. On average, students completing the intervention improved their scores by 85%. In kindergarten, on the letter sound and recognition test, scores on average improved over 150%, and 95% of students improved in standardized reading skills tests.

Quotes from Other Literacy Projects: When Craven began the year in my class, he only knew 9% of the sight words, and his Star Early Literacy scaled score was a 666, making him a late Emergent Reader. He lacked confidence, and did not perform well in even a small group of four students. Through the year, I watched his reading skills grow. What also really grew was his confidence! I am proud to say he now knows 84% of his sight words. His scaled score is now 822, making him a Probable Reader. He wrote in his Memory Book, I cannot read at the beginning of the year, but now his favorite thing to do is read. This could not have happened without Americorps! It made a difference in the life of a child.

S. Jacoby, Teacher Socrum Elementary, Polk County, Polk Reads Literacy

Career and Technical2016-2017 Education Impact Numbers

47 Different projects improved reading skills measured on standardized tests for 34,151 students at a cost of $37/student in state dollars.

53% of students improved their score on standardized reading skills test Low-Performing Students Charlotte Local Education Foundation “Literacy at PRE” This project targeted low-performing second graders with deficiencies in learning and literacy at Peace River Elementary School (PRE). Using specific Florida Standards curriculum and strategies, the goal was to move proficiency levels of second graders with intensive study. Low-performing second graders were selected based on free and reduced lunch rates, English as a second language, ability to remain after school and homeless classification. Students were provided with targeted enrichment using computers, texts, and one- on-one learning. Families were invited to participate in the education process as a way to communicate the importance of reading skills necessary to move onto third grade. Extending the school day by one hour, second grade students worked with a teacher using basic reading strategies to improve comprehension, vocabulary and phonics. Specific curriculum was purchased consisting of a project based program with information-filled research sources and a digital nonfiction reading program specifically designed to build close-reading skills for Common Core. 92% of the students increased reading performance. Five of the students made more than a full year’s growth in I-Ready reading.

Quotes from Other Low-Performing Students Projects:

Providing students with a learning environment that provides the necessary resources, materials and guid- ance but encourages them be high-level thinkers on their own has helped them achieve better success in academic standards Low-Performing Students

Career and Technical2016-2017 Education 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 Hamilton County Public Schools Foundation “Robotics, Energy and Electricity” The Hamilton County Public Schools Foundation in partnership with Hamilton County Elementary Schools, the Challenger Learning Center in Tallahassee and LEGO provided supplemental funding toward a 60-hour Robotics, Energy and Electricity enrichment STEM initiative (extension of 2016 summer robotics camp) for fifth grade students. The funding assisted in increasing student and teacher knowledge in science, technology, engineering and mathematics (STEM) and provided opportunities for students to have hands-on experiences with 21st Century skills of critical thinking, creativity, collaboration and communication. Students were given the opportunity to demonstrate knowledge with peers in the classroom setting and during a STEM showcase in May of 2017. Teachers and students had the opportunity to share knowledge and skills learned across schools and with the Challenger Center via teleconference capability at each elementary school. All students showed an increased interest in pursuing a STEM career and 83% showed increased interest in STEM education.

Teacher Quotes Student Quotes “Participating in the STEM program made me feel more “I learned about engineering and comfortable teaching science to my students. I also now I love it!” became aware of the need for the students to engage “I learned from this program that in experiments and the manipulation of objects to learn science is fun.” and grow through exploration.”

Quotes from Other STEM Projects:

We have used the garden to implement plant life science standards such as germination process, plant stimuli, and plant parts in that profession.

Miami-Dade County teacher, Edible Garden Initiative

I have found my people. This is where I belong.

Alex D., Palm Beach County student, FIRST Robotics Program STEM Education

Career and Technical2016-2017 Education Impact Numbers

69 Different initiatives increased interest in STEM education for more than 86,000 students at a cost of $21/student in state dollars.

Student Quotes “I learned about engineering and now I love it!” “I learned from this program that science is fun.” 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 Columbia Public Schools Foundation “Summers Strong Supporting Strong Teachers” Summers Strong Supporting Strong Teachers was a mentoring program tailored to the needs of beginning teachers at Summers Elementary, a school with approximately 600 students from various backgrounds. Because of the diversity, Summers can be a challenging school to start a career in teaching. Teachers implemented the Peers in in Public Practice program that allowed eight teachers to participate in planned observations and debriefing sessions with 13 teachers throughout the entire year. They also implemented a professional learning community (PLC) that met monthly. The PLC was facilitated by a school-based coach and focused on teaching strategies, assistance with upcoming paperwork, questions or concerns in the classroom, and bringing in experts as needed. All participating teachers showed increased knowledge about teaching in general and in a specific subject area and improved attitude and behavior change in teaching method.

Quotes from Other Teaching Quality Projects:

Having paper to make standard-based center activities has helped improve student engagement, attention and interest in math and reading.

Palm Beach County teacher, Red Apple Supplies Teaching Quality

Career and Technical2016-2017 Education Impact Numbers

In efforts to improve instruction, local education foundations augmented already significant efforts with 45 projects reaching more than 9,000 teachers.

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

Before the grant I didn’t quite know how to meet a lot of my computer science standards. …there aren’t trainings, contact meetings, or funds available [from the district] to hire lab teachers, nor are there any real State technology standards that I am required to teach. There are… some international computer literacy standards and … science standards that cover computer technology. Many of these standards require students to collaboratively create a product to help solve a problem. Aside from making PowerPoints all year long, I didn’t quite know how I could address this to the depth required. Because of the grant, I now have many more tools at my disposal to meet these standards. There are numerous lessons that require students to work together to develop a set of troubleshooting steps in order to solve a given problem. These are lifelong skills that can easily be applied to any future life scenario, and having a variety of ways to address these standards helps students learn that these skills are meaningful to learn and that they can be applied metaphorically to any situation in life. Teacher in Brevard County, Bright Ideas Classroom Grants

My grant was for STEM materials to enhance my reading curriculum. As teachers we are always inclined to teach to the lowest percentile of students in our classrooms, but this year I wanted to teach to the top. I was worried that my struggling readers would have a hard time grasping the higher ordered thinking skills, but they proved me wrong! Not only did they enjoy the STEM, but my entire class made learning gains! On the beginning of the year I-Ready Diagnostic my class was 81% proficient in Reading. On the final I-Ready Diagnostic my class is 94% proficient! I could not have asked for better results and I will continue to use STEM in all areas of curriculum. Sharese Sutton, Cottondale Elementary School, Jackson County, One Classroom at a Time

I am thrilled with my class’ improvement in [math] fact fluency. They went from 32% fluent to 84% fluent in multiplication/division facts! Three-quarters of them achieved 100% fluency this year too. My students loved the program and I hope to have access for my students again next year! Emily Morris, DeSoto County teacher, Inspiring Students to Succeed Classroom Grants

I enjoyed the interactive hands-on experiments with my students this year. It was a good experience for teachers and students to interact with parent/grandparent and community volunteers who were all interested in helping the students learn science! We were all able to learn from each other. I learned new content knowledge and was forced to do new things. I loved that!

Traci Lewis, first grade teacher at A.K. Suter Elementary School, Escambia County, Grants for Excellence

My students’ overall class average in WriteScore increased from a 7.3 to 9.1, which I believe is greatly attributed to students writing a factual paragraph...and understanding how to revise/edit and be creative writers. Meaningful learning experiences would not happen without [these funds].

Shelly Mouhot, Brentwood Elementary teacher, Sarasota County, Supporting the Academics Initiative: School-wide Grants 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 Teacher Grants

Foundation: The Education Foundation of Alachua County

Project Abstract:

The Education Foundation of Alachua County funded 16 projects collectively known as Catalyst for Change Grants. 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: In Fall 2016 we launched our Catalyst For Change Grant Program for its fifth year. Catalyst is a competitive grant program meant to be awarded to teachers whose projects show innovation and attempt to affect change in the areas of Literacy, Low-Performing Students, STEM Education and/or Teaching Quality. After receiving 29 grant applications, our grant committee chose to select 16 of the top-scoring grants for immediate funding.

Funding was sent to the winners between October and December, and grant reports were due by May 17, 2017. 5 Notable projects include:

“Robotics, What’s Next?” – Forty-six, 6th grade students at Hawthorne Middle School read the novel House of Robots by James Patterson. After completing the book, students worked in teams to research real-world areas in which robots are currently used. The students then traveled to Tampa to participate in Mission Moonbase, an overnight adventure at the MOSI museum. The interactive nature of this project engaged students and made them excited about engineering and reading. 65% of students increased their reading grade, 78% of students increased their interest in reading, and 89% of students showed an increased interest in pursuing a STEM career.

“Ready to Read to Succeed” – This project which allowed third grade reading teachers at Lawton Chiles Elementary School to collaborate in developing a new reading and language arts curriculum using the Ready Florida English Language Arts program. Out of the 120 participating students, 42 students were low performing on the ELA standards and could be retained in the third grade. Through this project, 100 of the participating third grade students improved in standardized reading tests. This projects also helped the four participating teachers by increasing their knowledge about teaching in the subject area of Reading, and all of them showed changes in their teaching methods.

“An Edible Garden” – This project allowed A. Quinn Jones School, a unique school that serves a challenging subset of students within Alachua County, to engage their students in the School to Table program. The 10 students who participated in the project not only contributed labor and plants, but they also learned about the value of good nutrition. All of the students showed an increase in school attendance and an 89% decrease in behavioral incident reports.

“IXL Math” – A project which allowed Talbot Elementary School to purchase the IXL Math program license for one year, to be used by students in the third, fourth and fifth grade. Approximately 340 students combined spent 1,614 hours and 33 minutes total practicing their math skills using the IXL Math program. They mastered a total of 4,247 skills. A skill is mastered when a student reaches a score of 100. Through utilizing IXL Math, students gained confidence in their math skills which impacted their time on-task in math class.

“We are on” – The Kindergarten team at Idylwild Elementary School was able to implement a year-long Social Studies Unit with a focus on understanding the concept of being a member of a community. The students learned about their family community, school community and local community, while attending five field trips around Gainesville. Out of the 140 kindergarten students, 56 students improved their grade in social studies and their overall grade in school. The seven teachers who participated also noticed that their students showed more compassion and understanding of their classmates and respect for each other, as being an individual in a larger community – which they were able to explore through this project.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 29% of student participants showed increased interest in career/technical education

Literacy 51% of student participants improved in a standardized reading skills test(s) 44% of student participants showed increased interest in reading 11% of student participants showed increased interest in writing 6% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 3% of student participants improved their grade in specific subject area 3% of student participants showed increased interest in performing well in school 2% of student participants improved their overall grade(s) in school

STEM Education 59% of student participants showed increased interest in STEM education

Teaching Quality 92% of teacher participants showed increased knowledge about teaching in specific subject area 88% of teacher participants showed changes in behavior in their teaching method 86% of teacher participants showed increased knowledge about teaching in general 86% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Students who participated in CTE were given surveys before and after.

Students who participated in literacy programs were given a standardized test before and after the project was complete to measure their improvement. They were also given surveys before and after to determine if they had an increased interest in reading after participating.

The two assessments that were used to measure the improvement of the participating low-performing students were the Ready Florida LAFS Interim Tests and the Florida Standards Assessments (FSA). Another method used was grade reports and monitoring behavior to see if there was a drop in referrals.

The STEM students who participated were given an inventory before and after the project.

Teacher participants were given surveys before and after the project. Another method used was a meeting between teachers who participated, in which they discussed whether or not they had increased knowledge in the areas targeted.

Grades Address: K-12 Private-Sector Investment: $34,735.03

Low-Performing Students: 4,375 State Matching Amount: $34,557.69

Total Students Impacted: 7,456 Total Project Investment: $69,292.7

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: ElevatEd Teacher Conference

Foundation: The Education Foundation of Alachua County

Project Abstract:

Teachers across Alachua County attended our 2nd Annual ElevatED conference. The theme for this year’s event was “We Rise.” The planning committee consisted of teachers, school district staff, Education Foundation staff and a community member. The goal of the event was to inspire and empower teachers to grow, collaborate with their colleagues, and lead efforts to not only strengthen their own practice, but to also transform the teaching profession. The conference consisted of a morning whole-group session where Vera Jones, author and motivational speaker, inspired and uplifted teachers. The late morning and afternoon was spent attending breakout sessions taught by Alachua County teachers. The most significant measurable outcome was that 92% (71/77) of survey responders confirmed the conference helped to improve their overall attitude toward teaching.

Project Summary: On February 4, 2017, almost 100 Alachua County Public School teachers attended our 2nd Annual ElevatED conference. The theme for this year’s event was “We Rise.” The planning committee consisted of teachers, school district staff, Education Foundation staff and a community member. The goal of the event was to inspire and empower teachers to grow, collaborate with their colleagues, and to lead efforts to not only strengthen their own practice, but to also transform the teaching profession. The conference consisted of a morning whole-group session where Vera Jones, author and motivational speaker, inspired and uplifted teachers. The late morning and afternoon was spent attending breakout sessions taught by Alachua County teachers: • Clickers, Apps, and Gadgets…Oh My! • The Inclusive Classroom: Reaching the Few, Keeping the Many • Homestyle Grits • Open Mic • For the Love of Reading • Games for Learning • The Positive and Productive Elementary Classroom • Real-life Science with Project-Based Learning • ElevatED Community Committee

Teachers were given descriptions of the breakout sessions in order to decide which sessions would best fit their needs. At the end of the day they were able to break into small groups and discuss education topics of their choice. The most significant measurable outcome was that 92% (71/77) of survey responders confirmed the conference helped to improve their overall attitude toward teaching. Additionally, since the conference, teachers who attended have continued to get together to have smaller professional development discussions.

Outcomes: Teaching Quality 92% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: All conference attendees were asked to fill out a post-conference survey.

Grades Address: K-12 Private-Sector Investment: $9,184.66

Low-Performing Students: NA State Matching Amount: $9,184.65

Total Students Impacted: 28,000 Total Project Investment: $18,369.31

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Take Stock in Children Students Soar to Graduation!

Foundation: The Education Foundation of Alachua County

Project Abstract:

The Education Foundation of Alachua County focused on enhancing the level of college and career readiness services provided to their Take Stock in Children Students by offering a series of workshops covering various topics such as: career exploration, college admissions, scholarship and essay writing, financial aid applications, and college tours. 284 students participated in the workshops. 100% of the 245 participating students in grades 8-11 successfully made progress toward high school graduation, and 100% of the 39 high school seniors graduated from high school. This was an 8% increase compared to the graduation rate for the 2015-16 school year.

Project Summary: This year our focus was on enhancing the level of college and career readiness services we were able to provide to our Take Stock in Children Students. We chose to implement these enhancements by offering a series of workshops covering various topics such as: career exploration, college admissions, scholarship and essay writing, financial aid applications, and college tours.

Starting in July 2016, our Take Stock in Children (TSIC) staff held planning meetings to create the curriculum for each workshop. On July 28, 2016, we held a Scholarship and College Essay writing workshop for all 39 of our rising TSIC Seniors. During this workshop our TSIC Student Advocate had one-on-one meetings with each student in their caseload. At this meeting the advocate reviewed each student's current academic standing, senior year schedule, and plans for college. This allowed each advocate to create an individual action plan for each student in their caseload and provide tailored services throughout the year.

On September 30, 2016 we took 42 students on a tour of Santa Fe College and the University of North Florida (UNF). While on this tour students were able to hear from admissions officers, as well as Take Stock in Children alumni at each of these institutions. Students were able to talk to housing representatives at UNF. This tour also allowed the students to get a better understanding of the academic differences between high school and college such as: credits, degree options, class schedule structure. In addition the students were introduced to a variety of resources available to college students that can help make the college transition smoother.

On October 4, 2016 we held a Financial Aid workshop for our entire senior class. At this workshop all students filled out the Federal Application for Student Financial Aid as well as heard from community representatives about additional scholarship opportunities.

On November 5, 2016 and February 25, 2017 we partnered with two area Chambers of Commerce to provide Career fairs for our students. The careers represented at these events were selected based off of in-demand opportunities as well as careers our students indicated interest in.

On November 7, 2016, we held an event entitled "Preparing for High School Success," which allowed our eighth grade students and parents an opportunity to hear about the various magnet programs in our county and hear from current students enrolled in those programs. We feel that this event allowed students and parents to make a more informed decision about where to attend high school, thus allowing them to be most successful.

These workshops, combined with regular one-on-one meetings between the student and the Student Advocate throughout the school year led to 100% of our 39 seniors graduating from high school. Each of these students also has plan to attend college in Fall 2017. Additionally 100% of the remaining 245 participating students made progress toward graduating from high school. Our 2016 graduating class had a 92% high school graduation rate, so the increase to 100% is very exciting!

2016-17 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 100% of student participants made progress toward graduating high school

How Outcomes were Measured: We used student report card data to monitor their grades, number of credits, school attendance and behavior which allowed us to monitor their progress toward high school graduation.

Grades Address: 7-12 Private-Sector Investment: $5,802.61

Low-Performing Students: 0 State Matching Amount: $5,802.60

Total Students Impacted: 284 Total Project Investment: $11,605.21

2016-17 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 are 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 was differentiated to meet the needs of individual students. Students worked independently in all subject areas with a focus on credits that the student has previously failed. With students being able to recover credits they previously failed, they are encouraged and motivated to work harder and achieve success. This program provides hope for students who may otherwise drop out of school. There were three significant measurable outcomes that we have experienced this school year: There is an increase in the number of low-performing students earning high school credits; 100% of the high school seniors in these programs successfully graduated from high school; 95% of the Low-Performing students in these programs improved their overall grades in school.

Project Summary: Reading is a vital piece to this project, as students must be able to work independently and progress at their own pace. There were three different programs at the high school level that utilized the Plato Courseware Program. They were: 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.

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

Low-Performing Students 95% of student participants improved their grade in specific subject area 95% of student participants improved their overall grade(s) in school

How Outcomes were Measured: High school seniors received credits for classes that were required for graduation. Other measures were test scores from Plato, promotion to next grade level, credits attempted, credits earned, numbers of seniors graduating, and student grade reports.

Grades Address: 9-12 Private-Sector Investment: $6,615.00

Low-Performing Students: 166 State Matching Amount: $6,615.00

Total Students Impacted: 166 Total Project Investment: $13,230.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Education Enhancement Grants

Foundation: Baker County Education Foundation

Project Abstract:

This was a teacher grant implemented at each of the school sites. Some of the project titles were: Steaming and Stemming Through Science; E-Curious and E-Curiouser: Through the E-Looking Glass; Biology Dissection; I Can Be An Author; Frog Dissection Lab; Sewing Survival; Algebra at Their Fingertips; STEM with Stems; ROARing Our Way to the Top; Coding and Robotics Today, for the Engineers of Tomorrow; Incubating Future Bio-Medical Scientists. Some of the most significant measurable outcomes include: All students increased in both Reading and Math on the STAR tests; Students had positive changes in attitudes towards writing; Management of time and efficiency has increased in the TV Productions class; 100% of the students gained confidence in their abilities to solve Algebra problems on their own; Spanish students increased group work and cohesiveness in the classroom; STAR Scores for the 1st grade increased while the number of struggling students decreased; Student are better prepared for standardized testing for the future due to the use of headphones; PBS rewards increased during the school year; 878 students received rewards at one school site; Creative thinking, critical thinking, knowledge and use of technology, and communication skills were greatly improved with the Robotics unit.

Project Summary: Through the various teacher-grants that were implemented in the classrooms, we had significant interaction and involvement in the areas of literacy and STEM education, as well as with our low-performing students. These projects motivated students and increased classroom participation among students who are not always active in the classroom. There was a great variety of projects that helped to increase student participation. We were especially pleased with the increased interest in STEM education. We had a group of students present their projects at a School Board Meeting and the community was very impressed with the robots that our students had made! Not only were our students more involved and active, but our support for STEM education was publicized and supported by other stakeholders.

Outcomes: Literacy 26% of student participants improved in a standardized reading skills test(s) 25% of student participants showed increased interest in writing 23% of student participants showed increased interest in reading 19% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 36% of student participants showed increased interest in performing well in school 35% of student participants improved their grade in specific subject area 21% of student participants improved their overall grade(s) in school

STEM Education 80% of student participants showed increased interest in pursuing STEM career 60% of student participants showed increased interest in STEM education 44% of student participants improved their grade in STEM subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Literacy outcomes were measured with: STAR Reading Test; iReady Reading Diagnostic Test; Student Voice Assessments; Performance Matters Assessment; Student Daily Journals; Lab quizzes; Course standards were tested; Student Interest Surveys.

Low-performing student outcomes were measured with: Teacher observations; Comparing 1st 9-weeks grades to 3rd 9 weeks grades for patterns of student improvement; Student Surveys; Student Grades; Pre-Tests and Post-Test, Quizzes, Zip Grades, Quizlets; Number of Discipline Referrals.

STEM outcomes were measured with: Scaled Scores of the Renaissance Star Math; Report Card Test,; Grades; Teacher Observations; Hands-on Demonstrations; Student presentations to a variety of audience; and Tests and Formative Assessments.

Grades Address: K-12 Private-Sector Investment: $10,480.60

Low-Performing Students: 714 State Matching Amount: $9,974.07

Total Students Impacted: 1,625 Total Project Investment: $20,454.67

2016-17 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 (aka Project Big Fish) 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 that 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. Both are effective tools for recruitment.

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 there is great 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.

Tuition Assistance 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.

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 63% of teacher participants showed increased knowledge about teaching in specific subject area 38% of teacher participants showed increased knowledge about teaching in general

How Outcomes were Measured: Increased subject area knowledge was measured by grades from classes that the 24 teachers took. Improved attitudes about teaching were measured by observation.

Grades Address: K-12 Private-Sector Investment: $28,245.89

Low-Performing Students: NA State Matching Amount: $12,000.00

Total Students Impacted: 1,520 Total Project Investment: $40,245.89

2016-17 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. With a sharp focus on student achievement, Expressway offers activities to encourage increased student learning across the curriculum. The 2016-17 school year marked the 28th consecutive year that the Bay Education Foundation offered grants for innovative, creative classroom projects to local educators, with at least 25,000 students as beneficiaries. Grants for $500 and $1,000 were offered this year in five separate programs designed to appeal to teachers of reading, writing, math, science, special education, and the arts. Each of the five programs was designed to address the priorities of the SDEFMG initiative. This program has grown from $5,000 in 1989-90 to over $70,000 in 2016-17, a whopping 1,400% growth, thanks to the legislature. For us, the SDEFMG program inspired local donations from multiple sources. Additionally, the Foundation is proud to support showcase events designed to encourage excellence among district students: the Tom Barefield History Fair, Math Counts, and the Three Rivers Science Fair.

Project Summary: Recognizing that classroom grants provide research and development opportunities for employees, the Bay Education Foundation began its grant program 27 years ago, awarding ten $500 grants. That's quite a contrast to the many grants of $500 and $1,000 awarded in the 2016-17 school year. These grants will were awarded in five separate programs which were designed to emphasize the priorities of the matching grant program and the overarching academic learning standards for students. These programs are outlined below.

• Excellence in Education--This program is designed to provide learning experiences for all students across all grade levels. All successful applicants must propose activities that address Florida standards and/or school improvement goals and must specify the SDEFMG priorities addressed. Additionally, applicants present a timeline of activities and an evaluation plan that identifies the number of students impacted and the method for measuring impact. • Literacy Through the Visual Arts--This program requires the same application process with the added requirement that applicants outline projects that integrate the visual arts with traditional curriculum. While this program is open to all, it appeals most directly to art teachers. • Arts Alive--This program requires 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 requires applicants to meet the same criteria as above; however,projects must directly affect learning in the STEM disciplines. • CEC Pankhurst Grant--This is 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 which 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. The Tom Barefield History Fair, aimed at middle and high school students, offered competition at the local level in five different categories. With exacting standards, this provides training to students in serious historical research. Math Counts, aimed at middle school students, gave sixth, seventh, and eighth graders an opportunity to compete with math skills. The Three Rivers Science Fair encouraged learning that was deep and comprehensive, with an emphasis on ethical standards and research in 22 categories of science and engineering.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 84% of student participants showed increased interest in career/technical education

Literacy 51% of student participants who showed improvement in vocabulary and/or comprehension 35% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 57% of student participants showed increased interest in performing well in school

STEM Education 86% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Career/technical education was measured in a number of different ways, including standardized assessments (TABE, GED, Certifications) along with teacher-made pre/post tests and observations.

Literacy outcomes were measured via standardized tests -MAP (Measure of Academic Progress) and teacher-made pre/post tests, with a few projects using observation, rubrics, and portfolios.

Low-performing student outcomes were measured via standardized tests-Measurement of Academic Progress (MAP), teacher-made pre/post tests, observations, and/or portfolios, ADA data.

STEM outcomes were measured via standardized tests and teacher-made tests, observations, and products.

Grades Address: K-12 Private-Sector Investment: $42,998.04

Low-Performing Students: 7,431 State Matching Amount: $35,530.96

Total Students Impacted: 22,612 Total Project Investment: $78,529.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Breaking Out in Bradford

Foundation: Bradford County Education Foundation

Project Abstract:

Breaking Out in Bradford utilized two main areas for implementation. The Scholastic Book Fair program was started several years ago and aach student in grades PK-5 were given a $6.00 gift certificate to purchase a book at the book fair. A new project for the 2016-2017 year was for implementation of the Eureka Math program. Matching Grant funds were used for travel for teacher train the trainers and for manipulatives for the classrooms.

Project Summary: The school-based book fairs were successful (as always). Each child received a $6.00 gift certificate to use for the purchase of a book from the fair. Many positive comments were received from the students, teachers and parents. This was the first year Matching Grant funds were used for the Eureka Math program. The program required teachers to do more preparation than is generally required for most math programs. Also, the individual lessons tended to take more time than a regular math lesson. Training was essential in order to have a truly effective Eureka math program. Teachers observed other teacher leaders directly in the classroom and debriefed afterwords to ask questions and clarify instructional practices.

Outcomes: Literacy 92% of student participants showed increased interest in reading

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in specific subject area

How Outcomes were Measured: Student surveys were utilized to obtain the results for the implementation of the book fairs.

All 28 teachers participating in the training for the 2016-17 school year indicated that their knowledge had increased in the area of effectively teaching math. Teacher participants came from all five elementary schools.

Grades Address: K-5 Private-Sector Investment: $14,063.90

Low-Performing Students: 0 State Matching Amount: $14,063.90

Total Students Impacted: 1,840 Total Project Investment: $28,127.80

2016-17 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 and School 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, more than 60% of the teachers made changes in their teaching and more than half are using the experience toward their PGP goals. Brevard Schools Foundation used the matching grant program to leverage additional support from the community to offer more grants. Supporting educators in their efforts to improve teaching and learning is a collaborative effort that contributes to the district's success as a whole. Brevard just received an "A" grade as a district, up from a "B" last year. Focused strategies, like the Bright Ideas Classroom Grants, make a difference for students and teachers.

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. With additional funding of $15,695, nine more teachers were allowed to create innovative programs for their classrooms than last year.

Requests for applications were made 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. School Board Members and the Superintendent presented checks to the winning applicants. During the grant period, site visits were made to select classrooms.

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. Like last year, more teachers selected Instructional Delivery than any other area. Here are a few comments from teachers about how participation in the Bright Ideas Classroom Grant program improved the quality of their teaching: "At first, I was challenged with how I could incorporate coding into a math lesson. As a teacher, I kept reading articles about how coding was engaging students in other academic topics. With some research and attending a Brevard STEM workshop, I felt that I would be supported in implementing this new instructional approach. I am truly grateful to the Foundation as I saw the immediate impact from using this coding tool in class. Even my students with high behavior problems were working collaboratively with other students as they tried to figure out how best to meet the instructional goal. I am now researching other ways to incorporate other math topics with the use of the Ozobots." "I have grown so much as an educator because of this program."

Outcomes: Teaching Quality 98% of teacher participants met their project goals 59% of teacher participants showed changes in behavior in their teaching method 57% of teacher participants reported using their project as part of their PGP goals

2016-17 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. Teachers are asked to rate themselves on their selected IPPAS Dimension before and after the grant project. The 26 teachers who showed changes in behavior in their teaching method were those who moved from "proficient" to "distinguished." Most of those who did not move on the scale were already distinguished. 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: $42,790.67

Low-Performing Students: NA State Matching Amount: $15,077.61

Total Students Impacted: 12,173 Total Project Investment: $57,868.28

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Space Week

Foundation: Brevard Schools Foundation

Project Abstract:

To spark an interest in STEM education, each year in November and December since 2003, Brevard Public Schools holds Space Week for all public school sixth grade students. During Space Week each student has the opportunity to learn science concepts while studying space and space exploration. The highlight of the program is a study trip to Kennedy Space Center for experiential learning. While there, they have a briefing and exclusive question/answer session with an astronaut, participate in an engineering truss design challenge, tour the Visitor Center and see many displays and demonstrations on the work that takes place at Kennedy Space Center. 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: The Space Week program focuses on all sixth grade students and especially low-performing students. Teachers have worked with the NASA education department to develop a comprehensive course curriculum which addresses the Florida Standards for sixth grade. Each year, based on feedback and results of student pre- and post-tests, improvements/additions are made to the course curriculum in order to improve its overall effectiveness.

All teachers access online Educator Activity Guides so they can perform pre- and post-trip lessons and activities in preparation for the study trip. They begin implementing the pre-test and the classroom instruction in the Space Week curriculum each year in early September. A “Space Week Explorer’s Logbook” is provided by Kennedy Space Center to each student where they record 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 are collected and analyzed to measure gains in student achievement and make program improvements.

A recent addition to Space Week is a school visit by Jim Kennedy, former Director of KSC, to 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 this field. The student and teacher feedback from Mr. Kennedy’s presentations has been so great, this year we piloted an additional presentation by him with a STEM focus as well. While still in development, this presentation will be available to all sixth graders next year. Aside from making curricular connections to STEM and other 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 8% of student participants improved their grade in STEM subject area

How Outcomes were Measured: The benchmark for this program is the pre-test that students take. Pre-test and post-test scores are compared for increases in knowledge. Data is disaggregated according to the students' SSA level and grouped as levels 1 and 2, or levels 3, 4, 5. The test measures content taught through the classroom lessons, as well as the study trip and covers topics like space exploration and physical science. Questions also measure changes in student interests relating to STEM topics.

Grades Address: 6 Private-Sector Investment: $53,562.34

Low-Performing Students: Not reported State Matching Amount: $47,875.00

Total Students Impacted: 5,083 Total Project Investment: $101,437.34 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Supply Zone for Teachers Store

Foundation: Brevard Schools Foundation

Project Abstract:

Established in 2014, the Supply Zone for Teachers completed its third full year of operation. 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 backpack giveaway event. Students no longer have to feel disconnected, embarrassed, and unprepared when they come to school without supplies; the tools they need to succeed are provided at the giveaway event or are ready and waiting for them in the classroom. Teachers no longer have to reach in their pocket to ensure no child goes without; they can shop for free at the Supply Zone. Community support for this new program has exceeded our expectations. Businesses and individuals now have a place to channel their generosity and donated goods, plus, school supplies can now be distributed year round, instead of just one time a year.

Project Summary: The Supply Zone for Teachers serves the educational and creative needs of children in Brevard Public Schools by providing free school supplies to teachers at high-poverty schools. The free store also serves as a central location for business, community organizations and individual to donate new or gently used supplies for use in the classroom. Funding from this grant helped support operation of the Supply Zone, including program salaries, and supplemental classroom supplies. Since opening in May, 2014, the Supply Zone had more than 3,000 teacher visits reaching more than 47,000 students. On average, teachers receive $350 worth of supplies at each visit totaling more than $1,000,000 of product distributed thus far.

During the school year, the Supply Zone is open twice weekly for teacher shopping. Because of our acceptance as a Junior Affiliate with the Kids in Need Foundation, our capacity has increased and this year we were able to serve 22 of the 30 schools with the highest percentage of students on the Free/Reduced Lunch Program. Teachers at any other school are able to earn a shopping trip at the store through volunteerism. 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.

The Supply Zone closes during the summer for inventory and hosts an annual back to school giveaway event at the end of July for income eligible students who qualify based on 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, plans and executes the event. 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. The former school building is conveniently located in the central area of the county, and is on a bus route, so access is easy. Corporate sponsors can buy a table, to staff with their employees and volunteers. Volunteers from many community organizations assist at the event, checking in students, distributing supplies, as well as providing a brown bag lunch. The partnership with Goodwill provides hundreds of gently used books for the store library, therefore in addition to supplies and a backpack students are able to choose books to take home. For many, these are the first books they ever owned. Like the store, the numbers served at the giveaway event are limited only by funding as the district's 38,000+ needy students far outnumber the funds available to serve them.

In order to meet the special needs of our students in transition (homeless students), the Supply Zone holds two “Shop From the Heart” events where the homeless liaisons from all Brevard public schools are invited to shop at the store. As part of the special outreach, clothing and personal hygiene items are provided. Agencies who provide social services attend to provide additional information for the liaisons to address the students’ special needs.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Teaching Quality 97% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: The priority focus area addressed by the Supply Zone for Teachers project is improving teaching quality. 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: $50,925.84

Low-Performing Students: NA State Matching Amount: $46,311.62

Total Students Impacted: 17,614 Total Project Investment: $97,237.46

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Innovative Teaching Programs

Foundation: Broward Education Foundation

Project Abstract:

The primary goal of Broward Education Foundation’s Innovative Teaching Programs is to give teachers the opportunity to implement innovative programs that enhance the educational experience of students and promote student achievement. The Innovative Teaching Programs connect outstanding teachers, improve classroom instruction, keep good teachers teaching and provide lasting effects.

Results indicate that 99% of the teachers who participated in the Innovative Teaching Programs said grants improved their ability to teach effectively. Innovative Teaching Programs not only promote the development of innovative classroom programs but encourage collaboration with fellow professionals. Using data from pre- and post- tests and/or students’ grades, Innovative Teaching Programs results include: 97% of students improved their academic success; 90% of the students’ improved their scores/grades in vital curriculum areas; 90% of teachers were able to use the Marzano strategies.

Project Summary: 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 BEF received more than 160 Teacher Grant applications this year from educators throughout the school system. Through an arduous grant reading process, thirty of these grants were approved by the Innovative Teaching Committee to receive $53,000 in award money. Some examples of the projects being recommended include:

• Tomodachi Touch Time--Each year 35-60 elementary school teachers voluntarily sign up for the Tomodachi distance learning program in Broward County, Florida. They bring their students to their TV room, and students take the Japanese class once a week for 35 minutes. Distance learning will be reinforced through classroom activities and the celebration of Japan Day. The Japan Day celebration includes a show presented by local Japanese cultural groups. The Japanese instructor will also visit participating schools to conduct fun and meaningful hands-on activity aimed at reinforcing their culture learning. • The Great Debate!--Students prepared for a debate and conducted extensive research into the topic they debated. They immersed themselves in learning all aspects of controversial issues. Debate allows students to feel like part of a team. Students learn debate in class and in a club after school and compete in monthly debate competitions and a district championship. The debate topics are assigned and can range in topic from upcoming legislation to Korea’s nuclear capabilities. The first thing all debate students learn are the Pro’s and con’s of debating a topic. • Adapt and Disseminator Teacher Grants--The IMPACT process takes approximately 18 months to complete a full cycle from dissemination grants through networking activities to the implementation of adapter grants. The cycle is described as follows: Twenty Disseminator teachers were selected for the 2016-2017 school year through an application and review process. These teachers are assisted in packaging and marketing their own successful classroom strategies. 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 will be 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 BEF Teacher Expo was held on February 4, 2017, 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 are encouraged to adapt the ideas in the catalog by applying for an Adapter grant. The formal Adapters receive 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, 2016, deadline. These adapted applications were sent to the Disseminators for their review. The Disseminators and the Innovative Teaching Committee recommended 207 teachers Adapter Grant Awards of $400 each totaling $72,234.39.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Teaching Quality 98% of teacher participants showed increased knowledge about teaching in general 98% of teacher participants showed increased knowledge about teaching in specific subject area 98% of teacher participants showed improved attitude toward teaching 48% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Outcomes were measured via Professional Growth Plan and pre/post testing (pre-test before the grant activities begin; post-test after the grant activities end).

Grades Address: K-12 Private-Sector Investment: $273,719.34

Low-Performing Students: NA State Matching Amount: $273,719.34

Total Students Impacted: 30,700 Total Project Investment: $547,438.68

2016-17 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 Broward distributed over $1,556,595 worth of school supplies to over 3,308 teachers this 2016/2017 school year. Each teacher took an average of $464 worth of school supplies back to their classrooms to the most in need students. 65,500 students benefited from Tools for Schools Broward this year.

Project Summary: Tools for Schools Broward is a program of the Broward Education Foundation that focuses on providing disadvantaged children from Title I Schools with new school supplies. Broward Education Foundation established Tools for Schools Broward where teachers from Title I 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.

Outcomes: Teaching Quality 99% of teacher participants showed increased knowledge about teaching in general 99% of teacher participants showed improved attitude toward teaching 99% of teacher participants showed changes in behavior in their teaching method 98% of teacher participants showed increased knowledge about teaching in specific subject area

How Outcomes were Measured: Outcomes were measured via surveys of teachers participating in Tools for Schools Broward during the 2016/2017 school year. The surveys were administered through Survey Monkey during the first semester and end of the school year when the effects of the program could be measured. Information was sought regarding the need for school supplies, changes (outcomes) brought about as a result of participating in Tools for Schools Broward, ways to improve service, as well as general information related to the program.

Grades Address: K-12 Private-Sector Investment: $107,500.00

Low-Performing Students: NA State Matching Amount: $107,500.00

Total Students Impacted: 65,500 Total Project Investment: $215,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Literacy at PRE

Foundation: Charlotte Local Education Foundation

Project Abstract:

This project targeted low-performing second graders with deficiencies in learning and literacy at Peace River Elementary School (PRE). Using specific Florida Standards, curriculum, and strategies, the goal was to move proficiency levels of second graders with intensive study. Low-performing second graders were selected based on free and reduced lunch rates, English as a second language, ability to remain after school, and homeless classification. Students were provided with targeted enrichment using computers, texts, and one on one learning. Families were invited to participate in the education process as a way to communicate the importance of reading skills necessary to move onto third grade. Parents often do not understand the shift in reading that occurs at this level and that it is a key predictor of success in high school and graduation. Family involvement is a key element in this outside of the school day project where student invited parents to a student-led conference in which children shared their academic growth.

Project Summary: The end of third grade marks the shift toward reading to learn. Preparing children for success is difficult when students are unprepared to start school, miss too many school days, and come from a low socio-economic background where parents are not involved in the education process. This proposal will target all three of these indicators while concentrating on basic reading skills.

Extending the school day by one hour, second grade students worked with a teacher using basic reading strategies to improve comprehension, vocabulary, and phonics. Specific curriculum was purchased consisting of a project based program with information-filled research sources and a digital nonfiction reading program specifically designed to build close-reading skills for Common Core. Attendance was monitored and strictly enforced. While participation was voluntary, students included in this extended school day signed a contract with mandatory attendance. Parents are included in this proposal as they are the child’s first teacher and important role model. Support for families include opportunities for ELL support, books and technology to support reading at home, and family involvement in learning through arts integrated projects. Parents and children worked together to create a successful learning environment.

The first Goal of this project was simple; increase reading scores in second graders using Iready and DRA (Developmental Reading Assessment), as our progress monitoring tools. Our goal was to increase our overall reading level by 16% and we saw 92% of our students increase DRA reading levels. 100% gained two reading levels or more. 70% gained four reading levels or more. Iready scores also increased for 92% of the students in the program. The expected point gain for second grade was 38-40 points. This group gained, on average, 36 points. Students loved the Core Clicks program as it helped to increase vocabulary, comprehension, and overall reading level in the extended school day program. The students in this group used Core Clicks daily. We put the Core Clicks out for the entire team of second grade students to use as well, impacting a total of 110 students. Students used two Scholastic programs: Core Clicks, a computer-based reading program, and Information in Action, a project-based instruction text series to target identified skills, and a leveled set of texts also by Scholastic. Each program had unique assessment, but IReady and Developmental Reading Assessment were the measures used for evaluation outcomes.

The second goal was to reduce the number of absences in this targeted group. Parents and children were committed to the project through a signed contract. Of the 16 children invited to the program, two moved out of our school. Attendance increased overall for the group. Follow up occurred to ensure students came to school and remained at school for the extended day program.

The third goal of this project was to include families in education.

Outcomes: Low-Performing Students 92% of student participants improved their grade in specific subject area 12% of student participants showed increased interest in performing well in school 11% of student participants improved their overall grade(s) in school

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Using DRA and IReady scale scores, 92% of the students increased reading performance. Five students made more than a full year’s growth in Iready reading.

Grades Address: 1-2 Private-Sector Investment: $10,875.00

Low-Performing Students: 110 State Matching Amount: $10,875.00

Total Students Impacted: 110 Total Project Investment: $21,750.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Take Stock in Children Enhancement

Foundation: Charlotte Local Education Foundation

Project Abstract:

The purpose of this project was to focus on helping students from low income families living with circumstances that leave them at high-risk of under-performing and have lower graduation rates compared to their peers. These students are part of our Take Stock in Children program. This year 100% of our seniord graduated and have been accepted to college. The grant has proven successful by providing these students with mentoring, tutoring, and a college success coach to help them with all aspects of college preparation.

The college success coach worked closely with students, mentors and school guidance counselors. Her job was to make sure all of the necessary steps were taken by the student to graduate from high school and enter college prepared for success. The program assistant helped with program implementation by making sure all of the student data is rigorously maintained and reviewed on a regular basis. By careful monitoring of data we were able to document progress as well as identify problem areas in a timely manner. This gives the team time to respond to student needs and keep them on track for completing high school and entering college.

Project Summary: The Charlotte Local Education Foundation has a strong desire to see students succeed in high school, continue their education by attending college or technical school, and successfully enter the workforce prepared for a career. We are particularly proud of our Take Stock in Children program because the program has been so successful and results are measurable. With programmatic support staff we are able to offer additional services for the students who need it most. We don't cast a wide net rather we work intensely with the selected students since statistically we know that students with the risk factors we see have much higher rates of dropping out and they do not have access to the financial support from their families to even consider them for help in financial aid for college. As these students work their way through the program they see that college may be a reality for them after all and they may for the first time enjoy structured, goal oriented support in discovering their academic potential.

The success of this project was measured by how many of our students were able to graduate, how many maintained the standards of C or better in each class, or improved their grades, stayed out of trouble, maintained good attendance and stayed in school. We also were able to ensure that all students completed FAFSA; we engaged parents in the process, and prepared students for the college ACT/SAT. Tutoring is made available throughout the year as needed.

The process begins with review of every students grades and any attendance or behavior problems that may need to be addressed. Eight new students were brought into the program this year with the balance continuing on from previous years selection. From the beginning we make sure the students fully understand the expectations. Mentors are trained in college readiness and the application process as well. This allows one more layer of safety net for these students. We know that these students often don't have the support at home to guide them through the process of planning ahead for college so once again the programmatic staff are available to both students and mentors to ensure that every student is receiving the particular attention they need. We are quite systematic in our approach. Once the students are selected we match them with an appropriate mentor. The mentor is screened and trained prior to meeting with the student. The mentors are provided with "tool kits" to help them establish rapport, guide the sessions and build meaningful dialog about school, and their future, with clear focus on staying in school, focusing on forming good study habits, and planning for a future. The mentor also provides the student with a role model that is consistent and dependable. For many students this may be the first time they have seen this, and the first time they have hope of a better future and a chance at college.

In the office, program implementation includes rigorously maintaining data and monitoring student performance, as well as the mentor sessions. With careful monitoring problems can be caught early. If the mentor for any reason does not meet the standard weekly meeting we are able to address the situation. We encourage mentors to meet weekly, but at minimum 2-3 times per month. Our College success Coach adds an additional layer of services. Meeting at minimum twice per semester with 11th and 12th graders and once each semester with the lower grades. Everything done is to chart a course for students’ post secondary education and help them stay focused working hard toward that goal. In addition the coach

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes develops good relationships with the school guidance department and contacts at colleges, to keep things moving forward. Group activities build confidence in the student that they "on their way" and we see many benefits to this in developing friendships with other like minded students who will attend college.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education 33% of student participants completed and passed career/technical education certification 33% 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

Low-Performing Students 38% of student participants improved their overall grade(s) in school 24% of student participants showed increased interest in performing well in school 15% of student participants improved their grade in specific subject area

How Outcomes were Measured: We have six seniors this year. Of the six, in all likelihood 3 (50%) would not have graduated. This is in line with the average for these at-risk students. These three students in particular were absolutely going down the wrong path and in danger of dropping out.

Low-performing student outcomes were measured via four SAT/ACT strategy sessions and ACT/SAT Test Prep Classes. The classes were held on two Sundays in the fall and two Saturdays in the spring. The classes provided scenarios for taking the tests and simulated an environment for taking the tests, using Practice tests for each of the major test areas, Math, English, Reading Science. The classes were focused on our Junior and Senior students, but were open to all students. The results were very positive.

Grades Address: 8-12 Private-Sector Investment: $19,357.57

Low-Performing Students: 34 State Matching Amount: $19,357.57

Total Students Impacted: 45 Total Project Investment: $38,715.14

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Foundation for Success Mini Grants 2016-17

Foundation: Citrus County Education Foundation

Project Abstract:

The Citrus County Education Foundation funded teacher grants focusing on Literacy and STEM classroom projects. This year the foundation funded $89,946.27 for this program. This amount funded 120 projects and included 236 teachers. The 120 grant projects impacted 10,748 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 $1000 per team of teachers to focus on literacy or STEM projects that enhance curriculum and classroom instructional activities.

Our Matching Grant total from the Consortium of Florida Education Foundations was $30,429.06. Our Citrus County Education Foundation went beyond the match amount and was able to contribute a total of $59,517.21 with fundraising and private matches. This brought the total funding amount to $ $89,946.27.

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 creative and innovative and to motivate students in reading. 68 of the 120 projects funded focused on Literacy. Some examples of Literacy mini grant projects: Reading with Confidence, Literacy Through History, Tools for Comprehension, Music is Math, and Reading Comes to Life. Fifty-two of the 120 mini grants were focused on STEM projects. Here are a few titles of team projects: Robotics in the Classroom, Music is Math, Getting Real with STEM, and STEM Activities Overload.

Outcomes: Literacy 92% of student participants improved in a standardized reading skills test(s)

STEM Education 70% of student participants showed increased interest in STEM education

How Outcomes were Measured: Literacy outcomes were measured via FastBridge (A reading assessment program), SuccessMaker (Customized Reading instruction which also measures student progress), and Citrus Assessments.

Grades Address: K-12 Private-Sector Investment: $59,517.21

Low-Performing Students: NA State Matching Amount: $30,429.06

Total Students Impacted: 10,478 Total Project Investment: $89,946.27

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Empowering Collaborative Classrooms

Foundation: Clay County Education Foundation

Project Abstract:

The Clay County Education Foundation funds teacher grants in the areas of Science/Technology/Engineering & Robotics (STEM), Career & Technical Education (CTE), and Literacy initiatives through competitive applications. During the 2016-17 School Year, the Foundation was able to fund over 100 teacher projects across those disciplines. Projects ranged from math projects and science programs to literacy projects, classroom libraries, and other interactive and engaging student experiences.

The foundation supports STEM by incorporating technology requests that support work across the STEM disciplines, as well as the incorporation of literacy into other content areas. Further, STEM is supported through activities that are problem or project-based in nature, and driven by inquiry. As such, lab kits and supplies, curriculum resources, and journals are all appropriate for funding for classroom projects. CTE is a priority in Clay County. As such, the Foundation supports programs and activities that support student achievement in CTE related classes and programs. This year, the Foundation was able to continue to support high impact projects proposed by our teachers. Collaborative projects impacting a team, grade level, or school were also considered.

Project Summary: Through individual projects through the distribution of classroom grants, teachers are empowered to dream and implement creative ideas, projects, and lessons that are standards-aligned and highly engaging to students. Each funded grant tells a story. Some examples of this years projects include the following:

• Get Your Head in the (MATH) Game - By engaging students in math content that requires personal interaction while practicing standards mastery, math games provide excellent opportunities for middle grade students that are accessible and social. The activities are rewarding and play into middle grade students need for positive, monitored social interaction. The math games chosen provide opportunities for activating prior knowledge, engaging in current content, and providing challenge for those students ready. Each game meets standards on the sixth grade level as well as grades immediately above and below. Providing opportunities for collaboration and communication addresses several mathematical practices. These games fit well into the pacing guides provided by the district. • Measuring Forces and Motion - Each year 5th grade gifted studies science focuses on Newton's Laws of motion. This is a force plate that measures force in many different ways and collects the data through our smart boards, smartphones, tablets, etc. and puts it into graph form as the experiment is happening. This project was implemented throughout the year for experiments leading up to the end of year project of building water rockets and launching them. This was used to measure the amount of force each rocket produces. The force board can be used in many different collaborative ways. Students formed teams to launch rockets and worked together to measure force in an elevator ride, jump, ball bounce, lean, etc. and presented research findings in a group. The force board was used to model the purpose of the study of force and motion all year long, increasing the number of students impacted. • Freedom Week - Serving the Children of those who Serve - During Freedom Week and Military Family month, our Military and Family Life Counselor (MFLAC) used literature with her military family students in her classroom visits and private counseling. She reported that these students are often reluctant to share their feelings and that through literature, she felt she could reach them to be more open to discuss the stresses unique to military life. Through this grant a set of books was purchased to help the children of military families. Literature is a means to make it easier for children to relate their true feelings of stress and fear with the problems unique to our military families. By reading, they made text-to-self connections and were open to discuss concerns and worries. • Makerspace the Future - Lakeside Junior High Media Center added a Makerspace area to provide students with opportunities to create, invent, explore and discover by using various tools and technology. In this makerspace area, students need access to a variety of technological tools. The use of Ozobot systems, tools, and programs provided students with opportunities to learn new skills including coding and problem solving. Coding is a new form of literacy that students should learn in order to help them be successful. Using digital technologies helped them develop creative skills that promote critical thinking. This is an innovative way to support STEM education and allows students to understand

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

the technology shaping their world. Students collaborateed and problem solved utilizing coding skills and contemporary technologies. • Reaching ALL Learners - This project supported 50+ junior high students with behavioral disabilities. These students read and discussed current events. The students read scholastic magazines on the subject of choice and broke apart the text using close reading strategies in order to gain in-depth meaning of the subject in their group. The students made a presentation to provide information to fellow peers in classroom. Once the students presented their work to the class, peers critiqued the work according to a rubric presented by the teacher. • Stinky Math - This project combined students’ love for centers with games and activities that “sweetened” some stinky math. A wide assortment of 4th grade math games and activities were used to enhance math centers and allowed for differentiation of instruction ranging from equivalency puzzles to multiplication games. Having pre-made games and activities allowed the teacher to continue to develop teaching skills and generate student interest for even the most “stinky” math.

Outcomes: CTE 100% of student participants showed increased interest in career/technical education

Literacy 67% of student participants improved in a standardized reading skills test(s)

STEM Education 67% of student participants showed increased interest in STEM education

How Outcomes were Measured: CTE students were given a pre/post interest survey. 100% of students either increase or maintained their level of interest in career exploration.

Other Outcomes were measured through FSA scores for the grade levels of teacher receiving a grant and reviewed from improvement in developmental scale score.

Grades Address: K-12 Private-Sector Investment: $22,614.40

Low-Performing Students: NA State Matching Amount: $22,614.40

Total Students Impacted: 7,000 Total Project Investment: $45,228.80

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Growing STEM by Building Community

Foundation: Clay County Education Foundation

Project Abstract:

The Clay County Education Foundation, in partnership with the School District and the Bethesda Farm, developed and implemented school-based MicroFarms at four elementary schools which have the greatest socioeconomic and academic needs. Through the microfarm project, cross curriculum, integrated STEM units were implemented across all grade levels in the impacted schools. High schools and junior highs with a culinary and/or an agriscience academy partnered with the elementary/junior high schools to build a feeder pattern of students wishing to enter a relevant academy. Additionally, nutrition and health curriculum were integrated into the program, allowing for students to learn about healthy eating. There were multiple harvest events and family nights, impacting students by allowing them to share their learning. Teacher training was provided that empowered the teachers to implement project-based, cross curricular units incorporating STEM as well as literacy. Students had the opportunity to try new foods, write about their experiences, and incorporate the arts. Additionally, students collected data, learned about life sciences, including nutrition and health. Students participated in service learning opportunities increasing their sense of belong to their school community.

Project Summary: The Clay County Education Foundation, in partnership with the School District and the Bethesda Farm, developed and implemented school based MicroFarms at four elementary schools which have the greatest socioeconomic and academic needs. Through the microfarm project, cross curriculum, integrated STEM units were implemented across all grade levels in the impacted schools. High schools and junior highs with a culinary and/or an agriscience academy partnered with the elementary schools to build a feeder pattern of students wishing to enter a relevant academy. Additionally, nutrition and health curriculum were integrated into the program, allowing for students to learn about healthy eating. There were multiple harvest events and family nights, impacting students by allowing them to share their learning. Teacher training was provided that empowered the teachers to implement project-based, cross curricular units incorporating STEM as well as literacy. Students journaled and wrote about their experiences in the program and collected data, learning about life sciences, including nutrition and health. Students participated in service learning.

The Clay County Community Microfarms project broke ground at three elementary and one junior high school this fall. In the initial three days, approximately 2,300 students participated in mini-lessons, site preparation, planting and site maintenance. Each “groundbreaking” event consisted of three days of student activities: • Day 1: Introduction and mini lessons: Students introduced to the four components necessary to conventional farming: sun, soil, water and air. Students discovered the components of soil, including organic matter and the three types of inorganic matter: clay, silt and sand. Activities included: 1. Placing soil in a jar, adding water and allowing components to separate; 2. Visually inspecting dry soil samples and discussing memoir components including inorganic matter, bugs and decomposing plants. • Day 2 - Forming beds, removing unwanted grass and weeds: The second day of the groundbreaking involved forming beds. All grades were able to recognize and remove unwanted weeds and grass. The younger grades (K-1) compacted the soil between rows and learned that the soil in the rows needs to not be compacted to promote plant growth. Grades 2-6 and the junior high students used shovels, spades, rakes and hoes to form the plant beds. • Day 3 - Planting and Watering: On the third day, all age groups participated in planting seeds.. Plants included okra, squash, cucumbers, carrots, radish, eggplant and tomatoes. Student then watered the seeds.

The microforms were furnished with hoses, sprinklers and a contingent of hand tools in order to maintain the plant while the seeds sprouted and grew. Following the initial planting, students from each school continued to participate in the microfarms through after school programs.

Classroom-based projects occurred at each site. Some projects include: • The Science in Making Good Great for our School and Community through a Micro-Farm Collaborative Experience. This project incorporated literacy aspects of the program by addressing the need for interactive hands on resources and non- fiction books that will help teachers implement more student and community collaborative activities through the school microfarm. Activities were implemented both within the school day as well as during the school’s extended day program

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

for remediation and enrichment. Teachers, students, families and the community worked and learned together. Multiple classroom teachers made use of these resources to create meaningful science lessons based on the microfarm. This project helped to ensure every child can and will learn more about science through the school and community garden. The teacher has pinpointed specific Science Standards based on the fifth grade FCAT Science. By analyzing the standards and looking at the percentage of questions on each science standard, specific standard selections focus on content knowledge through appropriate grade level science topics. These activities will follow the framework and highlight relationships between science topics and deepen content knowledge. Benchmark Assessment: With the integration of Science, Reading and Math, this enables the use of the I-Ready diagnostics to be used, viewed, evaluated for growth in the areas of Reading and Math. • Math in the MicroFarm. One way that the students benefited from this is to conduct a yearly tutoring and enrichment program after school. These tools enabled students to conduct measurements in the micro farm such as the volume of water that is used, the area and perimeter of the garden beds and the entire farm, the relationship between area and arrays, the volume of the rectangular planters, and the angles that are present in the garden. After taking these measurements, students then were able to gain experiences with calculating and converting measurements, and displaying their data using graphs and plots. All of these experiences will provided a real world context for math. Because of the real world application of the following math standards, this project gives greater meaning to the purposes of each day’s lesson. The after school enrichment and tutoring sessions offer students the opportunity to work collaboratively to take measurements in a real world setting. Students will have independent practice with calculating their data while having a certified teacher available for direct instruction when needed. Because the tutoring and enrichment sessions are offered to students in grades 3 through 6, there are a number of standards that can be addressed.

There were multiple opportunities for increasing student and family sense of belong to their school community. Multiple family events were held throughout the school year.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education 17% of student participants made progress toward completing career/technical education certification 14% of student participants completed and passed career/technical education certification

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

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: CTE participating students were administered a survey by their teacher. Teachers reported the results to the foundation.

STEM students were administered an assessment on the lifecycle of a seed, and commonly held misconceptions. 85% of students were able to correctly articulate the correct understanding of the lifecycle of a seed as appropriate for their grade level.

Teachers successfully implemented lessons from Florida Ag in the Classroom and Gardening for Grades.

Grades Address: K-12 Private-Sector Investment: $40,000.00

Low-Performing Students: NA State Matching Amount: $38,495.55

Total Students Impacted: 2,800 Total Project Investment: $78,495.55

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Real World Learning Model: College & Career Prep Program

Foundation: Champions for Learning

Project Abstract:

The Real World Learning Model (RWLM) is a collaboration between Champions For Learning, Collier County Public Schools, and community partners/volunteers. This program provides students with tools to graduate high school, earn a post- secondary education, and transition into the workforce.

During 2016-17, we expanded the RWLM to impact more students than ever before. Our strategy to accomplish this was to transition from being deeply embedded at Golden Gate High to mobilizing the program to serve more high schools. As a result, CFL partnered with Future Ready Collier, a group of over 45 organizations focused on getting students college/career ready. CFL also partnered with the school district to host Financial Aid Nights, as well as FSA ID/FAFSA Completion labs to help students and their families. Through these collaborative outreach strategies, we have impacted 8 local high schools (14,000 students).

CFL has increased the effectiveness of the RWLM by providing an on-site College/Career Lab to 200 juniors and seniors. This focused curriculum had a remarkable result on participants. Recently, our 105 graduating seniors had and average GPA of 4.26, an average ACT score of 21.57, and received more than $1,925,000 in scholarship offers (not including Pell, Bright Futures, or Florida Pre-Paid Scholarships).

Project Summary: Local students are in desperate need of receiving resources from the RWLM that will enable them to graduate high school, attend college, earn a degree and transition into the workforce. According to CCPS’s district profile, of its 47,000 students 63.9% are on free/reduced lunch, which categorizes them as “Economically Needy”. Many of these students would be able to receive financial assistance and have a clear path to post-secondary education and their career goals but many of them don’t, which is due to the fact that their families lack the knowledge of the resources available to them that assist with paying for post-secondary education. This then leads to the students not pursuing a degree or taking out a costly student loans that can cause a tremendous amount of debt.

The RWLM directly addressed the need for college and career preparation resources. We have been significantly expanding our impact through the following objectives: Program Objective #1: Our district county-wide goal was to have a 3% increase in completion of the Free Application for Federal Student Aid (FAFSA), by July 1, 2017. As of June 23, 2017, the FAFSA completion rate was 52.1%, which has increased by 9.1% compared to last year’s completion number of 43% (June 30, 2016). Strategies for this objective included: • Developing a regional marketing campaign: We shared posts on our social media through the “Form Your Future” campaign, from NCAN, which supports FASFA Completion. We also promoted the importance of FAFSA through ads in local newspapers and magazines as well as email Eblasts and through our website. • Hosted FAFSA completion events for 1,239 students • Hosted FSA ID Labs prior to Financial Aid Nights events to prepare families to complete the application • Worked collaboratively with organizations, donors, and the school district • 100% completion of the FAFSA for all seniors who participate in our College & Career Lab • Helped families with timely tax preparation (essential for FAFSA completion) by being a host site for the United Way/VITA initiative. 17 families attended this event • Created awareness of how FAFSA effects access to all forms of aid

Program Objective #2: During 2016-2017, our goal has been to significantly increase the numbers of students reached by our RWLM. This year, we impacted 8 local high schools (14,000 students). We accomplished this by transitioning from being deeply embedded at Golden Gate High to mobilizing the program to serve additional schools. We utilized trained volunteers, a focused marketing strategy (targeting parents & students), and we continued to provide grade specific goal setting resources. As a

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes result, we increased awareness of college readiness benchmarks and FAFSA completion (prior to state deadline). This also supported school counselors and organizations across the region. Strategies for this objective included: • Support through countywide Financial Aid Nights at each high school • FSA ID Labs (mentioned earlier) staffed with 100+ trained volunteers prior to Financial Aid Nights • Financial Help Desk at countywide College Night • Grade specific college readiness checklists published /distributed throughout the county • Leveraging resources/building collaborative partnerships (with District and other organizations) to expand delivery of services in a range of formats • Partnered with McDonald’s to put FASFA/Financial-Aid themed tray liners at all local McDonald’s restaurants in October- November • Created FASFA training video for school counselors and volunteers that was shared regionally (http://bit.ly/2u7NZNk) • Established FASFA School leads at each school that supported FASFA completion through school level data and volunteer integration • Built out and continued to further develop the community-based curriculum to increase the college readiness foundational skills, self-advocacy skills, and career exploration components. • Administered FutureCheck to 1,200+ students at 3 high needs schools: Golden Gate, Lely, and Immokalee High Schools (Delivered to juniors at all 3 schools; delivered to seniors at Golden Gate). FutureCheck provides knowledge/resources that help students establish post-high school goals, and create an awareness of the timelines and deadlines that occur during their senior year. Sessions are 40 minute conversations that have a variety of delivery methods administered by: volunteers, parents, teachers and community members.

Program Objective #3: We have continued to provide a comprehensive and in-depth college/career readiness program for 200+ students from public & independent schools, through an onsite lab located at our office. Students begin the program as juniors and participate for 1.5 years until graduation. During this time, students participate in weekly sessions that increase: college/career readiness, scholarships/college acceptances, financial literacy and ACT/SAT scores. The sessions are facilitated by our College/Career Coordinators and trained volunteers. The outcomes are measure through Naviance software, attendance and surveys. Strategies for this objective include: • Provide individualized profiles through Naviance software, which will give each student a customized plan to reach post- secondary education goals. • Assist students in acquiring a range of scholarships: Graduating seniors have been offered $1,925,349 in scholarships • Improve ACT scores of students participating in our program: Graduating seniors had have an average ACT score of 21.57 • Increase GPA: Our 105 graduating seniors had an average GPA of 4.26 • Help them to submit applications to multiple colleges to leverage financial aid packages • Connecting students to industry certification classes if it is appropriate for their postsecondary goals • Exposing them to career exploration workshops and speakers • Developing business foundational skills through presentations/workshops • Providing access to technology needed to be academically competitive

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants showed increased interest in graduating high school

How Outcomes were Measured: Champions For Learning utilized a combination of quantitative and qualitative tools, including surveys, attendance logs, data sources (i.e. FCAN), tracking software called Naviance, school-based reports, etc.

Grades Address: 9-12 Private-Sector Investment: $89,000.00

Low-Performing Students: NA State Matching Amount: $72,929.97

Total Students Impacted: 14,000 Total Project Investment: $161,929.97 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: FLL Robotics Columbia

Foundation: Columbia Public Schools Foundation

Project Abstract:

In 2016-17, Columbia County was able to continue with FLL (First Lego League) Robotics teams in public schools. Each school was able to teach a selected group of students how to design and program robots using the Lego platform. These students were mentored by teachers and community members and many of the teams were very successful in various levels of competition. They applied computational thinking to real world scenarios, they researched challenges facing today’s scientists, and they learned critical thinking, team-building, and presentation skills. We saw an increase in student engagement in STEM fields, an increase in teacher comfort with STEM application, and an increase in community involvement.

Project Summary: FLL Columbia funding allowed us to continue to support the First Lego League program in all of public schools and expand to the high school. Each school selected a coach that was interested in STEM and could manage a team. The former district Science Coach also met with these coaches during a monthly PLC meeting. The coach selected a team of students in 4th or 5th grade that wanted the challenge of being on the Robotics team. The teams registered with FLL and began to practice. Teams were mentored by parents, community members, and older students who participated in Robotics or STEM activities. Each team competed in a competition. Some teams did well and were invited to international competitions.

The first sentence of the FLL mission as stated on its website says: “FIRST® LEGO® League introduces young people, ages 9 to 14* (grades 4-8), to the fun and excitement of science and technology “. This statement also supports our goals in Columbia County: To increase student participation and engagement in STEM activities. When students view learning as fun and exciting, they are more likely to stay engaged and continue to pursue continuing education in STEM fields. By seeing the school FLL robotics program as prestigious, the students will continue to seek personal high achievement which will be reflected in their 5th or 8th grade FCAT 2.0 science scores. Robotics has brought a positive energy to our schools and community. Students are excited to learn and be involved in this activity. Having the financial support has made it much easier on our coaches, parents, and students.

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education 100% of student participants showed increased interest in pursuing STEM career 95% of student participants improved their grade in STEM subject area 89% of participating students want to continue with robotics in the next school year

How Outcomes were Measured: Outcomes were measured via student pre- and post-surveys about STEM and Robotics. Students were asked various questions. One of the questions that they were asked was if they would be interested in participating again next year. Students were also asked about the meaning of STEM, future career options, and how Robotics helped with academic classes.

Grades Address: 4-12 Private-Sector Investment: $10,714.63

Low-Performing Students: NA State Matching Amount: $10,714.63

Total Students Impacted: 98 Total Project Investment: $21,429.26

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Summers Strong Supporting Strong Teachers

Foundation: Columbia Public Schools Foundation

Project Abstract:

The factor that contributes the most to the success or failure of students is teachers. Recruiting teachers is not always a problem but retaining teachers can be an issue. It is important to support beginning teachers with curriculum, classroom management, and day-to-day expectations of teachers. It is also important for beginning teachers to know that they are working in a collaborative environment. Summers Elementary is a Title I school that has 13 new teachers this year. This project provided support to new teachers needed to survive the first year in the classroom. In addition to opportunities to complete observations, beginning teachers will be supported in a monthly professional learning community facilitated by the instructional coach.

Project Summary: Summers Strong Supporting Strong Teachers was a mentoring program tailored to the needs of the beginning teachers at Summers Elementary. Summers Elementary had approximately 600 students that came from various backgrounds. Because of the diversity, Summers can be a challenging school to start a career in teaching. The implementation of Peers in Public Practice project allowed eight teachers to participate in planned observations and debriefing sessions. Through this grant, they supported 13 teachers throughout the entire year by implementing a professional learning community (PLC) that met monthly. The PLC focused on teaching strategies, assistance with upcoming paperwork, questions or concerns in the classroom, and bringing in experts as needed. The PLC was facilitated by the school-based coach.

Research shows that teachers that are supported in their first three years will most likely stay in education. Not only do we want to keep them in education but we also want to keep them at the school. We hope that the best time to give them this support is outside of the chaotic school day. Implementing the after school PLC, in addition to the classroom observations, supporting new teachers in this journey.

Outcomes: Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Teachers were given and pre and post survey that asked about areas of deficiencies or areas of improvement.

Grades Address: K-5 Private-Sector Investment: $4,705.43

Low-Performing Students: NA State Matching Amount: $3,256.08

Total Students Impacted: 160 Total Project Investment: $7,961.51

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Third Grade Robotics

Foundation: Columbia Public Schools Foundation

Project Abstract:

In Columbia County we have successfully engaged 4th-8th graders with STEM education and robotics by supplying each elementary and middle school with the equipment they need to successfully run a First Lego League team. These students have shown great enthusiasm and interest in continuing to pursue STEM education. We wanted to support this model program we have created by adding a developmental third grade program. We supplied each of our 3rd grade teachers with Lego WeDo 2.0 kits and Chromebook touch laptops. This allowed third graders to have an opportunity to practice with coding and robotics before moving to fourth grade. Some teachers were trained to on how to use these kits. These teachers' classes showed a high interest (via a survey) in STEM and possibly pursuing a spot on the Robotics team as a 4th grader.

Project Summary: We have seen many changes in education, and most recently standards for coding and computer science have been added to our elementary science curriculum. In Columbia County, we have supported our upper elementary and middle school students by supplying equipment for select students to become a part of a First Lego League team. This project expanded support of this program by adding robotics kits to classrooms and reach more students. We started by adding WeDo 2.0 robotics kits to third grade classrooms. These kits are slightly easier to use than the First Lego League kits, and students created their robots during center time and allowed a majority of students to become comfortable with coding and using a robot before they moved to fourth grade. We would, over time, like to supply equipment for coding and/or robotics to all of our elementary and middle school science classrooms.

The Lego WeDo platform was chosen because it is a program that prepares students to use the equipment we have already supplied each school with. This kit also is very engaging and fun for students to use. They learned a STEM skill without realizing it was part of their academic learning. The WeDo platform is simple enough that a teacher can easily implement the program in his or her classroom, and it allows a teacher currently less comfortable with STEM to increase his or her comfort level without becoming discouraged.

The WeDo kits require updated computer hardware that permits students to run the programming system. We chose Chromebook touch because they are a more cost effective solution. This allowed our students to become more comfortable with using the same hardware they will use in middle school science. Finally, we engaged the entire community last year when we implemented the First Lego League teams and have heard many students and parents express a desire for their students to have access to the tools they need to prepare for a competition team.

Outcomes: STEM Education 100% of student participants improved their grade in STEM subject area 87% of student participants showed increased interest in STEM education 87% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Teachers were asked to survey their students on how many students would like to be on the Robotics team in 4th grade.

Grades Address: 3 Private-Sector Investment: $10,002.20

Low-Performing Students: NA State Matching Amount: $10,000.00

Total Students Impacted: 92 Total Project Investment: $20,002.20

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Inspiring Students to Succeed

Foundation: DeSoto County Education Foundation

Project Abstract:

The “Inspiring Students To Succeed” project impacted over 2,700 students in DeSoto County. Projects fell into three categories: literacy, STEM or low performing students. The students who were impacted by these classroom grants ranged from Kindergarten students to high school seniors.

DCEF was able to give just over $33,000 to teachers and program leaders in DeSoto County due to the School District Education Foundation Matching Grant Program. Our allocation from the program was matched by local sponsors for a total of $33,283.22 of combined funds to award. The Executive Director of the education foundation was consistently in contact with teachers and administrators and has met and communicated during the summer with the district leadership team concerning the mini-grant project.

The results of the teacher grants were overwhelming! Not only did the teachers report such great reactions from children through the various experiences, but hard data suggested tremendous increases in learning!

Project Summary: During first few weeks of school, the foundaiton director talked with administration at the district level and school level explaining the project to the staff and administration. This year we expanded the projects to include: 1) school wide projects; 2) grade level or team projects; and 3) individual classroom teacher projects. Funds for these projects varied. The application was located on the foundation website at and was also emailed to school administrators and forwarded to classroom teachers.

A committee composed of three DCEF Directors and the Executive Director reviewed the grants independently and then met as a committee and rank ordered the grants to be awarded. Mid-year updates were made by the grantees by email or face to face conversation. Fiscal reports were also reviewed at this point in the project to see if changes needed to be made. The Executive Director visited with several teachers during the year and took photos. In addition, each recipient was asked to send thank you letters to specified corporate sponsors.

Outcomes: Literacy 96% of student participants showed increased interest in reading 87% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 71% of student participants improved their overall grade(s) in school

STEM Education 77% of student participants improved their grade in STEM subject area

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Literacy outcomes were measured by FSA scores and I-Ready Diagnostics.

Eighteen low-performing students in the third grade were measured by the Grade 3 FSA scores. The mentoring program that was designed to motivate, inspire and provide accountability to the low performing high school students measured growth with the students' high school report card grades.

STEM students in the DHS Robotics Club were evaluated at multiple robotics competitions in the state. They ranked 2nd in the state as well. Math projects were evaluated with FSA scores and I-Ready diagnostic scores.

Teaching outcomes were measured through conversations and classroom visits. These teachers are excited about what they know and learned from the materials and/or presentations that was provided.

Grades Address: K-12 Private-Sector Investment: $16,740.82

Low-Performing Students: 28 State Matching Amount: $16,646.37

Total Students Impacted: 2,762 Total Project Investment: $33,387.19

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Community Mobilization

Foundation: Jacksonville Public Education Fund

Project Abstract:

This year our main focus was to elevate student voice to inform education decision making, programming and the daily operation of our schools. We hosted three regional events centered on listening to the students’ definition of success. After each event a task force met to create priorities and specific actionable items that were later implemented at three selected schools (Edward H. White Military Academy of Leadership, Young Women’s Leadership Academy at Eugene Butler Middle School, and Alfred I. Dupont Middle School).

From renovating a courtyard to planning a career fair, students from these three schools shared what it meant for them to be empowered and heard. To the broader community, these improvements may seem small. But teaching our students to organize and to partner with community stakeholders in support of improvement is essential to the growth and development of our city.

At the ONE by ONE Convention we heard powerful and inspiring messages both from the community and from students. Delegates saw the power that placing students at the center of decision-making conversations can have and the potential young people have to make our schools, our neighborhoods and our city places we can all be proud of.

Project Summary: During 2017, our goal was to bring the students’ voice to the center of the discussion of how to improve the quality of our local schools. In Jacksonville, many conversations regarding public education have taken place during the last five years, but students had not been intentionally included in those conversations. Through the Student Voice initiative, we have elevated Duval County public school students’ voices to better inform decision-making, programming and other actions in schools in Duval County.

Close to 900 diverse stakeholders (students, teachers, school leaders, and community members) participated during the three regional meetings and the ONE by ONE Convention.

Participants at Student Voice regional events discussed various topics and the following themes emerged: 1. Amplifying student voices. • Developing pathway/tool for student representation and training on SACs, what to expect, and the importance of getting involved • Supporting parental engagement • Providing monthly forums where students talk about their concerns • Representing student voices on organizational boards • Hearing from students with the most challenges • Including student voices on decision-making bodies 2. Character Development • Being mentally stable and motivated • Having a vision and developing a purpose • Utilizing your resources • Surrounding myself with others who motivate me • Having responsibility 3. Community Partnership • Having an adult support mentor • Having community study areas especially in businesses • Managing upkeep of neighborhoods • Creating platforms for corporations to engage • Enlisting the 26-29 age group acting as connectors • Supporting local schools with our businesses • Sponsoring more after school/community clubs

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

4. Real Life Work Experience, such as: • Career Day/speaker series with community leaders • Work-study, internships, apprenticeships and job shadowing • Integration point with other programs; i.e. Student Life Style Successes (funded by VyStar), Hero Points and Maker Marks, Big Brothers, Big Sisters: Beyond Schools Walls • STEM for women

At this year’s ONE by ONE Convention: Students at the Center of the Conversation, we heard powerful and inspiring messages both from the community and from students. Delegates saw the power that placing students at the center of decision-making conversations can have and the potential that young people have to make our schools, our neighborhoods and our city places that we can all be proud of (89 percent of participants felt inspired to include student voice into their everyday work).

Superintendent Dr. Nikolai Vitti also inspired ONE by ONE delegates, urging participants to educate themselves on upcoming education policy. Most participants at Convention (95 percent) agreed that this event made them more aware of the role the community can play to improve public education. Participants also had an opportunity to provide their input regarding the characteristics and priorities the next Superintendent should focus on (Duval county is on the search for a new Superintendent). Conversations were rich and the majority of participants (95 percent) felt they engaged in meaningful discussions, while 94 percent felt their voices were really heard during the event.

Participants at the ONE by ONE Convention gave their input on the characteristics they would like to see in our next superintendent by answering some key questions: • Participants expect the next Superintendent to authentically engage and listen to diverse stakeholders with the students being the number one group mentioned by all tables. Engagement with teachers and caregivers was also mentioned with particular emphasis on their diversity. Special groups such as English Language Learners, students with special needs, and the recognition that all schools deserve an equitable level of attention. • Closeness to schools. Many participants expressed that not all schools receive the same attention or recognition, which in their words, possibly limits the Superintendent’s understanding and ability to connect with all stakeholders. Participants expect the next Superintendent to be flexible and understand that each school has specific needs. • Much of the discussion revolved around offering a variety of classes, activities, and experiential learning opportunities. The conversations highlighted a desire for practical course offerings, vocational training, and much more! • There is a desire for more investment in educators so that ultimately the district can attract and retain high-quality teachers for their students. The investment includes paying more, but also providing more professional development opportunities. This investment is extended to school leaders so that they can have more autonomy and provision in the curriculum that might entice other educators to stay.

Most participants at the ONE by ONE Convention expressed a high level of satisfaction (84 percent) with the event and the majority agreed that our educational system is on the right track (82 percent).

Outcomes: Low-Performing Students 95% of community participants agreed that the event made them more aware of the role the community can play to improve public education 89% of community participants felt inspired to include student voice into their everyday work

How Outcomes were Measured: Outcomes were measured via exit surveys of 900 attendees.

Grades Address: K-12 Private-Sector Investment: $107,428.96

Low-Performing Students: 500 State Matching Amount: $100,000.00

Total Students Impacted: 500 Total Project Investment: $207,428.96

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Teacher Leadership

Foundation: Jacksonville Public Education Fund

Project Abstract:

The Teacher Leadership Initiative was designed to elevate and empower Duval County’s best and most creative teacher leaders and delivered on that mission. The initiative was composed of three key areas: the Teacher Roundtable, PowerUP Jax innovation grants, and the EDDYs. The Teacher Roundtable elevated the voices of Duval County's best public school teachers while empowering them to help each other and educate the community about the importance of high-quality instruction in public education. PowerUP Jax is a vehicle to fund teachers' innovative classroom projects. It has changed from a crowd-funding portal to a competitive grants process allows us to truly seed innovation and reward creativity among public school teachers, regardless of social and economic conditions and environments. The EDDYs identifies and honors the work of the county’s best teachers, and then engages them in a variety of activities to grow their leadership and impact. Teachers of the year are the core members of the Teacher Roundtable and its steering committee, and frequently speak across the community to promote better understanding of teacher excellence.

Project Summary: Teacher Leadership remains of significant interest to education reformers and philanthropists across the country. This year, as we continued to expand our work in this area, we engaged teacher leaders, expanded their impact, and found so much power in the voices, stories and leadership of excellent educators in Duval County.

Teachers have always been an important constituency to the Jacksonville Public Education Fund, and their voices are vital to the transformation of our public schools. Our previous research and a 2013 teacher survey showed that teachers listed autonomy and the ability to have a voice in district and state-level decision-making as among the key factors that would influence them to stay in the classroom. Teacher retention is also an important issue both locally and nationwide.

That’s why the goal of our Teacher Leadership initiative is to deeply engage with a greater number of teacher leaders by celebrating and fostering the amazing work they do, and giving them a greater voice in issues they care about. During FY17 we advanced our work around the four major components of our Duval County Teacher Leadership initiative: the EDDYs, the Teacher of the Year Selection process, PowerUP Jax and the Teacher Roundtable.

Through the EDDYs program we sought to elevate the voices and examples of excellent teaching provided by our top five teacher of the year finalists. This resulted in numerous speaking engagements, including at other schools in the area, sporting events and at rotary club meetings for these teachers. Another phenomenal example of this is how we facilitated a partnership between Deutsche Bank and the teacher of the year finalist from William M. Raines High School. Together they developed a financial literacy program for the students and created mentorship opportunities between bank employees and students and internship opportunities for the students to take advantage of during the summer. These are just a few of the ways we took what was previously just an awards program- the EDDYs - and moved it to deeper impact. This year, PowerUP Jax transitioned to a single-cycle grant process announcing all 20 winners in the fall. This change in structure was introduced in order to provide teachers with ample time to purchase their materials and roll out their projects, fulfilling their proposal within the same school year with ease. PowerUP Jax received a total of 48 project applications and awarded twenty $500 grants to those whose projects were deemed most innovative and creative. Of those awarded, one teacher’s project was chosen to have been the most innovative, and thus received an additional prize and was recognized at the annual EDDY awards. A panel of judges reviewed each project according to a specific rubric assessing how well applicants described their proposed plan, explained the potential impact on their students, how they would evaluate the effectiveness of the project, and how they intended to use their funds.

The Teacher Roundtable works to elevate and empower great teachers to advocate for improvements to district policy and practice around areas that matter most to teachers. It is led by a Teacher Roundtable Steering Committee, consisting of Teacher of the Year semi-finalists and other teacher leaders. The Roundtable met four times to discuss and come to consensus around key issues. The teachers involved shared that this has been a very rewarding experience in which teachers have selected discussion topics and created feasible and specific solutions for these issues. The Teacher Roundtable had nearly 50 participants during the year and tackled the topic of teacher leadership. Over a third of the

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes participants were new to Teacher Roundtable this year and over a fourth of the participants were involved in all four sessions.

Teachers made significant strides to further plans and develop strategies that will impact all teachers in the district in upcoming school years. While the standard format for Teacher Roundtable is to hold two meetings (the first for brainstorming, the second for action planning), this topic led to two additional meetings, which involved a collaborative conversation with the former Superintendent of Duval County Public Schools, Dr. Nikolai Vitti. The outcomes of the four meetings on teacher leadership were tangibly evident through two detailed memorandums sent to the school district administration outlining a plan of a hybrid teacher leadership model for both the elementary and secondary level. The model created entirely by the teachers involved in the Roundtable was utilized in a plan presented by the superintendent to the school board in the proposed budget for the 2017-2018 fiscal year.

Similar to previous years, participants reflected on the Teacher Roundtable experience as important to them and their path as a teacher. Of the participants in the Teacher Roundtables focused on teacher leadership, 94 percent said that the Teacher Roundtable increases their interest in remaining in the classroom as a teacher, and 100 percent said that the Roundtable allows them to reflect on their classroom practices, and to reflect on teaching and learning. Additionally, 100 percent of Teacher Roundtable participants said they better understand the policymaking process.

Outcomes: Teaching Quality 100% of teacher participants indicated that the Teacher Roundtable allows them to reflect on their classroom practices, and to reflect on teaching and learning 100% of teacher participants indicated that they had a better understanding of the policymaking process 94% of teacher participants showed improved attitude toward teaching 94% of teacher participants indicated that the Teacher Roundtable increases their interest in remaining in the classroom as a teacher

How Outcomes were Measured: Outcome measures were conducted via exit surveys.

Grades Address: K-12 Private-Sector Investment: $141,245.35

Low-Performing Students: NA State Matching Amount: $87,183.71

Total Students Impacted: 5,000 Total Project Investment: $228,429.06

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Grants for Excellence

Foundation: Escambia County Public Schools Foundation

Project Abstract:

The Escambia County Schools Foundation Grants for Excellence program funded 22 innovative, collaborative classroom projects across 22 schools impacting 8,815 students and 490 teachers in the areas of STEM education and Literacy resulting in 2,894 students showing an increased interest in STEM Education; 1,126 students showing an increased interest in STEM Career; 1,176 students improving their STEM grade; and 1,764 students improving in other measures for a total of 8,226 students impacted positively by Foundation grants. Literacy grants impacting 589 students resulted in 255 students showing improved reading skills; 141 students showing increased interest in reading; 36 students showing increased interest in writing and 35 students showing improvement in other measures for a total of 467 students impacted positively. Grants for Excellence also funded two Virtual Instructor Led Training(VILT) technology systems at two Escambia County Public Schools. The VILT technology gives schools the ability to share curriculum, instructors and ideas to promote STEM education and create a revolutionary new way of delivering it.

Project Summary: Our Grants for Excellence program continues to be well received by teachers and students. Teachers are encouraged to collaborate over grade level or subject area in order to create an exciting learning environment in which the school's goals are furthered. Applications are submitted to the Foundation Grants Committee with the name of the teacher and school redacted and a scoring rubric is 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 application has been aligned with achievement priorities and outcome measures outlined by the School District, CFEF, and the Florida Legislature. Grants for Excellence allows teachers to bring innovative projects into the classroom or create opportunities for enhanced learning outcomes. Funding for these projects would not be possible through school budget allocations.

The Foundation awarded 22 innovative, classroom projects across 22 schools impacting 8,815 students and 490 teachers in the areas of STEM education and Literacy. 7,427 students were positively impacted in the areas of STEM education and Literacy as shown by pre and post testing. The following is a sample of one of the Grants for Excellence we awarded this year:

"STEM Expeditions-Virtual Experience-Real Learning!" Many students at Ferry Pass Elementary have never been out of Pensacola, let alone to another state, another country, another continent, underwater or up in the air. Google Expeditions takes students to places a yellow bus could never go. Teachers used existing curriculum along side Expeditions, which is a collection of virtual reality linked to supporting materials that are easily integrated into the classroom. This virtual reality experience like exploration, space and landmarks was priceless for 244 Ferry Pass Elementary students.

Without our Grants for Excellence program, projects such as the above would not become a part of learning experiences for our students. These grants are a focus of our Foundation's strategic plan to make a significant impact in classrooms and invest in our children's future.

School grants provided a means for students to experience enhanced curriculum as they progress through grade levels. Teachers and administrators collaborated on projects and needs specific to their student population. We were looking for projects that engaged students to make sure they are able to demonstrate their learning by designing, creating, and producing work products that can be shared with others.

All grant awards are used for the purchase of supplies, materials, equipment, technology, software, or field trip transportation to support the project and priority was given to grant proposals that included: a) an original, creative, innovative, and collaborative teaching approach that addressed student needs; b) an appropriate, complete, and detailed budget; c) a defined outcomes statement with clear objectives stating what students should know and be able to do at the end of the project.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Literacy 43% of student participants improved in a standardized reading skills test(s) 24% of student participants showed increased interest in reading

STEM Education 35% of student participants showed increased interest in STEM education 14% of student participants showed increased interest in pursuing STEM career 14% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Literacy outcomes were measured through student interest surveys as well as STAR Early Literacy Assessment and STAR Reading Assessment, and FSA report.

STEM outcomes were measured via pre- and post-tests written form, survey monkey and other digital platforms.

Grades Address: K-12 Private-Sector Investment: $64,999.28

Low-Performing Students: NA State Matching Amount: $64,999.28

Total Students Impacted: 8,815 Total Project Investment: $129,998.56

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Classroom to Careers: CTE Focus

Foundation: Flagler County Education Foundation

Project Abstract:

School district leadership and Flagler County Education Foundation have created strong partnerships with community business leaders and economic development professionals to attract employers who will provide good paying jobs for highly qualified high school graduates. The availability of a well trained workforce is among the top considerations for businesses looking for a new location. We want businesses to choose Flagler County.

Flagler County Education Foundation Board of Directors is focusing its attention and resources to build a pipeline of students interested in earning Career and Technical (CTE) certifications. Our goal is to support the school district to provide a variety of career exploration experiences that begin in kindergarten. This year, School District Education Foundation (SDEF) Matching Grants have been used to establish meaningful K-12 experiences to explore careers in manufacturing, medicine and digital technology. Career exploration experiences were made possible through donations of time and materials from more than 50 businesses who participated in hands on projects, tours and internships to expand students’ career knowledge and earning potential in careers.

Project Summary: Career and Technical Education (CTE) Training 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 is committed to ensure every student graduates from high school ready for college and career.

In Flagler County, Career Exploration begins in kindergarten and continues throughout a student’s tenure through an initiative called “Classroom to Careers” that began three years ago with the establishment of Flagship Programs in each of the ten district schools. The FCEF Board of Directors represent each of the seven industries identified as important to economic development in Flagler County. Each director has a vested interest in preparing students for both college and career. This year the foundation focused its attention on exposing students to CTE programs and career opportunities in three industries: Medicine, Construction and Digital Technology. Following is a summary of projects that were funded in part by FCEF/SDEF Matching Grants:

“Building Careers” – Construction-related careers On April 12 the Flagler community was invited to cut the ribbon and recognize more than 20 businesses that supported Vinney Olivera’s high school construction students as they built an outdoor storage shed and learning lab on Matanzas High School campus. The “Building Careers” Classroom to Careers initiative begins in elementary school with “Builders” clubs meeting before and after school. Students work with Flagler Home Builders Association members to explore a variety of construction careers while working in teams to construct model homes with Lego blocks. Students enter their work in a completion with the best of the best designs to be included in the Flagler County Palm Coast Home Builders Association Parade of Homes March 18-26, 2017. A “Builders Club” at Buddy Taylor Middle School was launched this year. Students worked with Matanzas High School students to build and decorate a home for Santa’s Village at the 2016 Annual Rotary Club of Flagler County’s Festival of Lights. Students are currently building and decorating picnic tables used on Buddy Taylor Middle School campus.

Career Exploration Tours & Experiences Forty 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 – elementary through college – to build awareness of the substantial and lucrative careers in manufacturing. Fifty Students toured Florida Hospital Flagler 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. Through a partnership with Flagler County Chamber of Commerce 38 students spent a day in one of eight area businesses learning about careers and the application of digital media skills in real estate, insurance, law, assisted living, and

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes construction offices. Eight students volunteered to visit Grand Haven Womens Club members to assist them in using their smart phones, laptops and i-pads. The “Geek Squad” was a huge hit. One hundred and seventy-six business leaders attended the Annual Classroom to Careers Symposium. The Symposium included a career fair with 68 participating businesses who showcase employment opportunities.

“Internship Ready” Pilot Program The foundation contracted with a local company to design and implement a four-week summer training program to prepare students for paid summer internships. Businesses related to construction, medicine and digital media were selected in advance. Using online project management programs, students were able to work with their peers in and out of class to anticipate and respond to real-world situations that interns face on the job. Students learned how to present themselves, ensure their work supports the company’s goals and communicate effectively with employers and peers.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: We are early in our efforts to increase participation in CTE programs, focusing efforts in capturing student's interest.

Grades Address: K-12 Private-Sector Investment: $16,126.51

Low-Performing Students: NA State Matching Amount: $15,898.49

Total Students Impacted: 289 Total Project Investment: $32,025.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Innovation Mini Grants

Foundation: Flagler County Education Foundation

Project Abstract:

Innovation STEM Grants were awarded to teachers who successfully completed 28 classroom projects impacting 5,745 students in grades K-12, at a total cost of $24,386.10. Teachers delivered hands-on learning opportunities that engaged students and fostered higher-level thinking and problem-solving strategies focusing on experiences that have meaning and relevance to their lives in Flagler County. As a part of the Classroom to Careers initiative, tying classroom learning to respond to local workforce development, teachers included businesses and community members whenever possible. Eighty-seven percent of participating students reported and increased interest in math, science, technology and engineering courses and 70% report a greater interest in STEM careers.

In addition to funding STEM projects, FCEF provided funds for eight teachers to attend training, over and above training provided by the district. A total of 4,264 students are impacted by the increased knowledge and skills teachers gained as a result of their training.

Project Summary: Flagler County Schools has initiated “Classroom to Careers” programs In response to workforce needs, working closely with the Chamber of Commerce and the Flagler County Economic Opportunity Council to ensure classroom learning will provide students with the skills needed to compete in the 21st Century. 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 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.

Quotes from teachers: Debbie Smith-Meck, Belle Terre – Electric Dreams – grades 3-6 "Thanks to funding for the “Electric Dreams” project students in third grad had opportunity to learn about electric circuits. In the beginning, many students did not know the difference between a series circuit and a parallel circuit, insulators and conductors. Now they are able to identify conductors and insulators, and draw a series and parallel circuit and explain the difference."

Bonnie Warren, BES – 2nd Grade Growers "Students learned to grow plants from seeds using a greenhouse during germination. Students experienced a real-life lesson when the thermostat was turned up to 110 overnight in error. Many of our seedlings died, but enough survived to donate plants to a local community garden."

Cathie Zanelli, BES – Energizer Pups, grades 3-6 "Using our data from WeatherSTEM students investigated solar power and how it worked. Students used kits to build solar cars and most students could explain how the solar panels were able to provide power/energy for their cars to move."

Student comments: “This is so much fun!I can’t wait to race! C’mon Sun”! “Coach Cathie, we could put a solar panel in the garden and it could run the fish pump”! “So cool to hang with friends and “work” – this isn’t work! This is fun” "The butterflies we raised in our classroom came out of their chrysalis’ the same time we went to the IMAX theatre to see “Flight of the Butterfly.” Many students had never seen a movie in 3-D. Everyone agreed it was an “awesome” project."

Comments from Valerie Sanson, Wadsworth Elementary, who won a grant to attend a conference. "Thank you for the educational expansion that this grant provided. My knowledge base in technology was enlarged to a whole new dimension after attending the Florida Educators Technology Convention with 377 Presenters and 280 Exhibitors.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Our students' performance is more engaged, and I have definitely been able to raise awareness of technology and its related careers since seeing so many displays and workshops about this subject. Students have increased opportunities to explore real-life interactive technology using robotics that another grant provided that compliments this one."

Outcomes: STEM Education 87% of student participants showed increased interest in STEM education 70% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcome measures were collected through teacher surveys.

Grades Address: K-12 Private-Sector Investment: $20,440.79

Low-Performing Students: NA State Matching Amount: $11,666.37

Total Students Impacted: 10,009 Total Project Investment: $32,107.16

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Ed Enrich TEAM (Education Enrichment Teacher Mini-Grants)

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 Core 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: Our Mini-Grant vision of the Franklin County Education Foundation seeks to encourage creative ideas and innovative approaches to the public school curriculum while recognizing outstanding teacher planning. Our mini-grants for educators provide funding to enrich the educational experience of Franklin County students. We want to bridge the gap between what is not provided for within the county education budget and the high cost of innovation. The grants will cross all targeted categories (academic achievement of low performing students, literacy, and teaching quality) and a sampling of academic areas. Our goal is not to restrict but to be totally inclusive and 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 to enable teachers to bring their subjects to life through innovative projects. 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) may be submitted, only one grant per individual OR team was awarded this academic year. Interdisciplinary applications were encouraged and were awarded additional funds based on the number of individual teachers (and classrooms) involved. In addition, the grants were available to Franklin County educators who may not work in the school but willing to collaborate with the school system to provide services for the students in the public school system.

This year we had three projects. Two were successfully completed and while one was started (recycling project) it will be delayed until next year for a successful completion.

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

How Outcomes were Measured: Outcome was measured through teacher self-reports and school evaluations.

Grades Address: K-12;5 Private-Sector Investment: $3,990.00

Low-Performing Students: NA State Matching Amount: $3,598.98

Total Students Impacted: 56 Total Project Investment: $7,588.98

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: OnTarget Program and CAPS project

Foundation: Franklin County Education Foundation

Project Abstract:

The OnTarget/CAPS Advising program helped to demystify the process of choosing a career and/or applying to college. Students focused on choosing a career that not only engaged them but that utilized their skill sets. They completed several college applications and wrote logical essays. This peer mentoring process helped 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 Access Achievement Planning & Success) project (a component of OnTarget), students visited college campuses and experienced different college environments to help prepare them to make the best college fit decision. Three students applied to three universities each and were accepted at all three of their choices (these did not include community college applications).

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 knowing 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 the 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 me and what do I 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 would create 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. This year the students experienced five college campuses (FSU, UF, UCF, UT, and USF).

This project also provided the participants with the skills required to feel prepared for success in both college and their chosen career. They used personality inventories, Myers Briggs, to learn more about their characteristics and which career may best fit their personality. Their possible careers were be explored to ascertain what academic and other skills were required to be successful. Workshops (writing, research, reading), ACT practice exams, and Leadership institutes were also part of OnTarget.

Great attention was focused on the core standards inclusion in all activities and in reading and comprehending college level material to engage in evidence based discussions. All participating students completed 4-year college applications and the FAFSA within two FAFSA workshops. The lower performing students were paired with the more advanced students and were also able to accomplish the program goals and objectives. Freshman and sophomores participated in three-day weekend retreat that focused on identifying their skills, focusing on a career choice, becoming comfortable with college vocabulary, improving writing skills, and critical thinking.

Outcomes: Increasing Graduation Rates 86% of high school senior project participants graduated from high school 71% of student participants made progress toward graduating high school

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were measured through teacher self-reports and school evaluations.

Grades Address: 9-12 Private-Sector Investment: $10,746.00

Low-Performing Students: NA State Matching Amount: $3,060.00

Total Students Impacted: 61 Total Project Investment: $13,806.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: ROBOhawks

Foundation: Franklin County Education Foundation

Project Abstract:

Robotics and Engineering enables students to develop a multitude of skills that will prepare them to successfully function in and lead our future society. Through Lego Mindstorm sets and Knex Rollercoaster sets the students engaged in problem solving, collaboration, and logic skills while honing their math, science, engineering and technology knowledge to bring their innovative ideas to life. They did this while having a fun engaging experience that brought book learning to the practical world and investigating renewable energy sources such as wind, solar, and hydro. Students can solve the most intricate video game challenges and proved that when they are engaged in a fun task relevant to their perspective.

Project Summary: While many segments of the country are advanced in the field of Robotics and use the field to interactively engage their students, Franklin County had been dreaming of being able to afford such a program. Franklin County teacher coordinators welcomed the opportunity to have their students be competitive in the field of Engineering and all STEM related areas. This project filled the STEM gap and lighted a STEM spark in the eyes of our younger students.

The teachers in this project purchased LEGO mindstorm and Knex sets, guides, engineering books, which provided the opportunity to form a Robotics program and club. There are two schools in Franklin County and they collaborated to provide the middle schools at both facilities with sufficient sets which enabled the students to work in small group teams of 10 students. They purchased 20 Lego Mindstorms kits containing software and hardware that allowed students to work in teams to create small customizable and programmable robots. The students built their robots around a central computer brick using Lego pieces and gradually add motors, sensors, and attachments. The students were given real world challenges to complete such as closing a water dam, sorting trash, and energizing the city. The teams used the Lego Mindstorms to create a program that then transferred to the robot. The teams then tested their programs and made any necessary adjustments in order to complete a maximum amount of missions. The students also used their robots to design and test prototypes for solving real world engineering problems related to renewable energy.

The students developed problem solving skills while working as a team to create their robots. They designed, analyzed, and reviewed their programs and then modified them based on their outcomes. They collaboratively worked with their teams to solve real world problems. They realized, for example, that 'trash collection' is not an isolated role but one that requires planning and working with a team. They will learn that 'team' means compromise and that both schools can work together to accomplish a unified goal.

Outcomes: STEM Education 89% of student participants showed increased interest in STEM education

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

How Outcomes were Measured: Most of the participants were excited to be able to work with the robotics teams and produce robots that were useful. The teachers reported on the level of student involvement and interest during the activities

The teacher's attitude was assessed during two planning and one outcomes meetings. Both teachers were excited to receive funding that would engage students in a project that the teachers valued. Both teachers had advised robotics programs and/or clubs at their previous schools and saw this as an opportunity to continue their award-winning work.

Grades Address: 6-8 Private-Sector Investment: $5,000.00

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 180 Total Project Investment: $10,000.00 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: 2016-17 Improving Literacy

School District: Gilchrist County Schools

Project Abstract:

This project allowed the two Title I schools in Gilchrist County to provide supplemental early literacy and kindergarten readiness enrichment for students that are 3 and 4 years old. Grant funds were used to match funds provided privately through United Way to extend the learning day for these at-risk students. Participants were selected based on need, and were provided with an additional three hours of programming per day for the 180-day school year. Literacy and other outcomes were measured based on VPK Assessment pre, mid, and post academic tests, DIAL assessment pre and post for 3 year olds, and Learning Strategies Gold assessment pre/post for personal and social skills. Participating students showed an improvement from pre to post test. Data analysis from previous years has indicated that students who begin Kindergarten "ready" are still on grade level in 3rd grade. This project therefore has the potential to have a huge impact on the most needy families on a long term scale.

Project Summary: This project matched 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 were eligible to receive 1/2 day of academic programming for free through VPK funding. However, there are many students that are 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 of the day for these students, allowing many of them to receive services that would have otherwise been impossible. Now, because of this project, we were able to allow these same students to 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.

Outcomes: Literacy 100% of student participants improved in literacy skills

How Outcomes were Measured: Outcomes were measured through pre, mid, and post VPK assessment.

Grades Address: PreK Private-Sector Investment: $40,000.00

Low-Performing Students: NA State Matching Amount: $13,647.72

Total Students Impacted: 23 Total Project Investment: $53,647.72

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: AVID about Success

Foundation: Glades Education Foundation

Project Abstract:

AVID, Advancement Via Individual Determination, is a research-based program that brings strategies and curriculum to classrooms and to prepare students in grades 6-12 for success in middle and high school. The Glades Education Foundation sought funding for AVID program enrollment, teacher training, and classroom materials, as well as for AVID tutor salaries, in order to provide mentoring and skill advancement for academic success in grades 6-9 in the initial start-up year. We provided pre- and post-tests to students in grades 6-9 measuring an increase in the number of Glades County students planning to apply for college, an increase in the number of first generation students enrolled in AVID that are matched with mentors, and an increase in the number of AVID students who have a better understanding of post-secondary attainment.

Project Summary: Teachers were trained in AVID strategies during 2016 AVID Summer Institutes after being selected by the school administrators. After establishing site membership and teacher training, the AVID program was started at West Glades School and Moore Haven Middle High School, with Pemayetv Emahakv Charter School becoming a planning site, during the initial start-up year. Students were selected for participation in the AVID programs by review of program applications and analysis of student demographic data. College-age tutors were hired in September, 2016 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 November, 2016 to assess their knowledge of post-secondary education attainment. They took a post-test in May, after an academic year of AVID-based education and training.

As a result of the AVID program in grades 6-9, the Glades Education Foundation expects 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 6-12 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 100% of student participants showed increased interest in graduating high school

How Outcomes were Measured: Pre- and post-test of enrolled AVID students.

Grades Address: 6-9 Private-Sector Investment: $12,670.00

Low-Performing Students: NA State Matching Amount: $7,000.00

Total Students Impacted: 94 Total Project Investment: $19,670.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Glades Grants for Great Ideas

Foundation: Glades Education Foundation

Project Abstract:

Glades Grants for Great Ideas (GGGI) provided three teacher teams and one individual teacher a total of $5,000 in classroom grants for use in their classrooms to provide classroom libraries, book bags, and a fitness software. Included in the $5,000 was funding for student admission to the Museum of Discovery and Science in Fort Lauderdale. The funds afforded each of the teachers the chance to achieve measurable goals in literacy and STEM: to improve reading: leveled reading libraries, books and book bags for school and home use to provide easy access; informational and literature texts to increase reading skills in these genres; increase students’ interest in science, and to help students see the importance of fitness. Grades 1-5 were impacted by the four classroom grants, hence the GGGI grant.

Project Summary: In 1st grade a variety of leveled readers were purchased to create classroom libraries which encouraged students to read and would increase their reading stamina. Teachers then matched appropriate texts to the students’ reading levels. Since the leveled readers were matched to the students’ independent reading level, the students were encouraged to read independently for longer periods of time. In addition, students could select 2-3 leveled readers to place in a Book Buddy Bag that they kept at their desk and could read during the day and check out for the evening to take home to read with their family. Each week, students could trade out their leveled readers that were in their bags The leveled readers were also used for small group guided reading. The goal was for 80% of students to increase their STAR Literacy Scale Score by 50 points from the baseline test to the end of the year test. The final data indicated that 85% of students increased their STAR Early Literacy Scale Score by 50 points. In addition, students’ reading stamina increased from 30 seconds in September to 21 minutes in May.

This year our second grade consisted of more than half reading below grade level. To ensure that all students were working on grade level books were purchased to increase the available literature in classroom libraries. The literature brought in new, modern literature that interested the students. Thus, the students had access to a large and wide range of different literature without leaving the classroom. Also, the more a student enjoys reading, the more vocabulary, phonics, and text features the student learns. The STAR Reading Program was used to monitor the gains students made in literacy.

In third grade a student’s exposure to scientific concepts is often limited to textbooks and teacher created labs. Before the implementation of the science concepts classroom grant, very few of our students could relate science to real world experiences outside of the classroom. Third grade students will be required to take the FCAT 2.0 Science test in 5th grade. Third grade standards can be found on the FCAT 2.0 Science test. These standards are only seen in 3rd grade. To prepare students for the 5th grade high stakes test, students need to spend more time completing science investigations that will help meet these standards. Furthermore, if we can peak students’ interest in science and help them to make connections to real world events, students are more likely to retain and understand science standards. Our goal was to increase students’ interest in science by providing an opportunity for students to observe, experiment, investigate, and interact with scientific concepts outside of the classroom, through self-exploration, at the Museum of Discovery and Science. Prior to our project 63% of students surveyed felt unhappy with their interest level and understanding of scientific vocabulary and concepts. Also, 59% of students surveyed felt unhappy with doing scientific observations and investigations. Our day at the museum began with an IMAX film called National Parks Adventure 3D. This film took students on the ultimate off-trail adventure into the nation’s awe-inspiring great outdoors and untamed wilderness. Immersive IMAX® 3D cinematography took viewers soaring over red rock canyons, hurtling up craggy mountain peaks and into other-worldly realms found within America’s most legendary outdoor playgrounds, including Yellowstone, Glacier National Park, Yosemite, the Everglades and Arches. Following their IMAX film students then took a turn on the MaxFlight Simulator. This simulator is part of the aviation exhibit. It is a full motion simulator ride - with 360 – degree pitch, roll and spin technology, students will be able to experience adrenaline-filled aerial races and stunt flying! After the MaxFlight Simulator experience, students then continued on their journey to experience a hands-on lab demonstration called Guts, Goo, and Poo. This lab demonstration allows students to explore the systems of the body. After the lab, students explored the Powerful You! Exhibit. Once students experienced this unique journey through science concepts, it was our hope that they would have an increased interest in science. Students should also be better able to relate some science topics and standards to real world situations.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Therefore, students would develop a better understanding of the NGSS standards as well as the “Practice of Science” through investigation and observation. After the implementation of our project, only 18% of students surveyed felt unhappy with their interest level and understanding of scientific vocabulary and concepts. Also, only 5% of students felt unhappy with doing scientific observations and investigations. We feel that our project was a huge success!

Using the Fitness-Gram software teacherd showed students where they were on the healthy fitness zone chart and use this data to help them set realistic fitness goals for themselves to meet. Students learned about heart rates and target zones and where they should have their heart rates when exercising. Students became more interested in learning about fitness and healthy habits as they began asking more questions about what it takes to be fit during class and even outside of class. We discussed fitness components and fitness principles needed for making a sound fitness regime. Students learned about different equipment they could use and different ways to exercise to meet their goals and understand the different ways to meet the five health related fitness components. Students used technology in class by using pedometers to see if they were being active enough and even if they were moving enough. Students said they were noticing that they were doing more and trying more activities at home and some even said they want to try and play sports next year. Throughout the fitness awareness program, students realized the real-world applications of STEM concepts in math, science, and technology.

Outcomes: Literacy 71% of student participants showed increased interest in reading 66% of student participants improved in a standardized reading skills test(s)

STEM Education 25% of student participants showed increased interest in STEM education 15% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured by utilizing data from STAR Early Literacy.

STEM outcomes were measured using a baseline feelings survey and end of project feelings survey, utilizing the Science Feeling Survey, allowing us to measure the percent of project participants that had an increased interest and understanding of science subject matter. The increased interest in science is as indicated by a decrease in the percentage of students who felt unhappy about science from pre-project to end of project Science Feelings Survey results. Prior to our project on September 2nd, 63% of students surveyed felt unhappy with their interest level and understanding of scientific vocabulary and concepts. Also, 59% of students surveyed felt unhappy with doing scientific observations and investigations. After the implementation of our project on May 19th, only 18% of students surveyed felt unhappy with their interest level and understanding of scientific vocabulary and concepts. Also, only 5% of students felt unhappy with doing scientific observations and investigations. In physical education surveys were used to measure the outcomes. Students were given a survey at the beginning and then again at the end of the project to see if there was an increased interest in STEM education and STEM careers. There was a slight increase in both areas with more interested in pursuing a STEM career.

Grades Address: 1-5 Private-Sector Investment: $2,785.97

Low-Performing Students: NA State Matching Amount: $2,313.03

Total Students Impacted: 430 Total Project Investment: $5,099.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Leading Literacy

Foundation: Glades Education Foundation

Project Abstract:

The Glades Education Foundation’s Leading Literacy project provided sets of Florida Reading Association, Sunshine State Young Readers Award, and Florida Teens Read books for the media centers in Glades County Schools. Students were encouraged to read these books and participate in the motivational programs. Students who participated were rewarded based on the criteria that was set by the media /literacy specialists at each school. Students who read ten or more books were eligible to attend a field trip to a book store. Final data showed an increase from 29 to 33 students reading ten or more books from the previous year. There was a total of 520 students who participated in the motivational reading programs.

Project Summary: The Glades Education Foundation’s Leading Literacy project included four schools; K-5 (Moore Haven Elementary-MHES), 6-12 (Moore Haven Middle- High School) and K-8 (Pemayetv Emahakv Charter School-PECS & West Glades School-WGS) schools. MHES, PECS, AND WGS offered the Florida Reading Association’s Children’s Book Award (FRA) and the Sunshine State Young Reader’s Award (SSYRA) Programs. MHMHS offered the SSYRA Program and Florida Teens Read (FTR) program. Teacher’s implemented the FRA program by reading aloud books in their classrooms or in media centers. Student progress was tracked throughout the year. Students voted for their favorite book at the end of the year. Teachers and/or Media Specialists/Literacy Coaches documented the number of students that read/heard at least five books.

The Sunshine State Young Readers Award and Florida Teens Read Programs were implemented for students in grades 3-12. These programs provided the opportunity for students to read independently for personal satisfaction, based on interest rather than reading level. The students independently read the books, took quizzes, and tracked their progress utilizing the Reading Renaissance system. The program ended with students voting for their favorite book. Students in grades 3-12 were rewarded with a field trip to a book store if they successfully read ten or more program books.

Outcomes: Literacy 13% of student participants showed increased interest in reading

How Outcomes were Measured: Accelerated Reader testing at 70% or higher was used to determine successful reading of the program books. Baseline data from May 2016 was compared to the final data in May 2017. Data showed an increase in the number of students reading 10 or more books from May 2016 to May 2017.

Grades Address: K-12 Private-Sector Investment: $3,001.68

Low-Performing Students: NA State Matching Amount: $3,000.00

Total Students Impacted: 1,690 Total Project Investment: $6,001.68

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Gulf Grants Greatness

Foundation: The Education Foundation of Gulf County

Project Abstract:

The Education Foundation of Gulf County funds innovative learning projects. Gulf District Schools is a rural district with limited means, BUT very high expectations for students. EFGC Teacher/School grants must target: Literacy, STEM, and/or Low-Performing Students. They must also have initiatives that are aligned to school improvement goals and fund research- based projects to improve learning. It is critical that we fund projects with the greatest potential to improve our schools, enhance learning opportunities, and provide students with the best possible education.

During the 2016-2017 school year, Gulf District teachers received funding that provided classroom intervention materials for lowest performing readers, expanded community volunteer programs, and increased STEM learning opportunities forstudents. Grant projects during this year also provided assistive technology and software for low-performing students, an interactive weather station, Lego Robotics, and an Oculus Rift Video Gaming project to increase interest in STEM careers and STEM study. The Education Foundation of Gulf County is proud to report that we are a B district this year, but plan to continue to work with our schools, teachers, and community partners to help children and youth to learn and succeed to achieve their greatest potential.

Project Summary: Below are highlights of projects funded through Gulf Grants Greatness.

Wewahitchka Elementary School Weather Station-Purchased an interactive weather station and provided STEM classes through the authentic study of atmospheric science utilizing technology and hands-on learning experiences to actively engage elementary school children in STEM real-world study.

STEAM Lego Robotics-Provided program materials for students in K-8 grade to use Legos and Lego Mindstorms EV3 robotics to provide students with opportunities to experiment with their surroundings as a form of problem solving through coding. Students used Legos to build and engineer using creativity and collaboration, motivation, and self-direction to learn STEM principles with real-world applications. This STEAM project of building with the familiar LEGO bricks, using easy-to-use coding software and engaging curriculum relevant STEM challenges, made coding fun and relevant for elementary and middle school students to explore STEM careers and study.

Literacy and Reading/Writing Intervention Projects for Low-Performing Students, Student with Disabilities, and English Language Learners-Intervention program materials were utilized to implement individualized plans to improve reading and writing for struggling learners. Reading manipulatives, software, books, classroom magazines, and program materials were purchased to target individualized and classroom intervention needs for these learners. Community partners, volunteers, and mentors were utilized to support these students.

Agriculture Science at Wewahitchka High School-This project provided program supplies to start an Agricultural Science Program at Wewahitchka High School for students who have an interest in farming technologies. Agriculture Science students were given real-world literature in the form of planting instruction, construction directions, mechanical manuals, fertilizer calculations, etc. and learned to improve reading, writing, and math skills in a program of interest to them. Students enrolled in this 4-year Agricultural Science program. Student interest coupled with the growth of agricultural jobs in our area, and around the country, led the school administration to offer students study in all areas of agriculture, from the basics of gardening and livestock care, to construction, maintenance of equipment and even to involvement in government affairs pertaining to the agriculture field. Students were provided instruction and hands-on experience in daily duties on the farm, as well as opportunities in leadership and public speaking. Students in the program gained the necessary tools to achieve any level of success in agriculture, from a small family garden to a large single crop business. Because of positive learning situations and enjoyable educational activities, students of all levels benefitted from this program, assisting them in showing positive improvements in the areas of Mathematics, Science, and Language Arts.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

STEM-STEM program materials were purchased for students in grades K-12 to provide hands-on learning, experiments, and quality STEM learning opportunities. LEGOS, We Do Kits, Robotics and STEM materials provided hands-on learning experiences to actively engage children’s creative thinking, teamwork, and problem-solving skills in a fun and engaging environment.

STEAM First Lego League Robotics Team-Port St. Joe Elementary School and Port St. Joe High School fielded two competitive First Lego League Robotics team who competed in district and regional competitions the past three years. These teams were mentored and sponsored by DUKE Energy, AT & T Stem at Work, Tyndall Air Force Base Civil Engineering Department, and local community partners.

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

Low-Performing Students 100% of student participants showed increased interest in performing well in school

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

How Outcomes were Measured: To measure literacy outcomes, each Media Specialist submitted circulation reports that showed increased circulations during the 2016-2017 school year. Each school used different incentive programs to encourage reading and literacy engagement, but all media centers documented increased circulations.

Low-performing students were tracked using monthly data review meetings that included MTSS Specialist, Reading Specialist and Coach, Interventionist, and Classroom Teachers to conduct child study teams to write individual intervention plans that included tutoring, intervention supports, community mentors, and supplemental programs to target individual needs. In some cases, our Parent Liaison was also involved to problem-solve any home issues that were contributing to academic struggle. If Individual Interventions were not resulting in learning gains, then the team formulated additional supports to ensure success with each student.

Students participating in STEM School-based projects/lessons/experiences, after-school STEM programs, and extra- curricular STEM learning, completed pre- and post-surveys and were asked whether they experienced increased interest in STEM study, STEM careers, and pursuing additional STEM opportunities in their future. Quantitative and qualitative survey results showed that the STEM programs were overwhelmingly effective, engaging, and increased interest in STEM for all participants.

Grades Address: K-12 Private-Sector Investment: $15,000.00

Low-Performing Students: 247 State Matching Amount: $12,542.75

Total Students Impacted: 1,745 Total Project Investment: $27,542.75

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Robotics, Energy and Electricity

Foundation: Hamilton County Public Schools Foundaton, Inc.

Project Abstract:

The Hamilton County Public Schools Foundation in partnership with Hamilton County Elementary Schools, the Challenger Learning Center In Tallahassee and LEGO provided supplemental funding toward a 60 hour Robotics, Energy and Electricity enrichment STEM initiative (extension of 2016 summer robotics camp) for elementary fifth grade students. The funding assisted in increasing student and teacher knowledge in science, technology, engineering and mathematics (STEM) and provided opportunities for students to have hands-on experiences with 21st Century skills 1)critical thinking 2) creativity 3) collaboration 4) communication. Students were given the opportunity to demonstrate knowledge with peers in the classroom setting and during a STEM showcase in May of 2017. Teachers and students had the opportunity to share knowledge and skills learned across schools and with the Challenger Center via teleconference capability at each elementary school.

Project Summary: The Hamilton County Public Schools Foundation, Inc. worked with three Hamilton County Elementary schools to partner with the Challenger Learning Center in Tallahassee, Florida and LEGO to offer 140 fifth grade elementary school students an enrichment STEM program, Robotics, Energy and Electricity for two hours per week during the school day of the 2016-2017 school year. The Challenger Learning Center staff worked on-site in Hamilton County fifth grade classrooms providing activities for students and embedded staff development for teachers. This extensive 60-hour program utilized WEDO kits from LEGO and other highly engaging materials for student activities. The 140 students worked in groups and had full access to a variety of technology devices including iPads and laptop computers. The STEM program also included lessons on energy and electricity using Snap Circuit kits from ELENCO.

Students participating in this enrichment program had in in-depth look at Robotics engineering, energy and electricity while learning the principles of design and increasing knowledge and proficiency in science and related subjects. The STEM enrichment program was designed for students who are in the fifth grade to provide an opportunity for learning the 21st Century skills of critical thinking, creativity, collaboration, communication. The Challenger education staff provided standards-based science lessons introducing students to new technologies, computer programming, engineering, physical science, mathematics and imagination. Students were able to see how science and mathematics concepts are found in different aspects of their daily lives.

Outcomes: STEM Education 100% of student participants showed increased interest in pursuing STEM career 83% of student participants showed increased interest in STEM education 70% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Students were administered a pretest in the fall and both students and teachers were administered surveys at the end of the program in May 2017. the number of items for each survey varied from 5-7, depending on the group surveyed. The majority of the items targeted the evaluation questions using a Likert-type scale with four options or yes/no options. Open- ended items were also included, asking about the benefits of the program and what aspects of the program should be changed.

Grades Address: 5 Private-Sector Investment: $12,357.41

Low-Performing Students: NA State Matching Amount: $12,357.41

Total Students Impacted: 140 Total Project Investment: $24,714.82

2016-17 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 County School District's effort to expand on the success of the Battle of the Books competition by targeting literacy on all levels and modalities. While Battle of the Books has been limited to teams of third, fourth, and fifth grade students, Kindergarten, first and second grade students participated in their own squires in the Skirmish competition. Like the upper grades, 15 books, text exemplars, have been chosen as the goal for this literacy project. Each student who successfully read and tested on the chosen books was recognized. All upper level successful Sunshine State Young Readers were awarded a collection of souvenirs of the books.

In addition to the two battles, a district-wide read aloud took place during the state testing week. All 185 elementary teachers shared lessons, materials, and ideas through a secured social media site. In the 2016-2017 school year, all elementary students know that Hardee County District Schools completed these projects "For the Love of Literacy".

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 formed 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 providee 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 K-2 Skirmish was a grade-appropriate competition. Each grade level (K-2) 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 improved reading comprehension, built vocabulary, and taught teamwork and good sportsmanship. However, to truly address the love of literacy, including the struggling reader, is most essential. E-books are the resource of the digital age. Universal e-books can be used as instructional material, with each child having the opportunity to read digitally the same resource. Grade appropriate topical material was determined to be a more effective introduction to e-books district wide. The individual schools' media specialists selected and supported instruction.

Outcomes: Literacy 100% of student participants showed increased interest in reading 91% of student participants improved in a standardized reading skills test(s) 71% of student participants improved in a standardized writing skills test(s) 24% of student participants showed increased interest in writing

How Outcomes were Measured: Accelerated Reading records were collected. Data was evaluated for increased reading levels and number of advanced books successfully read.

Grades Address: K-5 Private-Sector Investment: $6,500.00

Low-Performing Students: NA State Matching Amount: $6,500.00

Total Students Impacted: 2,400 Total Project Investment: $13,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Science EXPO 2017

Foundation: Hardee Education Foundation

Project Abstract:

The Hardee STEM EXPO provided an opportunity for students to participate in activities that encouraged scientific curiosity, the love of science, and fostered independent learning. The students learned 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 students untouched by routine class activities. In addition, the cooperative efforts of the teachers, students, parents, local experts, and judges strengthened the links between schools and community resources. Specific STEM classes were promoted by supporting students and schools in their participation in the Intel 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 tested their ideas, collected and represented data, evaluated uncertainties and assumptions, revised their ideas as they assessed new data, and communicated with others, both in and out of their classroom.

The purpose of science fairs 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 allowed 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 showed increased interest in STEM education

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: $2,000.00

Low-Performing Students: NA State Matching Amount: $1,500.00

Total Students Impacted: 350 Total Project Investment: $3,500.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Teacher to Teacher

Foundation: Hardee Education Foundation

Project Abstract:

Kindergarten through eighth grade teachers were invited to apply for a Developer Grant award through the Teacher to Teacher Connection (TTC). Programs that were selected were successful, original and innovative, designed to help student achievement, increase the attendance, and/or improve behavior. Once teachers were chosen as Developers, they produced an online Catalog of Excellence: a permanent resource of past and present Developers programs. The Idea Expo showcased each program. Developers hosted a booth and networked with visiting teachers, and shared the details of their program. Any teacher who visited the Expo who wanted to implement a program they saw applied for an Adapter Grant. Money from this grant allowed 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 $1,000-$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.

Outcomes: Literacy 88% of student participants improved in a standardized reading skills test(s) 88% of student participants showed increased interest in reading

Low-Performing Students 93% of student participants showed increased interest in performing well in school

STEM Education 100% of student participants showed increased interest in STEM education

How Outcomes were Measured: Grant participants conducted pre- and post-interest survey of reading, performing well in school and interest in STEM education.

Grades Address: K-8 Private-Sector Investment: $2,500.00

Low-Performing Students: 200 State Matching Amount: $2,500.00

Total Students Impacted: 1,000 Total Project Investment: $5,000.00

2016-17 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, necessary technology tools were provided to help engage students with interactive lessons that prepared them for an increasingly digital workforce. Chromebooks in the classroom provided students with a hands-on opportunity to enhance their performance in all core subject areas. It provided students from low-income families with opportunities to become more familiar with technology and interactive lessons that they had little exposure to at home. Additionally, it prepared students for computer based assessments, such as the Florida Standards Assessment, by helping each learner become familiar with the many functions and operations that were for successful completion of the exam. Providing Chromebooks improved the overall performance of students by helping them become tech savvy in a world heavily influenced by technology.

Project Summary: Technology helps the teachers prepare students for the real world environment. As our nation becomes increasingly more technology-dependent, it becomes even more necessary that to be successful citizens, students must learn to be tech- savvy. Hardee County serves a high percentage of low-performing students who need additional support in this digital era. For this reason, it is imperative that Hardee County students are given ample opportunities to explore, operate, and understand devices, such as Chromebooks. The Florida Standards Assessment has now implemented even more computer based tests across the grade levels. Having Chromebooks available for practice helps students build their confidence in how to maneuver throug the exam, which helps deliver a higher overall score. Not only do Chromebooks help students prepare for high stakes testing, it exposes them to Google Applications and programs that help differentiate instruction to better accommodate all learning styles and specific academic needs of students.

Being a Title I school district, Hardee County is home to numerous families that are poverty stricken and are not able to provide their children with technology resources while at home. The research shows that teachers in high-poverty schools were more than twice likely (56 percent versus 21 percent) to say that their students' lack of access to technology was a challenge in their classrooms. More dramatically, only 3 percent of teachers in high-poverty schools said that their students have the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools. When given access to appropriate technology used in meaningful ways, all students- regardless of their respective backgrounds- can make substantial gains in learning and technological readiness.

Outcomes: Low-Performing Students 93% of student participants improved their grade in specific subject area 94% of student participants improved their overall grade(s) in school 97% of student participants showed increased interest in performing well in school 62% of student participants increased performance in FSA

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 both the test scores from the previously mentioned assessments and daily classroom performance.

Grades Address: K-12 Private-Sector Investment: $6,314.27

Low-Performing Students: 350 State Matching Amount: $6,314.27

Total Students Impacted: 350 Total Project Investment: $12,628.54

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Unlock the Secret of Coding!

Foundation: Hendry Public Schools Foundation

Project Abstract:

Students in grades K - 5 in Hendry County have begun to unlock the secret of coding with the use of many types of robotic and computer devices that were previously unavailable to them. Mobile stem carts that were purchased through these funds have made coding activities much more accessible for all students in grades K - 5. Before this project began, 93% of students who were introduced to the equipment demonstrated a low level of awareness of what coding was. Upon completion of the project, 98% of students who had used the equipment that was made available in the STEM cart demonstrated a moderate to high level of awareness of what coding was. Students in Hendry County will continue to use the mobile STEM carts to unlock more secrets of coding in future school years.

Project Summary: To begin the project, teachers at the schools where the mobile STEM carts were going to be placed were trained by the Title I technology specialist in the use of the equipment in the carts. The equipment that was in the carts included Bee Bots, Osmos, Dot and Dash and IPads. The Osmo kits included Tangrams, Newton, Masterpiece, and the Creative Board. Upon completion of the training, the mobile STEM carts were delivered to the schools for use in classrooms by students.

Teachers used the carts during small group instructional time, where the focus was math, which allowed the teachers time to teach the students how to use the equipment during the small group rotations. Observations of the students using the equipment included a plethora of problem solving dialogue among and between students to get the various robots to follow the commands that they had been given. Students were also asked to report out as groups what their problem was that they had to solve, and how they went about solving it. Students immediately observed that there was often more than one way to solve a problem, depending upon the codes that were programmed into the robot. Teachers reported that students repeatedly asked for more opportunities to interact with the mobile STEM cart.

Outcomes: STEM Education 100% of student participants showed increased interest in pursuing STEM career 75% of student participants improved their grade in STEM subject area 62% of student participants showed increased interest in STEM education

How Outcomes were Measured: The above outcomes were measured through surveys with the students and teachers. The surveys had questions that identified the students' prior knowledge that were in the form of a KWL chart. Students identified what they already knew, what they wanted to learn through interacting with the cart, and what they did learn upon completion of the project.

Grades Address: K-5 Private-Sector Investment: $5,000.00

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 327 Total Project Investment: $10,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Making an Impact Through Grants

Foundation: Hernando County Education Foundation

Project Abstract:

Making an Impact through Grants provided funding for 14 projects. Through these grants teachers made an impact through a variety of projects that included supporting student's to work towards GED program and student certifications and assessment tools to assist teachers in differentiated instruction and personalized learning. Teachers were able to support student learning through multiple projects to include: students learned about collecting and manipulating evidence at a crime scene, providing interactive hands-on healthy living and healthy environments, learned the structural, mechanical, and electrical aspects of submarines, supported students participating in science fairs, increased students knowledge of music, taught life-cycles of quails, and teaching students about electric cars and their importance to the economy and the environment. This grant had an impact on 5,578 students.

Project Summary: Examples of projects funded:

Gotcha--Students manipulated real and fictitious crimes that needed a solution, collecting and manipulating physical evidence from a mock crime scene.

Stomping Out Childhood Obesity--This project infused issues of Environmental Science and Health Education through interactive hands on gardening projects consisting of planting, care, harvesting and maintenance of a fruit tree grove and raising vegetable gardens.

Submarines in the Spring--Students experienced and explored the springs and gulf by adapting SeaPerch ROV submarines with go pro HD waterproof cameras.

Student Achievement through Renaissance Learning--Renaissance learning tools provided daily informative assessment and periodic progress-monitoring technology to enhance curriculum, support differentiated instruction, and personalize practice in reading.

Science Fair is for Everyone--This project built student confidence in the area of science, and overcome the barrier of communicating effectively with judges and peers. The experience allowed students to teach each other content and project ideas across grade levels. Skills associated with science fair such as observations, labeling, comparing and contrasting, demonstrating and leading to hypothesizing, experimenting, researching, collecting data, drawing conclusions based on their research and the results of their investigation were gained.

Careers: Making Educated Decisions-- Students who met grade, attendance and discipline requirements were able to go on field trips to local businesses and learn about future job opportunities.

Westside's Recorder Karate Club--Teachers were able to purchase instruments and music for the Friday Club.

Grade Cam--Teachers were able to get measurable data to help design lessons and see student growth and mastery of standards. GradeCam, is a tool used to measure student’s growth and skills on standardized tests.

Shockwave Through Science--Students began the project with a lesson on electric cars and their importance to the economy and environment. Students were taught cars do not just run on conventional gas motors.

Outdoor Science Zone Continued Development: Quail Breeds--This project taught/re-taught life-cycles of a quail hands-on.

5th Grade Wonder Novel Study--This project allowed students to emotionally connect with the book “Wonder”. Students learned about the characters strength and perseverance. Students were able to discuss how different points of views affected the way they felt about each of the characters.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Propelling High School Students to the Depths of Physics, Math, Technology & Engineering--Using advanced Math, Science and Critical Thinking skills this project challenged students to design and build a human powered submarine and test their theories in an international competitive race.

AE Program Assistance--This project provided assistance to our most disadvantaged students, helping student’s receive high school equivalent and transition into the workforce.

Outcomes: Career/Technical Education 91% of student participants showed increased interest in career/technical education 32% of student participants made progress toward completing career/technical education certification

Increasing Graduation Rates 97% of high school senior project participants graduated from high school 92% of student participants made progress toward graduating high school

Literacy 74% of student participants showed increased interest in writing 60% of student participants showed increased interest in reading 23% of student participants improved in a standardized reading skills test(s) 23% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 98% of student participants showed increased interest in performing well in school 84% of student participants improved their overall grade(s) in school 76% of student participants improved their grade in specific subject area

STEM Education 100% of student participants showed increased interest in pursuing STEM career 75% of student participants improved their grade in STEM subject area 62% of student participants showed increased interest in STEM education

How Outcomes were Measured: CTE outcomes were measured by teachers’ observations including conversation, on task engagement, and other direct observation.

Increasing graduation rates outcomes were measured by teachers’ response to student engagement with grade cam and i- Ready and the STAR programs.

Literacy outcomes were measure by grades, standardized reading, skilled tests and GED exams, i-Ready and the STAR programs, and students meeting or exceeded grade requirements.

Low-performing student outcomes were measured through pre- and post-tests, empirical gradebook data and success rates, vocabulary tests in both science and forensics, creating an crime scene diorama quizzes and tests on forensic information as well as scientific method steps, writing prompts, and scientific theory, and participation in the science fair.

STEM outcomes were measured as a result of empirical gradebook data and teacher observations, judges rubrics, informal poll of students, and pre- and post-tests

Grades Address: K-12 Private-Sector Investment: $19,421.97

Low-Performing Students: 598 State Matching Amount: $15,287.58

Total Students Impacted: 5,578 Total Project Investment: $34,709.55

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Tools 4 Schools II

Foundation: Hernando County Education Foundation

Project Abstract:

This one-stop, Tools 4 School Schools Supply Store for teachers on the East side of Hernando County was greatly appreciated throughout the school year by more than 500 teacher visits providing education to a growing number of more than 1,725 students. With teachers continuing need of supplies for their classrooms, being allowed to come and select from a wide variety of different classroom supplies once each month to fulfill the needs for a successful and amazing classroom experience for their students made true impact within their classrooms. This is exactly what was needed to continue the success in Hernando County.

Project Summary: The school district’s budget has been drastically reduced over the last several years and with the growing number of educators needed for the increasing number of students each year rising to more than 22,000, we needed more money to put back into our classrooms for our students. The Tools 4 School supply store has given our teachers hope again in doing what they love for their students. To be able to have an opportunity to select supplies they desperately need each month for their classrooms including simple items such as: pencils, crayons, marker, binders, folder, bulletin boarders, office supplies, posters, resource books, student books, educational games, copy paper, art supplies and much more. We use student volunteers, teachers, parents and staff members to work together to make the operation of the store a success. On-going community outreach, along with teaming up with business partners and hosting a variety of events and fundraisers throughout the school year have helprf to keep this amazing tool for our teachers going.

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

How Outcomes were Measured: The teachers are given surveys to fill out as they are being checked out.

Grades Address: K-12 Private-Sector Investment: $25,969.41

Low-Performing Students: NA State Matching Amount: $25,000.00

Total Students Impacted: 1,725 Total Project Investment: $50,969.41

2016-17 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 Highlands County Education Foundation 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 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: “My expected outcome to increase the amount of words/vocabulary my students would see, to increase comprehension, to increase the love of reading for all my students. My students achieved all of these goals. Aims Web Fluency - 72% were below the 50 percentile in August, 29% currently below. 100% of my students tested below a 4th grade lvl on the iReady Diagnostic in August and I now have 33% of my class testing at or above a 4th grade level. 72% of my class were in Profile 1 on this test. Indicating there were 2 or more years below with a significant deficit in vocabulary. I now only have 35% in Profile 1.”

Project Summary: The teacher grant project was offered to teachers at each of the schools in the district. The focus of the grants was to enhance student learning in reading with a direct focus on enhancing student academic success. Grant projects were to directly involve students in reading initiatives and support the Common Core State Standards. Additional consideration was given to 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 grants permitted teachers to purchase materials that complimented and supported rigorous instructional units of study. The primary focuses for these grants were reading and language arts.

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

How Outcomes were Measured: Teacher grants contained a wide variety of measurable student goals and objectives based on the specific data of their students. Some included: students demonstrated an increase in motivation during reading through observance of more positive attitudes towards reading. Students demonstrated an increase in reading fluency and stamina. 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: $19,767.46

Low-Performing Students: NA State Matching Amount: $17,722.94

Total Students Impacted: 1,350 Total Project Investment: $37,490.40

2016-17 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 are both engaging and promote student learning. Teachers/staff applied and grants were awarded on their desire to improve their individual teacher quality through increased knowledge of The Leader in Me process. Teachers/staff were awarded the opportunity to attend a Leadership Symposium to better equip their ability to understand and implement The Leader in Me process. Forty participants increased their knowledge of The Leader in Me process and the project participants share their knowledge back at their individual school sites to empower others in best practices of this initiative.

Project Summary: The Leader in Me has been implemented at all elementary schools in Highlands County for the past three years. This process is built upon the principles of 7 Habits of Highly Effective People. These seven 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 management 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 seven habits present a holistic, integrated, principle- centered approach for leading in the 21st century. The grant project opportunity is offered to teachers/staff at each of the elementary schools in the district.

The focus of the project is 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 teacher/staff an opportunity to participate in professional deveopment by attending a Leadership Symposium. The Symposium provided an opportunity for teachers/staff to celebrate the accomplishments of schools that participated in this movement and collaborated with other educators of how leadership has transformed thier schools and communities. Teachers/staff 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 Symosium teachers/staff visited schools that are fully implementing the Leader in Me process, heard Keynote Speakers, participated in brekout sessions to further clarify best practicies, and participated in table topics to gain understanding of this process.

Outcomes: Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general

How Outcomes were Measured: Forty teachers/administrators attended the Leadership Symposium. During this Symposium teachers/administrators visit schools that are 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. Upon their return to their individual schools each participant shared with their individual staff what they had learned and integrated additional best practices to their way of work. In addition, each school held a Leadership Day for parents and community members to have a first-hand view of this initiative.

Grades Address: K-12 Private-Sector Investment: $10,000.00

Low-Performing Students: NA State Matching Amount: $9,101.95

Total Students Impacted: 1,000 Total Project Investment: $19,101.95

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Innovative Projects

Foundation: Hillsborough Education Foundation

Project Abstract:

The Innovative Projects Program supported students attending Hillsborough County Public Schools by providing grants to teachers for a specific project that tied into their current academic curriculum and fostered student interest and engagement. Innovative Projects motivated and engaged students by providing updated technology and leading curriculum resources that would not normally be accommodated by the typical school budget.

All HCPS teachers and principals were eligible to apply for an Innovative Project to support their school or classroom. The Foundation also partners with individuals, corporations, agencies, and organizations to provide direct funds to schools with district identified needs. These partnerships have an exponential impact to students across the county. In the 2016-17 academic year the Foundation and its community partners were able support 66 Innovative Projects which impacted 13,893 students.

Project Summary: Hillsborough Education Foundation (HEF) serves the seventh largest school district in the country with 212,000 children enrolled in Hillsborough County Public Schools (HCPS). Almost two-thirds of Hillsborough students qualify for free or reduced lunch and the district has 150 Title I schools (over 67% of the student population qualifies for free or reduced lunch). Hillsborough Education Foundation recognizes that all children should have access to the resources that will help them succeed in the classroom; Innovative Projects addresses this need by putting funds directly into the hands of the classroom teacher.

HCPS teachers submitted applications at the beginning of the school year. Applications included the project's description and a detailed budget. A team of reviewers including school district employees and Foundation committee members, rated each application based on the project's viability and impact. Top-rated applications were awarded in January. The typical project grant ranged from $500 - $2,500 and teachers were given the flexibility to schedule the project in their academic calendar as they deem appropriate. At the completion of the project, teachers were required to submit a detailed report on the project outcomes, which included a detailed summary outlining the project and lesson, the budget for their project, and photos. Students were requested to write "Thank You" cards to their Innovative Project sponsor.

Innovative Projects could also be targeted to the specific needs of a school. Community partners often fund larger projects on an as needed basis. This year we had several projects that donors assisted the Foundation in funding like shade covers for playground areas, technology upgrades, and new band instruments and equipment.

Outcomes: Teaching Quality 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Teachers who received an Innovative Project Award changed behavior in Teaching Method due to having resources available to enact change.

Grades Address: K-12 Private-Sector Investment: $400,305.04

Low-Performing Students: NA State Matching Amount: $100,457.96

Total Students Impacted: 13,893 Total Project Investment: $500,763.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Professional Development for Culinary Students

Foundation: Hillsborough Education Foundation

Project Abstract:

As one of the Career and Technical Education programs offered by Hillsborough County Public Schools (HCPS), it is essential that Culinary Arts program students receive classroom instruction and real-world experiences to prepare them to transition directly into the workforce after graduation. This project gives Culinary Arts students from four Culinary Arts programs around the county the opportunity to prepare and serve food in a professional setting. The opportunity to complete a large- scale food service project is a rare opportunity that teaches students skills such as: preparing commercial foods in quantity, safety and sanitation, use of commercial equipment, menu planning and budgeting, and storeroom management.

After completing this project, 140 students had a deeper understanding of the professional demands in their career path. After surveying, 76% students showed a stronger interest in their chosen program, and 81% indicated they had a better understanding of the professional needs in a culinary setting.

Project Summary: The Culinary Arts Program in HCPS is a comprehensive program that “prepares students for employment in various commercial food service establishments such as restaurants, cafeterias, country clubs, and catering services.” To support the Culinary Arts Program, the Foundation offered students the opportunity to participate in two large-scale commercial food preparation and service experiences: the annual Excellence in Education awards at the Straz Center for the Performing Arts on February 28, 2017, and the Scholastic Arts & Writing Awards held at Blake High School on March 24, 2017.

The opportunity for students in the Culinary Arts Program to participate in a large-scale commercial food preparation and service experience gives students the chance to use the skills they’ve learned in a professional setting while still under teacher supervision. Students are in charge of creating the menu, preparing the food, and serving the food to guests, giving them a comprehensive experience that incorporates the many skills they will use when entering the workforce. Both events are the largest gathering of attendees that students will have the opportunity to serve before graduation and thus is a critical experience for students to have. When Culinary Arts Program students graduate, not only will they have the necessary culinary skills to succeed in the workforce but, through this opportunity, they also have a large-scale catering experience to list on their resume. Culinary Arts students were responsible for every aspect of food service at both events. Students were given a budget, planed a menu that complimented the event theme, bought needed supplies, prepared the food in a timely fashion, and ensured that it was edible and presentable to their audience. Students were also responsible for setting up their food stations, keeping their stations stocked, breaking down their stations, and serving guests with a pleasant demeanor. Teachers facilitated this project but students were expected to manage all aspects of the project over the course of two months. Students’ involvement with all aspects of food service at a respected venue and in front of a high-profile audience allowed students the opportunity to manage a multi-faceted catering event that is not reproducible in a classroom setting. This opportunity allowed the Foundation and HCPS to showcase students pursuing their career goals in the Culinary Arts Program and instilled in students confidence in their abilities, encouraging them to excel in their future endeavors.

Outcomes: Career/Technical Education 76% of student participants showed increased interest in career/technical education

How Outcomes were Measured: Students were given surveys to complete. Of the 83 surveys collected, 63 showed an increased interest in continuing their education in the Culinary Arts through the Career and Technical Education program at Hillsborough County School District.

Grades Address: 9-12 Private-Sector Investment: $59,241.00

Low-Performing Students: NA State Matching Amount: $21,710.00

Total Students Impacted: 140 Total Project Investment: $80,951.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Take Stock in Children

Foundation: Hillsborough Education Foundation

Project Abstract:

Hillsborough Education Foundation manages donations with dollar-for-dollar matching from the Stanley Tate Florida Prepaid Foundation through the Take Stock in Children (TSIC) statewide program. The Foundation is leading the way in Hillsborough County in helping low-income, at-risk students graduate high school, fulfill their dreams of a college education and enter the work force with the knowledge and skills they need to be successful. Targeted to low-income families, students who work hard, maintain their GPA and graduate from high school are given a 2-year or 4-year scholarship to help escape the poverty cycle. In addition to a scholarship, students receive one-on-one mentoring from a trained adult mentor who is committed to advocate for their student's success throughout the school year.

In the 2016/17 academic year, TSIC students had a 98% graduation rate among eligible seniors. The Foundation was also able to accept more new students into the program this academic year.

Project Summary: This program serves at-risk students in middle and high school in a Hillsborough County Public School. Through mentors and college success coaches, HEF helps provide the motivation, support and academic assistance students need in order to achieve success. Not only is the TSIC program innovative and transformative, it is rigorous as well. We want to see our students succeed, which means we have high expectations and demand accountability among all participants. Therefore, each student is required to sign a contract promising to abide by the program’s rules. Students must: stay in school, maintain good grades (at least a 2.5 GPA), attend regular mentor/mentee meetings (weekly), stay drug and crime free, and exhibit good citizenship.

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. Because we work in partnership with the Hillsborough County School District, we are able to deliver an immensely personal program to students who are seeking a better life.

Take Stock in Children students are paired with an adult who serves as a mentor to encourage the student to achieve academic success and to pursue their goal of attending college after graduation. Mentors are volunteers who commit to meet three or more times a month through the school year to meet with a Take Stock in Children student in Hillsborough County Public Schools.

Outcomes: Increasing Graduation Rates 100% of student participants made progress toward graduating high school 98% of high school senior project participants graduated from high school

How Outcomes were Measured: Data was collected from HCPS as well as HEF records. GPAs and grades were monitored by staff throughout the year to ensure all TSIC students and seniors are on track for graduation. Mentors who responded to a survey indicated that 95% of mentors are satisfied with the program and would refer the program to a friend.

Grades Address: 6-12 Private-Sector Investment: $318,853.00

Low-Performing Students: NA State Matching Amount: $78,172.00

Total Students Impacted: 354 Total Project Investment: $397,025.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Teaching Tools

Foundation: Hillsborough Education Foundation

Project Abstract:

The Teaching Tools Store grant initiative addresses Teaching Quality for teachers at 140 Title I schools by allowing them to pick up free school supplies for their classrooms every month. One out of every two students at Title I schools in Hillsborough County are on free or reduced lunch. In a Foundation survey, 96% of teachers stated they currently have students that come to class without the basic school supplies needed to participate in the classroom. The Teaching Tools Store provides these students with pencils, notebooks, art supplies, books, and more that allow them to participate in class and allow their teachers to plan more hands-on and thus engaging lessons.

In the 2016/17 academic year, the Teaching Tools Store had many significant milestones. • The store distributed $2,577,878.08 worth of school supplies • The store logged 5,715 volunteer hours • The store delivered 482 classroom sets of supplies to 16 schools, putting critical school supplies directly in the hands of 14,460 students. • A Foundation survey indicates that 88% of teachers agreed or strongly agreed that having classroom supplies has a direct impact on their ability to perform at their highest level.

Project Summary: Hillsborough County has the eighth largest school district in the country with 212,000 students and 270 public and charter schools. Of these schools, 55% (150) are deemed Title I schools. The Teaching Tools Store provides free school supplies to students attending a Title I designated Hillsborough County Public School (HCPS). The Teaching Tools Store currently serves 140 (93%) Title I Hillsborough County Public Schools. In the 2016-17 academic year, the Teaching Tools Store served 2,975 teachers from Title I schools who made 10,390 shopping trips. Teachers, principals, and administrators from Title I HCPS schools are able to come to the store and collect on average $200 worth of supplies each month for their classroom or school. This alleviates the burden on teachers in Title I schools to spend their own money on supplies and ensures students have the tools they need to be successful in the classroom. Teachers at Title I schools feel this burden especially as many of their students would be unable to complete assignments or participate in class activities without these supplies.

This project has a direct impact on teaching quality as teachers in a Foundation administered survey stated the store allowed them to perform at their highest level in the classroom because they had free access to needed learning aids and supplies. According to a national 2016 Kids in Need Foundation (KINF) survey of over 10,000 teachers, "Last year, teachers spent an average of $578 out of their own pockets to help their students." Hillsborough County teachers surveyed reported that 93% feel that access to supplies from Teaching Tools is very important or critically important to their personal budget. This demonstrates the high need for the Teaching Tools Store as a resource for Hillsborough County teachers. More importantly, access to school supplies has a significant impact on students. According to the KINF 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%). School supplies like a backpack or crayons may seem a small thing, but to a child it can make all the difference between being at school and being engaged in the classroom.

In the 2016-17 academic year the Teaching Tools Store distributed $2,577,878.08 in school supplies to teachers, principals, and administrators at Title I schools and for the third year in a row, surpassed its goal of distributing $2.2 million in school supplies. These school supplies impacted over 65,000 Hillsborough County Public School children who received, among other items, pencils to take tests, notebooks to complete homework, books to read, and art supplies for special in-class projects. Working with our partner, Yoobi, the Teaching Tools Store delivered 482 Yoobi Boxes to 16 schools, putting critical school supplies directly in the hands of 14,460 students. Yoobi boxes contain a classroom set (30) of basic classroom supplies: folders, markers, crayons, pencils, a pencil case, scissors, glue, ruler, eraser, and pencil sharpener. The Foundation also worked with Yoobi and our private sponsors to provide warehouse space for Yoobi Boxes earmarked for other Florida Education Foundations until they could be delivered, ensuring as many Florida and Hillsborough County students as possible received these critical supplies.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

The store also utilizes volunteers with maximum effectiveness. In 2016-17, 923 volunteers logged over 5,000 volunteer hours in the store. Volunteers help with sorting and stocking supplies, checking out teachers, repurposing items into more useful supplies, and delivering school supplies to schools.

Outcomes: Teaching Quality 93% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: The Foundation surveys teachers that are new to the Teaching Tools Store each year to evaluate their changes in behavior and attitudes towards teaching at a Title I schools.

Grades Address: K-12 Private-Sector Investment: $112,429.00

Low-Performing Students: NA State Matching Amount: $100,758.00

Total Students Impacted: 65,079 Total Project Investment: $213,187.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Great Ideas! Grants - BIG GAINS for STUDENTS!

Foundation: Education Foundation of Indian River County

Project Abstract:

Grant funds supported three initiatives in Indian River:

STEP into Kindergarten (Summer Transition Enrichment Program) is a 29-day bridge program that reduces the summer slide and increases Kindergarten readiness rates. Four and five year old children, who have completed a Voluntary Pre-K program and will be entering a Title I school in the fall are eligible for this program. The program increases readiness rates and social/emotional skills by more than 90%. One-third (200 children) of the Title I population of Kindergartners is served during the months of June and July.

Academic Youth Development Program - Increasing Student Math Proficiency through Real World Applications--This evidence-based program equips teachers with effective tools and strategies that engage all students in rigorous activities. It brings to practice the latest psychological and learning sciences research about student motivation and how changing students’ perceptions of themselves as learners can transform learning outcomes. Students are engaged through solving real world scenarios with math skills.

Sharks Count 2.0--Through the investment in graphing calculators and technology, effective teachers optimize the potential students' understanding, stimulate their interest, and increase their proficiency in mathematics. SRHS teachers use this technology strategically to provide greater access to mathematics for all students.

Project Summary: The STEP into Kindergarten program is a free summer program that promotes readiness for school success and a positive transition to kindergarten for four and five year olds. It is taught by certified teachers and highly qualified paraprofessionals and supports relationship building and development of social and emotional connections. The program includes morning meeting/circle time, transportation, breakfast and lunch offerings, research-based curriculum and intervention programs/ resources , developmentally appropriate lessons, review the Florida Early Learning and Developmental Standards for Four- Year-Olds and preview the Florida State Standards for Kindergarten in English Language Arts and Mathematics. Instruction is literacy based--three whole-group instructional periods are taught using high-quality children’s literature (comprehension, math and shared reading)--with small group instruction at least twice each day, meeting the individual needs of the students. Center time is held twice each day and features hands-on activities, manipulatives, music, technology and arts and crafts. The program includes family engagement and students receive copies of some of the books used during the program to keep and share with their families. Families also receive a “Take- Home Backpack” that includes a Parent Guide with easy tips and ideas to support their child’s learning at home. This resource also contains interactive activities and additional fiction and non-fiction literature.

The Academic Youth Development Program addresses the fact that only 46% of district 7th and 8th grade students demonstrate mathematical proficiency. Specifically, these children lack the foundational skills to take Pre-Algebra and Algebra I, a requirement to obtain a high school diploma in the State of Florida. This June 2017 - 4 week (60 hours of instruction) summer camp took place at Gifford Middle School. The summer enrichment program was offered to all traditional middle schools students in Indian River County and 35 students benefited from learning new strategies to persevere through math problems. They were engaged in rigorous projects that applied their skills to solve real world problems. The children worked in groups to solve crime scene investigation scenarios. They enjoyed making new friends, while increasing their dendrites = brain capacity! The two teachers who co-taught loved the project so much that they are creating a Peers in Practice professional development model of our school district. The most important component of the professional development that they received, was the ability to give struggling students, tools and strategies to persevere through any math problem.

Sharks Count 2.0 was originally funded by the Education Foundation of Indian River County in 2009. The funds were used to update and advance the math program for all Sebastian River High School (SRHS) students (9th-12th grades). The SRHS math department was able to bring the existing five classroom sets of TI-Nspire calculators up-to-date by replacing them

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes with the TI-Nspire CX models. In the original Sharks Count proposal, Vernier probes and sensors were purchased to allow students to experience real time data collection and analysis. This is an important component of STEM learning and it will continue as all of the existing Vernier probes and sensors are compatible with the updated model that was funded through this grant. The final portion of the original grant focused on instructional technology for the classroom. With the introduction of Digital 1:1 devices in the classrooms, the former CPS chalkboards are becoming obsolete. The ability to wirelessly navigate programs can now be done with the teacher laptop. The Nspire teacher and student computer software is an emulator of the actual handheld. Students will be able to work on the laptop instead of using the handheld to allow access to more students on a daily basis. Students would also have the option to work on the laptop in conjunction with the handheld. These devices sync to one another, allowing transfer of student work to presentations, essays, and other digital assignments. It will also be possible for the digital classrooms to project student work from their individual laptops to the entire classroom.

Outcomes: Increasing Graduation Rates 55% of student participants made progress toward graduating high school

Literacy 90% of student participants showed increased interest in reading 90% of student participants showed increased interest in writing

Low-Performing Students 55% of student participants improved their grade in specific subject area

STEM Education 80% of student participants showed increased interest in STEM education

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Increasing graduation rates outcomes were based on the number of students who will benefit from the Sharks Count 2.0 and of the 35 children who participated in the AYD program.

Literacy outcomes were based on pre- and post-test data.

Low-performing student and STEM outcomes were based on the children who will benefit from the STEP into K (199), AYD (35) and the enrollment at Sebastian River High School.

The teachers who participated in professional development for STEP into K and AYD were highly engaged and enthusiastic about what they learned.

Grades Address: K-12 Private-Sector Investment: $244,897.54

Low-Performing Students: 1,189 State Matching Amount: $33,841.48

Total Students Impacted: 2,035 Total Project Investment: $278,739.02

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: One Classroom at a Time

Foundation: Jackson County Education Foundation

Project Abstract:

This was a teacher grant project where teachers throughout the district submitted grant applications that addressed the areas of literacy, STEM, 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 with the project, specifically students classified as low performing.

Project Summary: Each applicant provided a plan of action to improve student test scores and encourage interest in reading and STEM among the student population. One $2,000 grant was given to a school-wide project that addressed the need for physical education equipment to assist with behavioral areas that interfered with student learning and achievement. By providing, an outlet for students with excess energy levels, an increase of focus was seen among students in the areas of Science, math and literacy. Twenty-nine additional grants were given to individual classroom projects with a maximum request of $1,000. The classroom grant projects included classroom libraries, art supplies, math manipulatives, technology equipment, and curriculum supplements. All grant applicants provided pre-test and post-test results for students following the implementation and completion of the grant projects.

Outcomes: Literacy 60% of student participants improved in a standardized reading skills test(s) 54% of student participants showed increased interest in reading 43% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 89% of student participants showed increased interest in performing well in school 60% of student participants improved their overall grade(s) in school 58% of student participants improved their grade in specific subject area

STEM Education 96% of student participants showed increased interest in STEM education 43% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy and low-performing students outcomes were measured through Iready and FSA scores.

STEM outcomes were measured through surveys.

Grades Address: K-12 Private-Sector Investment: $12,341.87

Low-Performing Students: 182 State Matching Amount: $10,000.00

Total Students Impacted: 1,211 Total Project Investment: $22,341.87

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: “Zoo Time – Lions, Tigers and Bears… Oh My!” for Jefferson Elementary First Graders

Foundation: Jefferson County Educational Foundation

Project Abstract:

The project was designed to impact 75 first grade students. When implemented there were only 65 still enrolled and 94% or 61 students participated by reading at least one of the new books purchased for the classroom library. There were three targeted goals originally and then they were modified down to two goals. Here were the results: • students who read 10+ books = 27 or 42% of 61 participants • students who improved at least a half grade level in reading = 14 or 25% of the 57 students tested in December, and 38 or 62% of th 61 students tested in March

Project Summary: The reading books had a positive impact on the students. Having 94% participate in the reading program was promising when we predicted that at least 50% would participate. The outcome of 42% reading at least 10 books or more in a three month time frame was positive as well. We were surprised that only 25% of the students tested met the reading grade level improvement goal. When 62% tested successfully the 2nd time, we were pleased. The teachers suggested the second testing opportunity because the students were not focused when testing before winter break. We were disappointed that the parents didn't participate like we asked, but did not want to penalize the students for doing their part.

Outcomes: Literacy 93% of student participants improved in a standardized writing skills test(s) 62% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Participation level was measured by counting how many students read at least one book. We measured number of books read based on the number of tests given in the Accelerated Reader program. We measured grade level improvement by using the STAR diagnostic program.

Grades Address: 1 Private-Sector Investment: $4,088.19

Low-Performing Students: NA State Matching Amount: $563.83

Total Students Impacted: 61 Total Project Investment: $4,652.02

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Building a Science Lab and Library

Foundation: Lafayette Penny Foundation

Project Abstract:

This project helped to support a science lab and library in the fifth grade classroom. In Layayette County, 2016-2017 LES science achievement was 49%. When compared to the 2015-2016 proficiency rate of 46% we hare happy with this initial increase. We are interested to see what the next years scores will be with a full year of the new science lab at our students disposal.

Project Summary: In the past, our fifth grade students have had their science class and their lab time in a regular classroom that was not set up for this type of teaching and learning. This was not conducive to conducting experiments in a safe environment. As a result of this grant, all fifth grade students now have access to a science lab setting, as well as science related books in the library. This project allows for hands on activities that would not be possible without the equipment and supplies. The manipulative objects and labs conducted have had a profound effect on student interest in many aspects of the class. The improved instruction and materials will increase student achievement

Outcomes: STEM Education 3% of student participants improved their grade/score in STEM subject area

How Outcomes were Measured: There was a 3% increase in science achievement over the course of the past year. This is reported through FLDOE and the 5th grade science state assessment.

Grades Address: 5 Private-Sector Investment: $11,637.16

Low-Performing Students: NA State Matching Amount: $11,637.16

Total Students Impacted: 100 Total Project Investment: $23,274.32

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: UnlockED

Foundation: Educational Foundation of Lake County

Project Abstract:

The Educational Foundation of Lake County awarded six local schools funding via the UnlockED program which served 3,000 students. Each school had to submit a proposal and present their idea to a panel of judges. One school focused on low- performing students through an Animation Integration program, and five schools focused on STEM through demonstration kits, a laser plasma cutting tool, hands on aquaculture, 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, a rubric to evaluate student projects, and a before and after skills test.

Our most significant measurable outcome was the number of students that showed interest in pursuing a career in the STEM field. 79% of students surveyed through a pre- and post- test expressed an increased interest is a career in a STEM occupation.

Project Summary: UnlockED was designed to support innovation in the classrooms, the schools, and the district. Projects focused on STEM education and low-performing students 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. An important and quantifiable distinction in the increased STEM interest is that enthusiasm begins in elementary school and continues into middle school, both of which lead to a love of learning, thereby reducing the drop-out rate among high school students.

The low-performing students project demonstrated an engaging, unique, and focused plan to improve the education of lower-performing students. Leesburg Elementary School introduced a project called Automation Innovation. Students in the 4th and 5th grade were assigned the task of creating a short animated video. During production students were proactive in planning, learned sequencing and steps of a video, collaborated with a partner, had to follow directions properly and learned to share digital media responsibly.

The STEM projects focused on increasing student engagement in STEM curriculum and career pathways. Mount Dora Middle School built black boxes which contained unknown items that the students discovered through trials, investigation and deeper thinking. The teacher offered a hypothetical mystery that the students solved of what was in the black box. Before the black box was opened they had to present their ideas of what they thought was there and participate in a class discussion and debate. Umatilla Middle School created a fish farm to generate excitement and hands-on learning of the aquaculture of raising tilapia. Leesburg High School offered students art workshops with hands on projects which were tied to creativity and expression. The students’ work was displayed at a community art show to showcase their creations. Southlake High School students designed and built a stage set to depict the Renaissance period, requireing them to use engineering and math concepts. Mount Dora High School purchased a laser plasma cutting tool that was used to provide students first-hand experience in the business world by utilizing real life experience and marketable job skills. Students designed a sellable item and that required a business plan, marketing their product, developing a budget, advertising their product and selling their product.

UnlockED projects showed innovation and evocation and provided opportunities for lower performing students to experience technology as a tool rather than just for entertainment. UnlockED had three rounds: Round One – Proposals. 500 word concept papers were submitted by 54 teams and reviewed by the Foundation’s volunteer Visioning Committee. Concept papers that focused on at least one of the priorities listed above, and that were unique and innovative were selected to move to Round Two. Round Two – Collaboration. Six educators were selected to participate in the third round and were teamed with a local business partner, a finance specialist, and a marketing professional to form a Dream Team. The Dream Team’s met at least two times prior to the third round to turn the concept paper into a presentation. Round Three – Presentation. The Foundation invited the Dream Teams, Lake County residents and judges to the UnlockED Revealing Event. There, the Dream Teams pitched their proposals and were carefully selected by a panel of judges.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Low-Performing Students 76% of student participants improved their grade in specific subject area 71% of student participants improved their overall grade(s) in school 100% of student participants showed increased interest in performing well in school

STEM Education 91% of student participants showed increased interest in STEM education 87% of student participants showed increased interest in pursuing STEM career 87% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Low-performing student outcomes were measured via 1st and 3rd quarter grade data and compared student grades before and after the project. Each student’s video was scored using a set rubrics by a panel of judges.

A pre- and post-test was given to each participant to gauge their interest in STEM education and pursuing a career in STEM. 1st and 3rd quarter grade data was collected to compare student grades in STEM classes before and after the project.

Grades Address: K-12 Private-Sector Investment: $110,019.76

Low-Performing Students: 280 State Matching Amount: $67,489.78

Total Students Impacted: 2,000 Total Project Investment: $177,509.54

2016-17 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:

Classroom & School Grants is a program that supports teachers and administrators by funding projects not normally included in classroom budgets, but necessary to create unique, hands-on educational experiences. Classroom & School Grants provides educators with the opportunity to purchase resource materials and to fund projects that enhance learning in targeted areas.

Through pre- and post-testing, student reviews, and parent surveys, educators were able to assess the success of their funded projects. This year, The Foundation for Lee County Public School's Classroom &School Grants awarded 46 projects totaling over $69,000. Almost 13,000 students were impacted by these projects including more than 4,600 low-performing students

Project Summary: The Classroom & School Grants program, administered by the Foundation for Lee County Public Schools, encourages teachers and administrators to "think outside the box" by providing project funding for nontraditional tools and materials for unique learning experiences with enhanced hands-on activities for both high and low academic achievers. The Classroom & School Grants funding is a vital resource for educators to provide these experiences for their students that would not otherwise be possible.

Lee County is the 9th largest school district in Florida and the 32nd largest in the US. There are more than 92,000 students enrolled in Lee County public schools and more than 70% of those students qualify for the free or reduced lunch program. Lee County has over 1,300 homeless students enrolled and approximately 1,000 migrant students. Our students represent 159 countries and speak approximately 124 different languages - over 8,600 students have been identified as Limited English Proficient and over 34,000 students live in a home where English is not the primary language. This diversity in student population, family structure, and need presents many challenges to our educators. Our Classroom & School Grants program targets academic and social issues that provide funding for materials to reach these students and keep them engaged by providing opportunities not available otherwise.

Over $69,000 was awarded to schools and teachers providing educational projects not funded by their budget. This program funded 46 different projects to include12,895 total students impacted, including 4,601 low-Pprforming students. Close to 5,500 students (including low performers) were impacted by STEM related projects and almost 7,500 students (including low performers) were impacted by projects to increase Literacy.

Outcomes: Low-Performing Students 72% of student participants improved their grade in specific subject area

STEM Education 86% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Through submitted final reports, approximately 72% of the participating low-performing students improved their knowledge, grades, attention in class, and interest as it related to the specific subject area(s) addressed by their awarded grant. These results were measured by teacher observation, pre- and post- testing, and online data collection.

STEM outcomes were measured through pre- and post- testing and results were reported via the teachers' final evaluations.

Grades Address: K-12 Private-Sector Investment: $61,817.00

Low-Performing Students: 4,601 State Matching Amount: $55,000.00

Total Students Impacted: 12,895 Total Project Investment: $116,817.00 2016-17 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 one-week training workshop that assists in developing and implementing quality teacher training. Teachers and administrators improve communication, productivity, and effectiveness in their classroom and are better prepared to make positive contributions to student education.

This program integrates Dr. William Glasser's Choice Theory method which suggests that teachers and principals working from a systems perspective will help students achieve higher academic levels. The program also integrates the philosophy of Florida's Sterling Model which emphasizes the use of quality tools, data collection, and data analysis by utilizing the questioning process to help students self-evaluate and achieve their goals.

Project Summary: 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 Training. Teachers trained in this philosophy develop ways to examine data, set and monitor goals, and utilize quality tools in the classroom. The program provides strategies for increasing students achievement by helping students to evaluate and make responsible choices. Statistics have shown that teachers who invest in the training and adopt these methods in their classroom are able to provide higher quality education to their students. The goals of the program are improved communication, productivity, and effectiveness in teaching. The program serves to provide teachers and administrators with the psychological background on how and why children behave the way they do. This course combines psychology, effective teaching, leadership skills, and intervention strategies to provide a long-term successful approach for classroom management and student achievement. More than 30 hours of intense training takes place from Monday through Saturday as two certified Sterling/Glasser consultants engage the participating educators using PowerPoint slides, consensograms, data walls, data graphs, questioning process, and affinity diagrams. Teachers who have participated in the program return to their schools equipped to train other teachers in these methods.

Outcomes: Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed changes in behavior in their teaching method 90% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Pre- and post- surveys were distributed to participating educators at Collegium training. 27 out of 30 participants gave all areas (content, materials, presenters, overall quality) a positive rating. All participants exhibited increased knowledge, as shown by information shared in the final presentations and the post-test.

Grades Address: K-12 Private-Sector Investment: $32,948.46

Low-Performing Students: NA State Matching Amount: $21,459.40

Total Students Impacted: 15,000 Total Project Investment: $54,407.86

2016-17 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 children who participate in the program, but also the lives of the teachers and parents 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. 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 approximately 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 elsewhere 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. We are in the ninth year of this program and teachers and principals continue to show enthusiasm about the results they are seeing in their 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 from. Students are tasked with completing homework detailing what they have learned in the program each week. 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 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 for parents and members of the community. 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 school teams.

Outcomes: Low-Performing Students 69% of student participants showed increased interest in performing well in school

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: School principal and school teacher feedback and observations expressed to Foundation program coordinators through end-of-year recap meetings

Grades Address: 5 Private-Sector Investment: $44,599.00

Low-Performing Students: 800 State Matching Amount: $20,000.00

Total Students Impacted: 889 Total Project Investment: $64,599.00

2016-17 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 educational program aimed at inspiring more high school seniors to explore college and career options, including vocational training or specialized certification programs. It is designed to educate and provide resources to high school sophomores and juniors on pre-graduation financial aid requirements and post-secondary opportunities.

The program takes place regularly at eight Lee County high schools (and once a year at two additional schools) and offers guidance, information, and workshop events on various topics including financial aid, scholarships, and vocational training. Students also receive the opportunity to practice interviewing skills and attend workshops on dressing for success and resume building.

FutureMakers is an initiative focused on increasing the awareness of possible career and educational paths available to high school seniors to be measured by the percentage of seniors who have filled out the Free Application for Federal Student Aid (FAFSA). By increasing the number of high school seniors who fill out the FAFSA, we can increase the number of students taking that next step after graduation.

Project Summary: FutureMakers offers informational resources and workshops on various topics including financial aid, scholarship opportunities, and vocational possibilities. In the 2016-17 school year, the project coordinator completed the following: • Established satellite offices in eight participating high schools to provide easy access to the FutureMakers program for students and mentors • Recruited students, student mentors, and business mentors for participation in the program • Engaged the business community and community leaders as advisers for students, mentors, and parents • Trained business partners and volunteers in FAFSA completion in order to assist students and parents during workshops and events • Organized the second annual Youth Leading Lee Summit engaging student representatives from all area high schools • Established a schedule of workshops for both students and mentors in participating schools and at the Foundation's College & Career Center to cover the following topics: 1. FAFSA, Pell Grant, College and Scholarship applications, and preparation for college submission 2. Financial literacy and budgeting 3. Interviewing skills and how to present oneself for college and employment interviews

Outcomes: Career/Technical Education 27% of student participants showed increased interest in career/technical education 27% of student participants made progress toward completing career/technical education certification 15% increase in FAFSA completion rates over previous year

Increasing Graduation Rates 93% of high school senior project participants graduated from high school 93% of student participants showed increased interest in graduating high school 74% of student participants made progress toward graduating high school

How Outcomes were Measured: The number of participants who showed increased interest in career/technical education was based on pre- and post- surveys generated through Google Drive, as well as graduation rates, and high school senior data collected by each participating high school. The report on the number of students who filled out FAFSA is gathered from information provided by the Florida College Access Network (FCAN) website and the Federal Student Aid (studentaid.ed.gov) website managed by

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes the U.S. Department of Education. The 2016-17 FAFSA completion percentages were calculated based on enrollment numbers from the participating schools and subsequently compared to the data saved from the previous year. We also used pre- and post- surveys of participants generated through Google drive, as well as data collected by the high schools, to compile information about students who have chosen their next step after graduation.

Participating high schools provided information and data on the percentage of project participants who graduated from high school. Graduation rates were based on student data available to school administrators. While our program impacted the entire senior class, we focused our efforts on those students who were on track to complete a Standard Diploma, Certificate of Completion, or Certificate of Completion- College Placement Test Eligible. We also used pre- and post- surveys of participants generated through Google drive, as well as data collected by the high schools, to compile information about students who have chosen their next step after graduation.

Grades Address: 10-12 Private-Sector Investment: $15,200.00

Low-Performing Students: NA State Matching Amount: $15,000.00

Total Students Impacted: 3,903 Total Project Investment: $30,200.00

2016-17 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 our students' 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 or 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 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 or reduced lunch • Maintain a 2.5 GPA and above (no D's or F's on quarterly report cards) • Exhibit positive behavior • Have no more than 3 unexcused absences per class, per quarter • Attend a minimum of 3 college and career readiness workshops hosted by The Foundation • Participate in various mentoring opportunities such as one-on-one mentoring, E-mentoring, or group mentoring • Participate in 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 role models, providing non- judgmental leadership and guidance, and helping their students understand his or her full potential. Students with mentors are 49% less likely than their peers to start using illegal drugs, and 27% less likely to start drinking (taken from Public/Private Ventures study of Big Brothers, Big Sisters).

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 100% of student participants showed increased interest in graduating high school

Low-Performing Students 93% of student participants showed increased interest in performing well in school 57% of student participants improved their grade in specific subject area 57% of student participants improved their overall grade(s) in school

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Graduation rates outcomes were measured through school administrators who provided the STAMP program coordinator with student grades which were updated on a quarterly basis in order to track school performance for each participating student.

Low-performing student outcomes were measured by evaluating student commitment to improve school performance by measuring their GPA, school attendance, and how often they met with their mentors based on information provided by school administrators and program coordinators.

Grades Address: 9-12 Private-Sector Investment: $18,450.37

Low-Performing Students: 46 State Matching Amount: $15,000.00

Total Students Impacted: 46 Total Project Investment: $33,450.37

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: STEM@Work

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

Project Abstract:

This project’s goal is to increase student education in STEM-related opportunities with real-world experience and interaction through activities generated by local STEM-related businesses in Lee County. By exposing students to STEM careers in the community where they have been raised, we hope to promote their interest in these fields, increase their interest in STEM-related high school classes, and inspire them to pursue post-secondary school/training that will equip them for STEM careers in Southwest Florida.

Project Summary: Through immersion tours, job shadowing, and hands-on activities, students from all thirteen Lee County public high schools experienced on-the-job skills in local Science, Technology, Engineering, and Math industries.

Members of the business community have voiced their concerns about the lack of students realizing the local STEM career opportunities available and subsequently missing necessary educational credits to prepare for these careers. STEM@Work provides students with the opportunity to practice public speaking, build critical thinking skills, demonstrate creativity, and work cooperatively as a group as they engage with local business leaders and reflect on their activities throughout the year. At the end of the school year, students were tasked with demonstrating what they learned throughout their involvement in the program and were evaluated by business leaders based on their final presentation. The program also introduces students to a variety of STEM-related businesses and resources including solar energy, alternative fuel, biomedical engineering, architectural engineering, and many more.

Outcomes: STEM Education 83% of student participants showed increased interest in STEM education 83% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes were measured through surveys and focus groups.

Grades Address: 9-12 Private-Sector Investment: $11,800.00

Low-Performing Students: NA State Matching Amount: $9,818.01

Total Students Impacted: 300 Total Project Investment: $21,618.01

2016-17 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 30 years of enhancing education in our schools through classroom grants that bring innovative and inspirational programs and projects, which are not funded by tax dollars, to our public schools. During the application process, we had more than $450,000 in grant requests but were only able to fund $115,000--clearly there is a need for us to maintain our grant process. In the past eight years, the Foundation for Leon County Schools have gone from impacting 2,000 students to 8,500, and we increased our teacher impact from 60 to almost 250. Because we have limited dollars and two-thirds of our grant requests are denied, our Board of Directors has launched a major fundraising campaign to help us earn $300,000 over the next three years. Without our support, our school district would not realize the significant and sensational instruction being implemented in our schools.

Project Summary: For more than 25 years, the Foundation has awarded classroom grants for "mini-projects." In the past, our application/review process would commence early in the first semester and grant winners would receive their dollars in time to launch projects at the beginning of the second semester. Because our teachers desired more time to launch bolder projects that incorporated more complex strategies and larger budgets, we created a grant process last year that would allow teachers to submit applications over the summer and allow us to grant dollars in August. So, for the second year in a row, our grant awardees will be able to launch first semester projects that will result in much larger impacts, as teachers will have almost an entire year to evaluate their outcomes. In the past, we limited schools to apply for no more than $2,000 grants, but when we increased the threshold to $10,000, the impact and results have been remarkable. This year 70% of our schools applied for grants. Sadly, however, we are able to fund only 30% 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 state Matching Grant and the dollars raised at our annual October Soiree, we were able to allocate more than $100,000 to 15 schools that have created projects that impacted more than 8,500 students, involved 220 teachers, and engaged more than 4,250 at-risk students.

The 15 schools targeted for this year's support have concentrated their efforts on STEM (and STEAM) projects that involve robotics, career/tech/industry certifications, entire grade science/math curriculums, and school wide mathematics initiatives. We continue to believe that our STEM focus has 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: STEM Education 94% of student participants showed increased interest in STEM education 63% of student participants showed increased interest in pursuing STEM career 98% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measured via number of students who sat for certification tests, number of students who participated in STEM competitions, improved grades and demonstrated improved interest.

Grades Address: K-12 Private-Sector Investment: $58,968.18

Low-Performing Students: NA State Matching Amount: $56,228.38

Total Students Impacted: 9,710 Total Project Investment: $115,196.56 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Full STEAM ahead!

Foundation: Levy County Schools Foundation

Project Abstract:

This project supported a wide range of projects for our local school partners. STEM was a big focus and we were able to provide science equipment to eight of our ten schools, field experience at the University of Florida Science Lab in Cedar Key for high school Biology students, equipment for career and technical education, and computer technology for K-2 students, ESOL students, and elementary gifted and talented students.

The mentoring project allowed a newly retired teacher to attend professional development with new teachers, time to support planning and classroom instruction, and additional guidance to maneuver through all of the educational language and requirements to complete all certification requirements for our teachers hoping to obtain alternate certification.

Project Summary: This project supported a wide range of projects for our local school partners. STEM was a big focus and with the support of this grant, we were able to provide science equipment to eight of our ten schools, field experience at the University of Florida Science Lab in Cedar Key for high school Biology students, equipment for career and technical education, and computer technology for K-2 students, ESOL students, and elementary gifted and talented students. The support the foundation is able to provide tor Science, Technology, Engineering, and Math , will impact teacher instruction and student experiences.

Mentoring new teachers is very important. The job of teaching is a tough one, especially with all of the state and federal mandates. New teachers and alternate certified teachers need more support than the regular school mentor provided by the school district. The mentoring project through the foundation suppored a newly retired teacher to attend professional development with new teachers, time to support planning and classroom instruction, and additional guidance to maneuver through all of the educational language and requirements to complete all certification requirements for our teachers hoping to obtain alternate certification. This year we had new teachers reach out to the foundation and request assistance from our mentors. The foundation mentors provide support beyond one class period and beyond the 45 minutes after school. The foundation mentors are not involved in any type of teacher evaluation, establishing a safe and cooperative working relationship.

Career and Technical Education continues to be a priority of the school board and the foundation. Through this project the Foundation was able to provide new equipment and funds to pay for industry certification. This year, due to increased enrollment in Biotechnology, a record number of students sat for the Agriculture Biotechnology Certification. This certification counts for three college credits for students that enroll in the appropriately linked A.S. Degree Program. The foundation was able to fund the certification fee for 25 students this year and 17 students earned their certification.

Outcomes: Career/Technical Education 75% of student participants completed and passed career/technical education certification 75% of student participants made progress toward completing career/technical education certification 33% of student participants showed increased interest in career/technical education

STEM Education 38% of student participants showed increased interest in STEM education 10% of student participants improved their grade in STEM subject area 4% of student participants showed increased interest in pursuing STEM career

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Teaching Quality 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method 70% of teacher participants showed increased knowledge about teaching in general 70% of teacher participants showed increased knowledge about teaching in specific subject area

How Outcomes were Measured: CTE outcomes were measured through tracking total number of students who earned industry certifications during the 2016-2017 school year.

STEM outcomes were tracked on the students that participated in the University of Florida Science lab trips. Biology students were able to visit the Marine lab two times during the school year. The students that participated scored above state average on the state end of course exam for Biology. The state average was 63% proficient and the students that participated in the field trips were 67% proficient.

Seven of the ten teachers that were provided mentoring were retained by the district. One teacher moved away, one decided they didn't want to teach and resigned, and one was non-renewed.

Grades Address: K-12 Private-Sector Investment: $28,577.25

Low-Performing Students: NA State Matching Amount: $17,282.65

Total Students Impacted: 1,650 Total Project Investment: $45,859.90

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Literacy For All

Foundation: Madison County Foundation for Excellence in Education

Project Abstract:

Madison County Foundation for Excellence in Education offered classroom grants to teachers in grades K-12 which were aligned to and supported the Florida State Standards and were designed to help improve academic performance in all subject areas for low-performing students. Grants were awarded to individual and teams of teachers as well as two whole school grants across the district in reading, writing, science, math, technology, STEM and the arts. There were 19 total grants awarded: 18 grants were awarded at our schools and 1 grant was used to purchase teacher resource books to support STEM and project based - hands on learning in the classroom.

Project Summary: Many of the teachers who received grants during the 2016-2017 school year had received grants in the past years and were able to add the newly purchased supplies and materials to support and enhance previous projects and their instructional delivery techniques and best practices. This year, as in previous years, teachers were GREAT about sharing materials when appropriate so that more students were able to benefit. The ability to purchase new supplies, materials, resources and technology has helped to create classroom and school environments were the teachers feel comfortable enough to try new creative and innovative teaching strategies.

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

Low-Performing Students 100% of student participants showed increased interest in performing well in school

STEM Education 100% of student participants showed increased interest in STEM education

How Outcomes were Measured: All students were in classrooms where individual teachers were awarded grants showed increased interest in reading based upon their participation in activities conducted within the classroom. Students in these classrooms appeared to be more engaged in the learning process. Teacher evaluation of reading improvement was determined by in classroom assessments such as comprehension and fluency checks and by Accelerated Reader test.

All low-performing students who were in classrooms where individual teachers were awarded grants showed increased interest in reading based upon their participation in activities conducted within the classroom.

STEM outcomes were measured by observing that all of the students exhibited authentic engagement and reported enjoying the project and hands on learning unit.

Grades Address: K-12 Private-Sector Investment: $13,645.84

Low-Performing Students: 1,322 State Matching Amount: $13645.84

Total Students Impacted: 1,322 Total Project Investment: $27,291.68

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: IMPACT Teacher Grants 2017

Foundation: Manatee Education Foundation

Project Abstract:

This year the Manatee Education Foundation offered a limited number of grants to innovative, high quality projects. An example of some stand-out grants were the Tinkering Studios (Maker Movement). Consistent with the educational initiatives coined--Design-thinking, Invent to Learn and Constructionism--these are engaging, interactive studios that focus on STEAM, an educational "Movement" as well as our district’s award-winning engineering program (E12) implemented in the elementary schools. What is unique is that young learners in the Pre-K classroom are now being introduced to engineering.

Project Summary: Although we funded many teacher grants this year, the highlight was the Tinkering Studios in the elementary schools. Tinkering Studios are strategically designed spaces that house organized collections of loose parts (found, natural, gathered materials) and purchased engineering materials surrounding designated spaces for students to imagine, design, create, build, problem solve, hypothesize and innovate. Researchers and tinkering experts Wilkinson and Petrich (2014) describe Tinkering Studios as environments where participants explore and utilize materials, merging the arts and engineering and science learning outcomes. This project resulted in growth for Wallace Brown's scores. Students’ scores exceeded expectations. We will be able to utilize the "Full STEAM ahead" van to tour four other locations with major plans for a community Tinkering Studio in a convenient location for all children to participate and see this new concept.

Outcomes: STEM Education 75% of student participants showed increased interest in STEM education

How Outcomes were Measured: STEM outcomes were measured student interviews/quotes and observational notes.

Grades Address: K-5 Private-Sector Investment: $62,000.00

Low-Performing Students: NA State Matching Amount: $50,731.92

Total Students Impacted: 23,000 Total Project Investment: $112,731.92

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Reading Garden 2016/2017

Foundation: Manatee Education Foundation

Project Abstract:

The Book Buddy program has expanded into another school this year for a total of seven schools to date. Abel Elementary has taken the lead on the program this year with a "Reading Garden", which provides a special reading room for their students. Funds were used to create a warm and inviting space for the children to read and relax. Improved literacy scores in the schools where the program is present is a positive result. The program works to support the Kindergarten, First and Second grade students as they develop and refine their active literacy and leadership skills. The younger students at the beginning of the year were tested with the I-ready diagnostic testing and then measured their reading capacity each quarter. The results were significant in many of the schools. We were encouraged by the improved reading scores at the end of this school year of the kindergarten students.

The older children showed improved developmental skills in leadership and their reading scores too. The improvements were immediate and the feedback was essential for adjusting the reading capacity throughout the year.

Project Summary: This initiative is dedicated to helping students read at grade level by the end of third grade. A program like Book Buddy is a viable reading program to help intermediate students and to develop a school wide literacy learning community with reading rooms and budding readers (volunteers) to help in the schools. The program is designed to engage and motivate third, fourth and fifth grade students to help the younger students read and to develop leadership skills with the older students.

Outcomes: Literacy 75% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Teachers used a variety of diagnostic assessments to formulate targeted learning goals for the students and volunteer sessions. The major testing was the I-ready diagnostic evaluation throughout the program. Quarterly improvements were documented.

Grades Address: K-5 Private-Sector Investment: $15,000.00

Low-Performing Students: NA State Matching Amount: $10,500.00

Total Students Impacted: 1,000 Total Project Investment: $25,500.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: STEM Field Trips 4th & 5th Graders

Foundation: Manatee Education Foundation

Project Abstract:

Fifth graders of the Manatee County School district were able to explore the shorelines and study the plant and sea-life through digs and netting the waters. All aspects of this field trip are related to the Florida Standards and are created in collaboration with the Manatee County School District. The program is vital to enhancing the fifth grade environmental science experience.

Project Summary: The mission of Nature's Academy is to enhance STEM literacy and foster environmental stewardship. It is dedicated to providing memorable outdoor experiences to students and citizen scientists, motivating their personal involvement in the enhancement of natural habitats, and teaching sustainable approaches to the use and enjoyment of our natural resources. The District mandated STEM field trips for all fifth graders to Nature's Academy. The Manatee Education Foundation through the state Matching Grant program was able to support transportation and programmatic materials for the students and the program. This STEM literacy program has been in place for five years and has proven to improve science literacy at that grade level. Students have the opportunity to work sea-side on environmental hands-on water quality testing and watershed ecology work-shops.

Outcomes: STEM Education 87% of student participants showed increased interest in STEM education

How Outcomes were Measured: Pre- and post-tests were utilized to measure outcomes that aligns with Manatee County standards and is the format of an FCAT 2.0 assessment.

Grades Address: 5 Private-Sector Investment: $15,000.00

Low-Performing Students: NA State Matching Amount: $14,500.00

Total Students Impacted: 1,493 Total Project Investment: $29,500.00

2016-17 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 administrators. The grants provide financial support to implement creative and innovative curriculum and programs that otherwise would go unfunded. Grant requests ranged from $1,500-$5,000 and are scored by a committee comprised of Foundation board members and other community volunteers. The grants are scored on the following criteria: project proposal, need, realistic goals and objectives, timeline, evaluation plan and budget. All grant applications are given to the committee members without any identifying information on the grant writer or school.

Project Summary: During the 2016-2017 school year, a total of 61 grants were funded totaling $168,225. A total of 18,027 students were positively impacted by a grant funded project, including 6,762 students who were identified as low-performing. In all, 471 teachers were involved in projects funded by Grants for Great Ideas.

All grant recipients are required to sign a Grant Acknowledgement Form stating, among other requirements, they will submit a mid-year and final grant evaluation. According to information gathered from participating teachers, students involved in grant funded programs showed academic gains and increased interest in literacy and/or STEM subjects.

Outcomes: Literacy 100% of student participants showed increased interest in reading 9% of student participants improved in a standardized reading skills test(s)

STEM Education 98% of student participants showed increased interest in STEM education 95% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Teachers used a variety of literacy diagnostic assessments to formulate targeted learning goals for the students and volunteer sessions. The major testing was the I-ready diagnostic evaluation throughout the program.

STEM outcomes were measured through teacher observation and student surveys.

Grades Address: K-12 Private-Sector Investment: $125,232.22

Low-Performing Students: NA State Matching Amount: $42,992.78

Total Students Impacted: 18,027 Total Project Investment: $168,225.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Kinder Tool Kits

Foundation: Public Education Foundation of Marion County

Project Abstract:

Each year there are many Marion County kindergarten students who come to school lacking readiness skills and start school already behind their peers. The goal of this grant was to provide the tools that allowed kindergarten teachers to more effectively partner with kindergarten parents to erase this deficit.

Each of the eight targeted elementary schools held a kindergarten parent night to teach parents how to effectively engage with their children and help promote kindergarten skills at home. Each parent who attended received a Kinder Tool Kit filled with supplies to help promote learning at home. Parents who do not attend the training had the opportunity to meet with their child’s kindergarten teacher one-on-one for training and to receive the Tool Kit.

Project Summary: Many kindergarten students do not start school with the necessary readiness skills because their parents are unaware of the new kindergarten curriculum. Consequently, these students are playing “catch-up” from the very start. They are unfamiliar with print concepts because they have not had the exposure to books. They lack letter knowledge that builds their phonics skills, sometimes they are unable to hold a pencil correctly, which hinders their pre-writing skills, and they don’t have the oral language skills necessary to build vocabulary, comprehension skills and math concepts.

The Kinder Tool Kits program provides parents with the tools and training they need to work with their children at home to help build their readiness skills. By beginning the school year with these parent training sessions, parents will be able to effectively work with their children at home to support the skills being taught in school. In addition, this first positive interaction at school will set a tone of open communication and build relationships between the school faculty and parents. A team of kindergarten teachers worked to select the items to be placed inside of a draw string bag to create the Kinder Tool Kit. The Kit contained: • Magnetic Letters and cookie sheet: Students worked on letter knowledge, fluency, and phonics skills. • High Frequency Word Flashcards: Parents were provided with flash cards of kindergarten high-frequency words that students were expected to know by the end of the year. • Upper and Lower Case Alphabet Flashcards: The alphabet flashcards were used to learn alphabetic principle, increase letter naming fluency and beginning reading skills as students eventually used the flashcards to spell words. • Numeral Flashcards: Flashcards 0-20 were provided to teach numeral recognition and number sense concepts. • Story Book and Comprehension Question Sheet: Parents read the book to their child using teacher directed instructions on print concepts and asked the comprehension questions that were provided. • Composition Notebook Pencil and Crayons: Students could write in their notebooks daily or weekly. They began by drawing pictures and having the parent write what they dictated. As they grew in their writing they began to write on their own. This helped to teach print concepts. • Ten Frames for Math: Ten Frames are a visual tool to help students count and work with numbers. Directions were provided both verbally at the training and in writing. • Magnetic Numbers: Parents helped students sequence numbers on the cookie sheet to practice the number line, played guessing games using math vocabulary, and reinforced greater than/less than. • Scissors: Students used the scissors to practice fine motor skills. • Plastic Pouch: The plastic pouches were used to store the flashcards provided in the Kinder Tool Kit.

All kindergarten parents at the targeted eight elementary schools were invited to a parent training in the early fall of 2016.

Outcomes: Low-Performing Students 87% of student participants improved their grade in specific subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: AIMS Web data was collected in August, January and April. The majority of students who participated in the Kinder Tool Kit project showed increased literacy gains and will be heading to first grade on grade level. 87% (394) of participating students showed learning gains in Language Arts. 90% (408) of participating students showed learning gains in Math

Grades Address: K Private-Sector Investment: $10,000.00

Low-Performing Students: 453 State Matching Amount: $10,000.00

Total Students Impacted: 453 Total Project Investment: $20,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Pathways 2 Prosperity

Foundation: Public Education Foundation of Marion County

Project Abstract:

This project consisted of six excused out-of-the-classroom days throughout the school year for students nominated and recommended by teachers, guidance counselors, and principals based on good behavior, enrollment in a CTE program, need for motivation, and potential for leadership. All students targeted were in the 11th grade. Students were provided with free t-shirts (part of the dress code) and lunches each activity day. The our goal was to better prepare students for their senior year, as well as giving them a springboard to excel in their future careers. The problem addressed by the Pathways 2 Prosperity program was the fact that many students get no exposure to the numerous job opportunities in our community prior to graduation. They have limited knowledge and are not motivated to explore the possibilities. Pathways 2 Prosperity imparted to students that if you have the necessary skills, drive, and sound business knowledge, you can be immensely successful.

Project Summary: A total of 340 high school juniors and seniors participated in Pathways 2 Prosperity during the 2016-2017 school year. Students attended a welcome session where expectations for the program were established and soft skills were reviewed. In groups averaging 35 students, trips were taken to local businesses. Students toured the following industries: hospitality, equine, manufacturing and health care. Industries were selected based on the need of the local community. Along the way the students received information on how career and technical education programs can lead to employment in the targeted industries. Students also visited the College of Central Florida and Marion Technical College and were exposed to the career and technical programs offered at those institutions.

The culminating activity for Pathways 2 Prosperity was the job interview and financial literacy day. During that time, students dress in business attire, learn how to write a resume and cover letter. The students then attend mock interviews. The second half of the day was a financial literacy workshop designed for high school students.

Outcomes: Increasing Graduation Rates 100% of student participants made progress toward graduating high school 99% of high school senior project participants graduated from high school

How Outcomes were Measured: Data was collected on the End of Year Course Exam for Algebra 1, FSA Reading and the PERT Math test.

Grades Address: 11-12 Private-Sector Investment: $5,000.00

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 340 Total Project Investment: $10,000.00

2016-17 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, allows teachers to shop once a month for free supplies for their classrooms and students in need. The goal of Tools 4 Teaching is two-fold, to provide teachers the supplies necessary to teach effectively and to provide school supplies for teachers to give to students in need. Everyone needs the right tools for the job they do, and teachers are no exception.

Project Summary: During the 2016-2017 school year Tools 4 Teaching provided teachers and students with $800,780 in free school supplies and there were 6,500 teacher shopping visits.

In January 2017 an additional school was added to the list of schools eligible to order on line, bringing the total number of eligible schools to seven. At the end of the school year an on-line survey was conducted and 85% of respondents stated students who had adequate school supplies earned better grades and 62% stated the supplies helped students have better behavior in school. In addition, 91% of teachers stated they used the supplies provided through Tools 4 Teaching to teach the Florida Standards.

Outcomes: Teaching Quality 92% of teacher participants showed improved attitude toward teaching 91% of teacher participants used supplies provided to teach the Florida Standards

How Outcomes were Measured: Outcomes were measured through end of year teacher survey.

Grades Address: K-12 Private-Sector Investment: $12,522.28

Low-Performing Students: NA State Matching Amount: $10,000.00

Total Students Impacted: 42,000 Total Project Investment: $22,522.28

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Book Bowl

Foundation: Education Foundation of Martin County

Project Abstract:

The Education Foundation of Martin County's Elementary Book Bowl is designed to promote 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. A school team of up to 15 students, who have read all 15 books, is selected to represent each participating school. 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's Elementary Book Bowl is designed to promote 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. 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 85% of student participants showed increased interest in reading

How Outcomes were Measured: Outcomes were measured via surveys, circulation data, and tests.

Grades Address: 3-5 Private-Sector Investment: $4,513.71

Low-Performing Students: NA State Matching Amount: $3,005.36

Total Students Impacted: 502 Total Project Investment: $7,519.07

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Innovative Project Grants

Foundation: Education Foundation of Martin County

Project Abstract:

The Education Foundation of Martin County awarded approximately $54,000 in Innovative Project Grants. This program was created to fund enrichment activities that directly enhance classroom learning opportunities for students in Martin County’s public schools. Teachers were awarded funds for innovative projects that had a practical, real world application and build 21st century skills like critical thinking, problem solving, team work, and communication. Projects allowed students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom, and/or allowed teachers to further their professional development and learn how to better engage students and increase achievement. These projects were STEAM (Science, Technology, Engineering, Arts, and Math) or Literacy focused and enhanced the core curriculum by increasing student engagement and achievement. Projects may, but were not required to, address the needs of struggling students.

We received 49 Innovative Project Grant applications that were reviewed by an independent group of community volunteers and scored using a rubric. Twenty-three of the applications rose to the top and were awarded based on scores and group consensus.

Project Summary: This year, the Education Foundation of Martin County awarded approximately $54,000 in Innovative Project Grants supporting 3,475 students and their teachers. These projects are all STEAM (Science, Technology, Engineering, Arts, & Math) and Literacy based with the majority of materials being non-consumable so their reach will continue to grow throughout the years.

Outcomes: Literacy 79% of student participants showed increased interest in reading 75% of student participants improved in a standardized reading skills test(s) 15% of student participants improved in a standardized writing skills test(s) 9% of student participants showed increased interest in writing

Low-Performing Students 89% of student participants showed increased interest in performing well in school 79% of student participants improved their grade in specific subject area 70% of student participants improved their overall grade(s) in school

STEM Education 68% of student participants improved their grade in STEM subject area 49% of student participants showed increased interest in STEM education

How Outcomes were Measured: Literacy outcomes were measured through Fountas and Pinel, iReady, My Access, student and stakeholder surveys, and pre- and post-tests.

Low-performing student outcomes were measured through student surveys, community participant surveys, student grades, and pre- and post-tests.

STEM outcomes were measured through grades, surveys, pre- and post-tests.

Grades Address: K-12 Private-Sector Investment: $35,213.18

Low-Performing Students: 2,191 State Matching Amount: $18,797.8

Total Students Impacted: 7,167 Total Project Investment: $54,010.98

2016-17 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.

We continue to see an increase in the number of students considering a career in engineering or other related STEAM field. Approximately 17% of students have considered engineering prior to our lessons with 51% considering this career option after participation.

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. New lessons are also in development and will have a range of target objectives based on the concepts that tend to prove the most difficult for students to master.

Outcomes: STEM Education 81% of student participants showed increased interest in STEM education 61% of student participants showed increased interest in pursuing STEM career 41% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Outcomes were measure through student, teacher and volunteer surveys.

Grades Address: 6-12 Private-Sector Investment: $5,000.00

Low-Performing Students: NA State Matching Amount: $1,300.00

Total Students Impacted: 654 Total Project Investment: $6,300.00

2016-17 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 STEAM (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 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 the teams took home trophies and three teams earned a bid to the regional state tournament in Ft. Lauderdale. All three teams won awards. Our SPAM high school robotics team 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 91% of student participants showed increased interest in STEM education 67% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Outcomes were measured through stakeholder group surveys. These groups included teachers, parents, coaches, students, volunteers, mentors, etc.

Grades Address: 4-12 Private-Sector Investment: $15,178.24

Low-Performing Students: NA State Matching Amount: $13,104.79

Total Students Impacted: 256 Total Project Investment: $28,283.03

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Campaign for Teaching Quality (CTQ)

Foundation: The Education Fund

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 and improve teacher support. 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 in student’s academic success.

In 2016-17, we paired 198 business professionals with 185 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 web page, focusing on the three Rs: Recruit, Retain, Reward. By allowing Teacher Champions to step into the shoes of a teacher, then share that experience with others, we helped business professionals understand how teaching quality advances student achievement. Additionally, teachers reported feeling more respected, which research shows improve teacher retention. And, while the Teach-A-Thon is not “career day,” students were presented with new possibilities as they witnessed bankers, engineers, and CEOs, etc., giving them their time and attention.

Project Summary: The Education Fund launched the Teacher Recruitment and Retention Initiative in 2005 with a focus on the "three R’s: Recruit, Retain, Reward." This campaign brought attention to the importance of the following: 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 recognizing and rewarding teachers for the important role they play. As awareness grows, it also creates support, respect, and connections for hundreds of teachers, thereby contributing to current retention efforts. The Initiative spans an entire year.

Teacher retention is improved as we: 1) build teacher morale through recognition of their valuable skills in the business community; 2) reduce the isolation teachers experience by engaging them as mentors with business persons, known as Teacher Champions; and 3) provide much-needed funding for their classrooms. We began the 2016-17 Teach-A-Thon “ramp-up” toward the “teaching day” with the Kick-Off Party on September 28, where we connected almost 200 business people with their mentor teacher, with the business people becoming Teacher Champions (TCs). The TCs prepared for their day in a Miami-Dade classroom by taking part in training sessions with their assigned teacher/mentor. These teacher/mentors shared their expertise in lesson planning and classroom management with TCs to enable the business professionals to "survive" their day as classroom teachers. These 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. On the actual teaching day, which took place during October and November 2016, the TCs cheerfully worked to manage their classes, while the teachers (acting as coaches) gained an increased sense of importance. The interaction cemented the relationship between the teachers and the TCs, as the two parties deepened their mutual respect and the feelings of isolation faded amongst teachers. The teachers and their Champions reported afterward on their experiences at the Victory Party in February 2017, where it was evident that teacher morale improved and the perception of teachers among business people was enhanced. The program also provided funds for teachers' classroom projects. Teacher Champions, like Walk-a- Thon participants, collected sponsorships from colleagues, friends, and family members. In doing so, these business people widened the circle of support while raising an awareness and appreciation for quality teaching to advance student achievement.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Teaching Quality 75% of community participants acted to advance student achievement as it relates to teaching quality

How Outcomes were Measured: The number of community participants who pledged to be a Teacher Champion and the number who actually “taught” in the classroom were measured. We exceeded our original goal of 250 Teacher Champions who would pledge (265 actually pledged to “teach”) and in the end, 198 community participants actually “taught.”

Additionally, we conducted a post-event teacher survey to measure the program’s impact on them. Of the 198 teachers who received the survey, a total of 119 teachers responded. Here are the results: Does the Teach-A-Thon help you feel more supported as a teacher? 117/119 (98.3%) said “Yes.” Do Teach-A-Thon activities help to reduce teacher isolation? 109/119 (91.5%) said “Yes.” Does the Teach-A-Thon make you feel more respected as a teacher? 115/119 (96.6%) said “Yes.” Do activities like the Teach-A-thon campaign encourage you to stay in teaching? 100/119 (84%) “Yes”

Grades Address: K-12 Private-Sector Investment: $100,634.57

Low-Performing Students: NA State Matching Amount: $100,632.00

Total Students Impacted: 4,105 Total Project Investment: $201,266.57

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Edible Garden Initiative (EGI)

Foundation: The Education Fund

Project Abstract:

The Education Fund’s Edible Garden Initiative (EGI) -- uses edible school gardens and food forests as outdoor learning laboratories integrated across the curriculum. Of the 51 participating schools, serving a total of 34,589 students, 16 have food forests that provide an entire ecosystem for learning, while 35 enjoy robust raised-bed gardens. In both types, students plant, maintain, and harvest throughout the year, learning the scientific method, as well as a variety of science concepts – with an added benefit of also improving their eating habits. Imagine students pulling up yams and learning force and friction. For many students, it is the first time they have gripped a shovel, plucked a tomato, or tasted fresh vegetables. For other elementary students, it’s their first time truly examining leaves, understanding composting, or conducting experiments. The learning opportunities abound. Although we projected that 50% of students would increase their science achievement, 80% of students actually improved their science scores. Additionally, with an expectation that 75% of teachers would report students’ interest in science increased, teacher surveys showed 100%. Thus, we out-performed expectations by far and helped thousands of students embrace and achieve in science.

Project Summary: The Education Fund's Edible Garden Initiative teaches students through use of a "hands-on outdoor lab" that increases students’ academic achievement, especially in science, while also encouraging students to pursue healthy lifestyles. This ground-breaking, student-centered, seed-to-table curriculum program, which started with just five elementary schools, is now in 51, and the program continues to evolve.

We have completed transitioning 16 of our 51 school gardens into “Food Forests,” which turn schools’ grassy and mostly unused courtyards into entire Eco-labs for student learning. 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. Food Forests teach students about our environment and 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. As a result, students become the teachers for their families, explaining the various greens, fruits, and proteins.

In all, 51 schools’ EGI engage students in a learning experience based on the hands-on planting and harvesting of edible gardens and extend to cross-curricula lessons in the classroom. Under the tutelage of trained teachers and school administrators, students plant, maintain, and harvest vegetable/herb gardens or Food Forests during an entire school year. EGI improves 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. EGI curricula include observational writing, science experiments, related reading, and even mathematics lessons.

Students, excited to get out of the classroom and get their hands dirty, scarcely realize they are learning. Teachers then relate the lessons learned in the garden to classroom exercises that include food-related science experiments, and the understanding of scientific and mathematic concepts such as fractions and percentages. For example, students 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 learn how percentages and other math concepts reflect real life situations and are eager to demonstrate their understanding to friends and family. Creative discussion and writing recipes based on ingredients grown in the garden allows children to learn concepts of measurement such as cups, teaspoons, and ounces, and it reinforces procedural concepts such as following steps in a sequential order. Of course, the garden itself is used weekly throughout the year to teach the plant life cycle, the scientific method, and other science concepts. The gardens are planted in areas open to the entire student body, thus impacting all students.

For many students, this is the first time they have used gardening tools, much less grown, picked, and eaten vegetables not from a supermarket. It’s also their first time cooking or reading recipes. Parents are encouraged to actively take part in the program by helping with the gardens and/or attending workshops on gardening and preparing healthy meals. Most schools report at least 50% of the parents are involved in EGI at some point. A network of contractors and volunteers, including

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes master gardeners, owners of organic vegetable farms, nutritionists, chefs, community leaders, and more all contribute to the program's success.

Equally important to a quality implementation, EGI provides teachers with training and onsite support. Teachers attend in- school training sessions facilitated by teachers trained in EGI methods that ensure consistent EGI implementation. Training and support provide teachers with the knowledge required to put EGI 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 improve at an even higher rate due to students’ exposure to the EGI methodology. And this year, with Food Forests in almost 1/3rd of the schools, 80% of students improved their science scores. Our goal was to have 50% improvement. Also, teachers reported that 100% of students increased their interest in science as a result of the lessons in the garden. Due to these repeated positive results, EGI won the Blue Foundation’s prestigious Sapphire Award and USF’s College of Public Health named EGI the No. 1 “Exemplary Practice in Childhood Obesity Prevention.”

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education 80% of student participants improved their grade in STEM subject area

How Outcomes were Measured: The Education Fund engaged an independent evaluator to determine impact in the STEM area of science, which is a key component of state assessments. The evaluator received 999 scores from students who completed the Science Practice Test (pre- and post-grade-specific test provided by the Edible Garden Initiative Program Manager). In addition to the science scores in the practice tests, changes in students’ interest in science were explored through an item in the online survey completed by the teachers. The survey was disseminated at the end of the school year, and the teachers were invited to complete the survey through an emailed link. The specific outcomes to address changes in the students’ science achievement and interest in science as a result of the Edible Gardens Initiative are the following: • GOAL: At least 50% of students in surveyed Edible Gardens Initiative classes will increase science achievement, with analysis of increased science achievement based upon pre- and post-testing. RESULT: 80% of the students improved their science scores. • GOAL: At least 75% of teachers in surveyed Edible Garden Initiative classes will report students’ interest in science will increase as a result of the Initiative. RESULT: 100% of the teachers indicated that their students’ interest in science had changed since the Edible Gardens Initiative had started.

Grades Address: K-5 Private-Sector Investment: $156,421.00

Low-Performing Students: NA State Matching Amount: $156,337.82

Total Students Impacted: 34,589 Total Project Investment: $312,758.82

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: IMPACT II

Foundation: The Education Fund

Project Abstract:

The Education Fund’s Ideas with IMPACT (formerly IMPACT II) program is the only district-wide network for teachers to share proven strategies for increasing student achievement. Highly qualified teachers innovate and then disseminate best practices via an annual catalog, detailed curriculum guides, all-day training expo, leadership workshop, and mentorship of teachers who adapt their ideas. Ideas with IMPACT allows expert teachers to share their knowledge with all 20,000+ district teachers. Their innovation is recognized, along with their willingness to disseminate their proven strategies. New teachers benefit from hundreds of practical, standards-based projects and the expertise of disseminator teachers who originated these ideas. Teachers can also 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 623 teachers who participated during the 2016-17 school year impacted the learning of tens of thousands of students. These teachers reported an increase in their general knowledge of teaching and its positive influence on their own teaching quality, thereby making an impact on the overarching goal of this layered and intensive professional development network: to significantly improve student 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 benefitted from lessons that are hands-on, relevant, thought-provoking, and that are designed to foster academic success. IMPACT II 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, and; • 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.

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 2016-17 school year: • Ideas with IMPACT catalog: The Ideas with IMPACT catalog is the program’s 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 20,000+ teachers and administrators received the catalog at the beginning of the school year, effectively reaching EVERY teacher. • Idea Packets: The Idea Packets are the second tool used to spread the word about the master teachers’ ideas. Each 2016- 17 Idea Packet or “classware” contained lesson plans, worksheets, bibliographies, pre- and post-tests and everything else needed to implement one of the ideas 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 Dec. 3, 2016, for which teachers attended up to four of more than 80+ different workshops offered, enjoyed breakfast and a sit-down lunch, heard from speakers, and had the opportunity to visit an array of teacher-created educational booths where they gathered information on many more best-practices. Up to 1,000 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

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

EXPO. Not only were they treated like professionals, they had the rare opportunity to network and make lasting connections. • 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 applied 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 Ideas with IMPACT in the 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 2,200+ teachers have received The Education Fund’s Ideas with IMPACT grants, impacting 4,550 classrooms across Miami-Dade County.

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 99% of teacher participants showed increased knowledge about teaching in general

How Outcomes were Measured: We measured teachers’ general knowledge in teaching as reported through the teacher survey we administered at professional development sessions, including at the Idea EXPO – The Teacher Conference and at the Leadership Workshop. Teachers were surveyed as to their increased knowledge about teaching. Teachers who were awarded Adapter or Innovator Grants were asked to indicate their increased teaching knowledge as part of their end-of-the-year report.

Grades Address: K-12 Private-Sector Investment: $128,878.59

Low-Performing Students: NA State Matching Amount: $128,838.00

Total Students Impacted: 46,725 Total Project Investment: $257,716.59

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Ocean Bank Center for Educational Materials

Foundation: The Education Fund

Project Abstract:

The Ocean Bank Center for Educational Materials provides teachers with free classroom supplies to improve their students’ literacy and teachers’ own effectiveness, especially for those whose students are low-performing. They are all too often 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. Our objective for the 2016-17 school year was to host a minimum of 1,500 teacher visits, thereby impacting literacy for a minimum of 112,500 students, with at least 50% of teachers reporting the program positively impacts student literacy. We surpassed our goals by far, with 1,746 teacher visits, representing 130,950 students and their yearlong lessons. Additionally, 99% of teachers reported that their participation in this program improved the quality of their reading literacy lessons and teaching abilities, and 97% reported an increased knowledge about teaching in general.

Project Summary: The Ocean Bank Center for Educational Materials is a valuable resource program that benefits students throughout the district. Open year-round to 20,000+ teachers in 390+ public schools, it contains the most basic classroom supplies - such as books, pens, paper, and notebooks – all of which promote student literacy. 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. A compilation of surveys taken during the 2016-17 school year showed that 99% of the teachers who shopped at the Center received materials to improve students’ literacy. Additionally, 97% of the survey respondents reported that their participation resulted in an increased knowledge about teaching in general. They are able to not only think, but see outside the box when “shopping for free” at the Center.

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. That funding crisis is still felt by the school district, and this impacts the educational experience currently afforded to our children. 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 to promote literacy and student achievement. A teacher from the Little Havanna neighborhood of Miami, said it best “In my class, we use 3 ring binders instead of journals. However, they are expensive and many parents cannot afford them. The binders I got from OBCEM will help my poorer students with their supplies. Teachers also need LOTS of copy paper & dry erase markers as schools do not provide these anymore and we are forced to buy them with our own funds.”

To meet the needs of classrooms throughout Miami-Dade, The Education Fund has leveraged more than $8.1 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 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. As a testament to its effectiveness, the Center was selected by the

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Greater Miami Chamber of Commerce as the recipient of its prestigious 2009 NOVO Award, which honors excellence in non-profit business innovation.

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. These students are still able to do their class work in many cases with materials provided by teachers who have been to the Center.

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. And, of course, the supplies are free. Miami-Dade public school teachers, assistant principals, principals and even the schools’ designated PTO representatives can help their school by picking up supplies for individual classroom or school-wide use. In fact, no one else is allowed to “shop” at the Center. Teachers can shop twice a year by requesting passes either online or via fax, email, or voice mail. 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 834 businesses, many of which have donated repeatedly.

Outcomes: Teaching Quality 97% of teacher participants showed increased knowledge about teaching in general

How Outcomes were Measured: The Education Fund’s evaluation of the Ocean Bank Center for Educational Materials was two-fold. We conducted an evaluation of teachers who “shopped” by using the survey method, then compiled and analyzed the results. We also measured the use of the Center by the number of teacher visits during the 2016-17 fiscal year. Both quantitative and qualitative outcomes are included.

Grades Address: K-12 Private-Sector Investment: $75,813.00

Low-Performing Students: NA State Matching Amount: $75,805.00

Total Students Impacted: 130,950 Total Project Investment: $151,618.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: SmartPath to College and Career

Foundation: The Education Fund

Project Abstract:

This school year, 12,465 9th – 12th grade students benefitted from the Asset Map strategies used in all eight SmartPath schools. Using research-based tools on college and career readiness, schools developed strategies and implemented and monitored them for the entire school year. Schools took inventory of school assets, assessed performance, and determined gaps that impeded student improvement and success. Teams prioritized and executed critical strategies to improve all students’ success and help graduation and college (post-secondary training) enrollment rates.

A total of 1,512 students participated in SmartPath College Clubs learning valuable tools such as time management and college research skills, and how to fill out college applications and apply for financial aid. A total of 785 students joined college field trips, both in-state and out-of-state, many experiencing a college campus for the first time. Lastly, due to our FAFSA (Free Application for Federal Student Aid) workshops, 1,343 applications have been submitted to date, giving students access to funds for their postsecondary dreams. In post-surveys, 86% of those surveyed (2,404 of 2,796 students) reported having an interest in graduating from high school, and 77% of those surveyed (2,143 students) reported they learned something new about careers, or setting goals, or college.

Project Summary: The Education Fund’s SmartPath to College program aims to change the environment and culture of eight high-need public high schools to feature a consistent emphasis on postsecondary opportunities as a way to ensure students enroll in college and have the requisite skills to persist and eventually earn a post-secondary degree.

SmartPath has successfully created a model focusing on high expectations, academic rigor, and partnership-building within schools. SmartPath serves eight senior high schools, Booker T. Washington, Hialeah-Miami Lakes, Homestead, MAST Homestead, Miami Beach, Miami Jackson, Miami Southridge, and Westland Hialeah, totaling 12,465 students. School teams are trained to effect change through teacher training, team building, gap analysis, and asset building; students through direct college awareness and access activities; parents through outreach focusing on financial aid options.

To inform and guide the program, SmartPath has used a gap analysis strategy. Teacher teams from each school convene to assess existing assets and gaps in services. Teams learn the 50+ strategies research shows are necessary in order to have a college-going culture in a school. Participants were required to determine the extent to which the research-based items are present at their schools, providing evidence and other related information. Once goals were prioritized, teams identified strategies for implementation. The asset mapping process both enlightens teachers and helps them build the structures students require to pursue their goal of higher education. The analysis and implementation of research-based strategies through asset mapping is ongoing and is complementary to the individual school improvement plan (SIP).

SmartPath services included College Clubs for 9-12 grade students. The clubs provided targeted instruction, with an emphasis on developing academic and college readiness skills. College club lessons covered a wide range of topics including essay writing, test taking, college research, and improving study skills. Tools such as career evaluations were also used to help students realize the importance of graduation in order to achieve a college education. Our SmartPath Guide to College Clubs was distributed to new SmartPath Coordinators at the schools which provided a collection of lessons, tools, and resources for all faculty members to utilize throughout the school year to inform and prepare students for success in college and career. The guide has assisted schools in establishing and strengthening college clubs for students in grades 9- 12. The students who are part of the college clubs are deeply committed and have lead efforts to promote the club and information to the entire student body.

College visits, via field trips, allowed for students to visit colleges and universities in Miami-Dade County as well as throughout the state of Florida. Many of our low-income students had never traveled outside their own neighborhoods, making these visits vital. The trips allowed students to gain first-hand knowledge of college as opposed to having only a vague notion of what college life is like. These experiences allowed for students to gain the proper knowledge and skillset to be successful in a postsecondary environment.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

SmartPath has also worked to engage and educate parents. Getting to parents early in a students’ high school career is crucial as many parents do not realize that college is a viable financial option for their children. Armed with correct information, parents can encourage students to stay in school and graduate rather than drop out to take low-paying jobs. Through an unprecedented collaborative effort with Miami Dade College, The Education Fund helped to implement 16 “FAFSA Marathons” between October 2016 – February 2017. College financial aid staff worked one-on-one, in schools’ computer labs, helping hundreds of parents of seniors complete the Free Application for Federal Student Aid (FAFSA) form, which allows students to access college aid and scholarships. This is significant as research shows that FAFSA completion by first generation and/or economically disadvantaged students greatly increases their chances of going to college.

All of the aforementioned activities undertaken this year have been proven to be effective in ensuring that students receive the support and encouragement they need to graduate and succeed in a postsecondary institution.

Outcomes: Increasing Graduation Rates 86% of student participants showed increased interest in graduating high school

How Outcomes were Measured: An online student survey (self-reported) was administered to a random subset of 2,796 students, grades 9-12 at the eight SmartPath high schools. In addition, school-level coordinators in our eight SmartPath schools submit monthly reports, including sign-in sheets and photographs, documenting student activities such as college club meetings, field trips, and workshops as well as activity outcomes.

Grades Address: 9-12 Private-Sector Investment: $35,988.00

Low-Performing Students: NA State Matching Amount: $35,917.00

Total Students Impacted: 12,465 Total Project Investment: $71,905.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Take Stock in Children - Monroe

Foundation: Monroe County Education Foundation

Project Abstract:

This year, we encouraged and empowered 273 at-risk, low income students to excel in their studies, develop college readiness skills and strategies, and pursue their dream of going to college. Due in part to the funding from this grant, our scholars participated in college readiness workshops, college visits, and had access to ACT and SAT test prep materials and online courses. Living in the Florida Keys, one of the most remote counties in Florida with very limited post-secondary educational opportunities, our coaches and mentors work with our neediest scholars in the county to improve their middle and high school performance and focus on educational opportunities beyond high school. This year, 95% of our graduating TSIC seniors are college ready. They obtained a class average weighted GPA of 3.68. Their average SAT reading score is 560, math is 530, and 16 out of the 54 graduates qualified for Florida Bright Futures. These achievements were possible, in part, by this grant to cover the costs of ACT and SAT online prep courses, as it is costly to offer live instruction in a remote county with three separate high schools spanning over 120 linear miles of islands, test prep books, and workshops.

Project Summary: This project focused on improving the academic performance of Take Stock in Children scholars, and promoting, encouraging, and providing access to college. Specifically, the project provided academic support counseling via workshops and one-on-one meetings with middle school scholars. With high school scholars, students at each grade level had the opportunity to envision themselves in college and experience a college campus first-hand, speak with TSIC alums enrolled in college, and speak with counselors, professors, and students. For students living in a remote county with very limited post- secondary resources, visiting a college campus can significantly influence and encourage students to set and attain college goals. In addition, college readiness workshops were conducted at each grade level to develop a growth mindset and to encourage persistence.

For juniors, the grant allowed the program to support scholars in preparing for college entrance exams. ACT and SAT test preparation books were purchased, as well as 5 Steps to a 5 books for students enrolled in an advanced placement course. The goals were for students to obtain the highest college readiness score possible on the ACT and SAT, to qualify for Florida Bright Futures scholarship, and to earn college credit before graduating high school. To further enhance test prep, we were able to offer an online SAT prep course through Kaplan. The online option was the most effective, practical, and economical solution to offering SAT prep to our students attending three separate high schools, each 40 to 50 miles apart. Transportation is an issue for our low-income students, so we brought the opportunities to their home school.

Outcomes: Low-Performing Students 81% of student participants improved their overall grade(s) in school 96% of student participants showed increased interest in performing well in school

How Outcomes were Measured: Outcomes were measured by overall GPA from 1st semester last year to 1st semester this school year.

Grades Address: 7-12 Private-Sector Investment: $25,497.28

Low-Performing Students: 273 State Matching Amount: $210,71.21

Total Students Impacted: 273 Total Project Investment: $46,568.49

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Fostering Interest and Achievement in STEM Education 2016-17

Foundation: Nassau Education Foundation

Project Abstract:

The Nassau Education Foundation used CFEF SDEF Matching Grant funds in the amount of $9,479.62 to purchase a district- wide license for BrainPOP software and tracked its usage and success. In so doing, all 15 Nassau County schools and all students were provided access to software that allowed them to build on and increase their Science, Math, Engineering, and Technology knowledge and skills, as well as in the subjects of Health, English, Social Studies, the Arts and Music. BrainPop provides lessons in English, Spanish and French enabling students to view the same topics in other languages, particularly helpful to those to whom English is a second language. It is also available to all grade levels. In addition, because the software is individualized and tracks student progress, some teachers used the software to determine if all students had mastery of a topic. Others viewed the lessons as part of a class presentation and used the quizzes as group review.

Project Summary: Brain Pop was used to build or activate prior knowledge, reinforce concepts, and increase student engagement in all subject areas, particularly health and STEM activities. 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, for English language learners, BrainPOP ESL. 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 of features includes access to the Mixer, which lets users tailor assessments to meet all students' needs, and Make-a-Map, a concept mapping tool. BrainPOP content is carefully aligned to academic standards, and searchable with the online Standards Tool.

Since all eight of the district’s elementary schools are classified as Title I schools due to student demographics, it is perhaps not surprising that many students do not have access to educational software at home. By purchasing a district-wide license, we enabled students to use BrainPop anywhere they have access to a computer, including in the classroom, library, and at home. Also, because of the demographic of our community, many of our students only consider what traditionally are considered "blue collar" post-secondary careers. By increasing their skills in, as well as enthusiasm for STEM subjects, we also hoped to advance their interest in pursuing STEM college majors and careers after graduating.

Using the tools within BrainPop's software, we tracked the total number of times students accessed the software, and saw an increase in usage over the previous year. In addition, using surveys sent to all of Nassau County's teachers, we were able to determine the software was helpful in additional areas including reading, reading strategies, phonics, grammar, history and social studies. A follow-up survey to only STEM teachers determined that 74% of students who used the software showed an increased interest in STEM, including but not limited to, the areas of math, geometry, algebra, biology, health, life science and earth science, and varied, based on the grade level. The sample of teachers of all subjects indicated that 84% had used the software at some point during the previous year and found it engaging to students' interest. Of those, 98% of teachers would use it with future classes.

Outcomes: STEM Education 74% of student participants showed increased interest in STEM education

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: The outcomes were measured by teacher surveys sent to all teachers, and a follow-up survey to only teachers of STEM with the help of Nassau County School District science personnel.

Grades Address: K-12 Private-Sector Investment: $9,599.63

Low-Performing Students: NA State Matching Amount: $9,599.62

Total Students Impacted: 2,587 Total Project Investment: $19,199.25

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Preparing Students for the Workforce 2016-17

Foundation: Nassau Education Foundation

Project Abstract:

The Nassau Education Foundation used $4,632.79 in CFEF SDEF Matching Grants funds to support career and technical training, and career exploration for students in two of four Nassau County high schools. The NEF in collaboration with the Nassau County School District purchased technical equipment and educational materials for Hilliard Middle Senior High School to start a new career technical program in forestry and agricultural technology. They offered three classes for the Agri-Technologist certification and Florida Nursery Growers and Landscapers Association Horticulture certification. Forty students enrolled in Introduction to Ag Technology, Ag Tech 1 and Ag Tech 2. Of those students, seven were working towards a certification in the field. As this program continues it is anticipated that more students will pursue certifications. Fernandina Beach High School piloted Future Plans software to help students understand their talents, interests and preferences. The goal in offering this activity was to increase student's understanding of career and technical options. The NEF and NCSD are committed to supporting students as they explore college and career opportunities.

Project Summary: Since fewer than 25 percent of Nassau County employees work in a professional, scientific, and management capacity, or in educational services or a health care field, many students might not be aware of their career options and the technical training and programs available. In addition, 11 percent of Nassau County families with children under the age of 18 live below the poverty level, and an additional 22 percent earn less than $50,000 per year. Also, 35 percent of students in Fernandina and 63 percent of students in Hilliard are economically disadvantaged. As a result, some students may not necessarily have a college education in mind. By exposing students to careers that may interest them, we hope to give them the ability to continue training and earn a good living, breaking the poverty cycle.

High school students in the new agricultural technology and forestry programs received equipment to help foster interest and learning in a possible career field. This included a chicken coop with run and egg-laying operation to observe the entire life-cycle of poultry while learning to care for the animals, which they assembled and prepared; as well as livestock, agricultural and forestry resources and educational materials for students involved in both the agriculture certification program and the Introduction to AgriTech program.

At Fernandina Beach High School the students piloted Future Plans, a software program that helped them determine interests and abilities which will direct them to the best choices of career technical programs. Several groups of students were transported to Jacksonville in order to see the campuses of Florida State College at Jacksonville's (FSCJ) in person. Each student visited at least two of the six Jacksonville campuses. Eleventh and twelfth grade students in general English 3 and 4 classes were also surveyed about their interests among programs. This group of students was targeted because they may be less likely to attend a four year college after graduation and therefore would be more likely to find employment in a field requiring the skills presented by these programs.

We believe that by exposing a wider range of students to career and technical training that is offered locally, they will continue on in those fields, allowing for a more educated workforce. We surveyed all students after their trips to determine if the interest level in attending these programs was higher, and 46 of 64 (72%) of students were more inclined to do so. Students in the Agriculture programs were surveyed to determine if they have increased interest in career and technical education certification, and to see if they were working towards certification. Of the 40 students enrolled in either Introduction to AgTechnology or AgTech 1 and 2, seven were working towards certification, and of the Introduction class, 33 percent were interested in advancing to the certification program. Ultimately, in subsequent years, we would like to show that more students have made progress towards completing a CTE certification, or have completed a certification.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 21% of student participants showed increased interest in career/technical education 3% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: Data was gathered through pre- and post- surveys using both Survey Monkey and paper surveys.

Grades Address: 9-12 Private-Sector Investment: $4,632.85

Low-Performing Students: NA State Matching Amount: $4,632.79

Total Students Impacted: 273 Total Project Investment: $9,265.64

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: What's New in Nassau - Robotics!

Foundation: Nassau Education Foundation

Project Abstract:

The Nassau Education Foundation (NEF), in partnership with the Nassau County School District, supported and funded eight robotics clubs/teams, an elementary coding club, two classroom robotics programs and a district-wide Hour of Code. All but one of the robotics clubs formed competitive teams that went on to attend at least one competition. West Nassau High School, our most experienced team, attended three competitions and hosted a scrimmage. The Hour of Code brought a STEM experience to more than 475 students in grades K-12. Teachers reported that students enjoyed the event and were highly engaged. STEM, but more specifically robotics and coding, are growing in Nassau and the NEF continues to explore ways to foster these initiatives so that all students are exposed to a variety of STEM programs.

Project Summary: There were several components to Nassau County's STEM initiative funded by this grant. Four high school robotics club/teams (approximately 40 students), four middle school club/teams (approximately 40 students); an elementary school coding club (approximately ten students), two classroom robotics programs (approximately 60 students) and district-wide participation in an Hour of Code (approximately 475 students).

Robotics teams were in various phases of development this year. One high school team had trouble organizing and stayed at the club level while the other three did really well and formed competitive teams. Each team went on to successfully compete and receive good state rankings. West Nassau ranked 37th out of 202 state teams. Hilliard ranked 63rd and Yulee ranked 172nd. Nassau County is very proud of their fledgling teams.

Yulee High School attended one meet and one competition. Fernandina Beach High School was a club and partnered with their engineering program. Hilliard High School attended one meet and one competition. West Nassau High School, the most experienced team, attended three meets and hosted a scrimmage that was well attended. This team, the RoboTech Warriors, traveled to Clay County Fairgrounds for their FTC judgement day. This consisted of robot and field inspections, a judges' interview and field demonstrations. The team competed in FTC's Northeast Florida League Tournament and placed first in the finals and won the title of League Champions. In addition, RoboTech Warriors won the "Motivate Award" and were runner up for the "Inspire Award."

All four middle schools formed competitive teams. Yulee, Fernandina Beach, Hilliard and Callahan Middle Schools attended one competition each.

More than 475 students in grades K-12 participated in an Hour of Code. Teachers reported that students were highly engaged and the event went very well. Forty two percent of the teachers involved would like to attend follow up training in the future. Robotics and coding in the classroom were successful and continue to grow and expand.

Introducing coding, robotics and other STEM content in the classroom ensures that more students are exposed especially those that would not have any STEM experiences outside of school. Robotics teams provide a unique after school experience for students that might not be interested in sports or band. Although not specifically being measured through this project, the social skills required to work collectively on robotics are very important in the college and career. A student questionnaire that is given out to students interested in joining the robotics team asks students about why they want to join and what they think about team work. One student stated, "I am creative, cooperative, not selfish, friendly and love competition. I also like to present ideas." Robotics will be a great fit for this particular student.

Student's STEM interest level was measured through survey data using Survey Monkey and paper surveys. Through this process the NEF learned that it is quite a bit easier to administer paper surveys to students and electronic surveys to teachers. Our pre- and post- Robotics STEM surveys were administered to 60 students in the fall and 42 students in the spring. Because so many fewer students were surveyed in the spring (six surveys were not completed properly) it was very difficult to measure increased interest. However, taken independently, each group of surveys showed that students began this process with a high level of interest. More than half of the students in each survey administration were interested or

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes very interested in STEM. It seems logical that new robotics teams would attract students already interested in STEM. However, once teams and clubs are well established the goal is to encourage students that might not already be interested to give the team a try. Classroom robotics and introducing robotics on the elementary level could help with recruiting students to participate in middle and high school.

Outcomes: STEM Education 47% of student participants showed increased interest in STEM education

How Outcomes were Measured: The NEF collaborated with the Nassau County School District to develop a survey using Survey Monkey. Surveys were administered to students participating in the robotics teams in the spring and in the fall. The surveys asked about grades, general interest and career interest in science, technology, engineering and math. The vast majority of students either agreed or strongly agreed that each subject was important in their future career and that if they did well in that subject area it would help them succeed in their future career.

Grades Address: K-12 Private-Sector Investment: $11,565.16

Low-Performing Students: NA State Matching Amount: $11,565.14

Total Students Impacted: 615 Total Project Investment: $23,130.30

2016-17 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 a project 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. The 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 Take Stock students support services and activities that motivated them and enhanced their ability to attain success in academic programs and the prospect of college success. Students, along with 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 took at least one of the college entrance examinations, either ACT or SAT.

Resources provided through the project includee 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. Partnership with the Workforce Development Board of Okaloosa and Walton Counties assured participation in CareerSource Youth Programs by eligible students.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants showed increased interest in graduating high school 69% of student participants made progress toward graduating high school

How Outcomes were Measured: The number of participants who graduated from high school and number of participants who made progress toward graduating from high school were documented through MIS verification of those data.

Grades Address: 9-12 Private-Sector Investment: $25,000.00

Low-Performing Students: NA State Matching Amount: $25,000.00

Total Students Impacted: 65 Total Project Investment: $50,000.00

2016-17 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 $500 each were awarded in STEM-related instructional projects, for literacy projects and for profession.al development for instructional staff in any subject area.

Project Summary: The project was designed to supplement and complement instructional programs in STEM and in literacy and to provide professional development opportunities for instructional staff. Teacher grants were awarded for 20 projects in the amount of $500 each. Successful applicants documented the need for the project, the project goals and objectives, the evaluation plan and a reasonable and allowable budget.

Outcomes: Career/Technical Education 83% of student participants showed increased interest in career/technical education 37% of student participants completed and passed career/technical education certification 3% of student participants made progress toward completing career/technical education certification

Literacy 52% of student participants showed increased interest in reading 45% of student participants improved in a standardized reading skills test(s) 17% of student participants showed increased interest in writing

Low-Performing Students 90% of student participants improved their grade in specific subject area 85% of student participants improved their overall grade(s) in school 52% of student participants showed increased interest in performing well in school

Teaching Quality 95% of teacher participants showed increased knowledge about teaching in specific subject area 95% of teacher participants showed changes in behavior in their teaching method 91% of teacher participants showed increased knowledge about teaching in general 91% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: CTE outcomes were measured through student completion of certification in Photoshop, Illustrator and InDesign. Qualitative data regarding interest in Career/Technical Education were collected by participating staff.

Literacy outcomes were measure by staff members who complied evaluative data through MobyMax and iReady diagnostic evaluations.

Low-performing student outcomes were measured via improved grades in mathematics. Data were compiled through iReady diagnostics.

Teaching quality outcomes were measured through staff evaluation of professional development opportunities funded through the grant as well as professional development "sharing" with other staff in the Okaloosa County School District. Subject areas addressed were music and IT.

Grades Address: K-12 Private-Sector Investment: $6,700.00

Low-Performing Students: 48 State Matching Amount: $6,647.75

Total Students Impacted: 1,028 Total Project Investment: $13,347.75 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Pryor Producing Engineers

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

Pryor Producing Engineers supported STEM initiatives by providing students with the opportunity to apply classroom experiences and activities in a competitive environment. Funding was utilized for registration and travel to FIRST Tech Challenge events. In addition, the grant funded requisite supplies and instructional materials for robotics classes.

Project Summary: Pryor Producing Engineers supported STEM initiatives by providing students with the opportunity to apply classroom experiences and activities in a competitive environment. Funding was utilized for registration and travel to FIRST Tech Challenge events. In addition, the grant funded requisite supplies and instructional materials for robotics classes.

Outcomes: Career/Technical Education 34% of student participants showed increased interest in career/technical education 16% of student participants completed and passed career/technical education certification

STEM Education 71% of student participants improved their grade in STEM subject area 58% of student participants showed increased interest in STEM education 17% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Increased interest in Career and Technical Education was evaluated by the instructor and demonstrated through increased enrollment in related courses. Certification data were based on the students who successfully completed the Solidworks CSWA Certification.

STEM outcomes were measured through evaluation of standardized test scores in math and science and through continuing enrollment in STEM-related classes.

Grades Address: 6-8 Private-Sector Investment: $1,000.00

Low-Performing Students: NA State Matching Amount: $1,000.00

Total Students Impacted: 120 Total Project Investment: $2,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Scaling the Great Wall: Global Literacy through Mandarin Chinese Immersion Program

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

Mandarin Chinese is the fastest growing language and the most widely spoken language in the US. To learn the language effectively and retain the information, it is essential that students are exposed to culture in order to contextualize the vocabulary, grammar, and sentence structure. Students are learning to synthesize information in the target language (Chinese) and are applying what they learn in the classroom to communicate with each other in written and oral form. Students learn through an immersion experience that allows them to experience the language as a native-speaker would; this means that students learn the material sequentially, build upon what they learn and utilize the language whenever possible, even at the beginner stage. Technology is also incorporated in the classroom so students can interface with other language applications and listen to a variety of tones. Further, this allows students to practice in a variety of ways: games, character writing practice, and online flash-cards. Students capitalize on all of these tools: in-classroom materials, online materials, and the textbook for comprehensive Chinese language learning.

Project Summary: The goal of the Mandarin Chinese Program continues to be: “Empowering Okaloosa County Students through Mandarin Chinese Learning.” To do this, students are not only learning grammar and sentence structure, but they are also using the language to communicate and share ideas, thoughts, and concerns related to each lesson taught. This involves using technology, resources available online, and special tools (e.g. authentic tapes of Chinese speakers in dialogues).

Students in Chinese courses at Niceville High School engaged in learning new Chinese vocabulary, proper Chinese tone, sentence structure, grammar, and character writing. In addition to this, students in higher level courses are writing short paragraphs. All students, from beginner to advanced can communicate at the basic level, understand the importance of tone (1-4, neutral) and are fluent in phrases such as “How are you?” “What is your name?” “What is your favorite color?” , numbers, colors, days of the week, and months of the year. New vocabulary and writing of Chinese characters is a continued part of learning in each lesson for beginner, intermediate, and advanced learners.

Outcomes: Increasing Graduation Rates 100% of high school senior project participants graduated from high school 93% of student participants made progress toward graduating high school 93% of student participants showed increased interest in graduating high school

Literacy 72% of student participants showed increased interest in reading 72% of student participants showed increased interest in writing

How Outcomes were Measured: Graduation rates were assessed with end-of-semester exam that had written and oral components that tested on vocabulary, grammar and character-writing.

Literacy outcomes were measured through students reading passages and answering questions based on the reading. It was clear from responses given if students were engaged or not.

Grades Address: 9-12 Private-Sector Investment: $4,650.00

Low-Performing Students: NA State Matching Amount: $4,100.00

Total Students Impacted: 67 Total Project Investment: $8,750.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: The Chemistry of Culinary: What Students "Kneed" to Know

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

The goal of this project was to center on the expansion of the Culinary Arts Institute at Niceville High School (NHS). In addition to expanding the Culinary Arts Institute, the project worked to provide a qualified workforce to fill the demands for the hospitality and culinary industry in the area with students who earn the nationally-recognized food service certification through increased industry certifications.

Project Summary: The Chemistry of Culinary: What Students "Kneed" to Know project was designed to provide a platform for 9th-12th grade students enrolled in the Culinary Arts Institute at NHS to be taught the practical applications of science and mathematics through culinary instruction and lab experience. Purchasing the necessary equipment to instruct students in the practice of culinary arts skills through hands-on experience in one kitchen and one classroom that was more commercially equipped allowed the program to advance students to a higher skill level.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification 41% of student participants showed increased interest in career/technical education 17% of student participants completed and passed career/technical education certification

STEM Education 41% of student participants showed increased interest in STEM education 26% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Increased interest in career education was measured by the number of students who registered for the Culinary Arts program for the next school year. Industry certifications are entered through the computerized teacher gradebooks. The data is pulled directly from the teachers’ gradebooks.

Increased interest in STEM was documented through the number of students who are scheduled to take the next course for the 2017-2018 school year.

Grades Address: 9-12 Private-Sector Investment: $6,740.50

Low-Performing Students: NA State Matching Amount: $6,740.50

Total Students Impacted: 271 Total Project Investment: $13,481.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: WE GROW (Growing Reliable Organic Wisdom)

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

WE GROW (Growing Reliable Organic Wisdom) is a program located at the Okaloosa Technical College and CHOICE High School. It has been established to serve the Career and Technical Education (CTE) needs for high school students with disabilities. The program is a school-based enterprise that provides a learning environment which links students to the community-at-large as well as on-the-job training. Students gain the skills and knowledge necessary to work and live independently. Students in the program can earn school-based certifications in the following areas: Housekeeping Services; Custodial Services; Automobile Detailing; Lawn Maintenance Services; and Gardening Services.

Project Summary: This project enhanced and expanded the WE GROW project which has been developed to engage high school students with special needs in obtaining employment skills necessary to make the transition from high school to the workforce. Participating students were involved in hands-on practice, classroom lessons, student-based enterprise activities and simulated training. They discovered the potential that exists with career skill acquisition and were challenged to master school-based certifications in: Housekeeping Services; Custodial Services; Automobile Detailing; Lawn Maintenance Services; and Gardening Services.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education 67% of student participants completed and passed career/technical education certification 33% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: Outcomes were measured through documentation of National Board Certifications earned, School-Based WE GROW Certificates awarded and assessment checklists.

Grades Address: 9-12 Private-Sector Investment: $3,000.00

Low-Performing Students: NA State Matching Amount: $3,000.00

Total Students Impacted: 21 Total Project Investment: $6,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: You Cannot Do Music If You Cannot Do Math

Foundation: Okaloosa Public Schools Foundation, Inc

Project Abstract:

"You Cannot Do Music If You Cannot Do Math" was a year-long project for fourth grade students through the Link-Up program of Carnegie Hall's Music Institute. While learning basic music concepts linked to the STEM initiatives in mathematics, students apply concepts such as rhythmic and melodic patterns, patterns in form and symbols. The culminating activity, on May 1 and 2, 2017, was a concert at Northwest Florida State College performed by the Northwest Florida Symphony Orchestra. By linking the fine and performing arts with mathematics, students were given the opportunity to expand their understanding of the universal applications of mathematics.

Project Summary: This project provided support for the implementation of The Orchestra Moves curriculum for fourth grade students and teachers from 14 elementary schools across the Okaloosa County School District. The year-long program culminated in a concert performance by the Northwest Florida Symphony Orchestra in which students participated as performers and as audience. Classroom activities in music supported both the Learning Standards for Music Education and Common Core Standards in Mathematics. Participating students applied STEM concepts such as rhythmic and melodic patterns and patterns in form. In addition, they learned to recognize the use of symbols for notation in music and in mathematics. Applicable Common Core Standards included: identifying, decoding and interpreting patterns (geometry; operations and algebraic thinking); and, identifying rhythms (numbers and operations/fractions).

Outcomes: STEM Education 50% of student participants showed increased interest in STEM education

How Outcomes were Measured: The number of students who expressed an increased interest in STEM-related education was documented through post- test data obtained by music teachers involved in the project.

Grades Address: 4 Private-Sector Investment: $4,999.96

Low-Performing Students: NA State Matching Amount: $4,252.25

Total Students Impacted: 1,692 Total Project Investment: $9,252.21

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Comprehension from Literal to Affective

Foundation: Okeechobee Educational Foundation

Project Abstract:

Improving the reading comprehension skills of students is a daunting task that faces teachers and students as they progress through the K-12 system. Having reading skills beyond the very basic literal skills is crucial to success in school and in life beyond school. Teachers are constantly assessing and honing comprehension skills in reading class and in subject area classes. Students must be prepared for the challenging reading that they face.

In order to support the efforts of teachers, the Okeechobee Educational Foundation decided to offer teachers in Okeechobee County Schools the opportunity to improve their knowledge of reading comprehension and facilitate the improvement of skills in comprehension. Teachers of students in kindergarten through high school were eligible to apply for a grant, valued at between $250 and $1,000 each, to purchase resources and production materials to enhance their students’ development of higher order comprehension skills.

Project Summary: The 2016-2017 Comprehension from Literal to Affective project addressed improving reading comprehension by moving from the literal level to the affective level. Deepening comprehension skills has benefitted the students as they moved through schools and prepared for college and careers.

Results of the 2016 progress monitoring assessments in English/Language Arts indicated that far too many students are performing below the state average. Development of comprehension skills enabled students to read, understand, and apply information obtained in language arts classes and other core classes such as social studies, science, mathematics, and career and technical education classes.

Outcomes: Literacy 30% of student participants improved in a standardized reading skills test(s) 27% of student participants showed increased interest in reading 16% of student participants showed increased interest in writing 8% of student participants improved in a standardized writing skills test(s)

How Outcomes were Measured: The above outcomes were measured using a variety of sources, including, iReady, pre- and post-tests, surveys and performance based tests.

Grades Address: 3-12 Private-Sector Investment: $11,095.41

Low-Performing Students: NA State Matching Amount: $7,500.00

Total Students Impacted: 4,418 Total Project Investment: $18,595.41

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: City Year Orlando

Foundation: Foundation for Orange County Public Schools

Project Abstract:

Under this grant, City Year Orlando AmeriCorps members served in sixth, seventh, and eighth grade classrooms at Walker Middle School for the duration of the 2016-17 school year. The team serving at Walker was also involved in whole-school events fostering a positive learning environment. At this time, we are unable to report on measurable outcomes as data has not yet been made available on student performance. However, based on previous years, we expect to see an average attendance improvement of two percentage points per student served; average ELA grade improvement from off-track to on-track for 82% of students served; average ELA assessment improvement for 60% of students served; average math grade improvement from off-track to on-track for 86% of students served; and an average math assessment improvement for 48% of students served.

Project Summary: City Year Orlando deployed a team of ten highly-trained AmeriCorps members to implement its Whole School, Whole Child service model to Walker Middle School. City Year AmeriCorps members address Orlando’s urban dropout crisis to help increase the number of students reaching the tenth grade on time and on-track to high school graduation. The Whole School, Whole Child model places a diverse team of highly engaged young adults in schools for one full academic year where they serve all day. City Year AmeriCorps members are trained to provide quality support to students, teachers, and the wider school community to accelerate learning and performance.

The 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 the corps 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 chaotic learning environments of large urban schools. As near-peers, AmeriCorps members are old enough to provide the wise guidance the student needs, yet young enough to relate to the student's view of a situation, and are thus able to communicate new ideas for the student to consider and act upon in a way an older staff member might not be able to. To reinforce the natural affinity that the students and AmeriCorps members have for each other, the model ensures AmeriCorps members are with students as much as possible throughout their school life, from before the first bell rings through the after school program. City Year 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 skill-based interventions for selected students, linking the relationship between effort and success. In many cases, students don't know how to apply effort because they lack the skills related to goal setting, organization, impulse control, and perseverance. City Year uses specific techniques to help students self-manage, work hard and increase their English 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.

Outcomes: Low-Performing Students 84% of student participants improved their grade in specific subject area 54% of student participants showed increased interest in performing well in school 54% of participating students improved attendance at school

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Although data for FY2017 are not yet available, City Year has historical data and trends that can help predict results for FY2017. The estimates above are based on historical 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 Q1-Q4 grades for academic interventions.

Grades Address: 6-8 Private-Sector Investment: $50,000.00

Low-Performing Students: 166 State Matching Amount: $50,000.00

Total Students Impacted: 1,038 Total Project Investment: $100,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Maitland Middle School TV Studio

Foundation: Foundation for Orange County Public Schools

Project Abstract:

This project replaced and significantly upgraded the production equipment in the seven-year-old Maitland Middle School (MMS) TV Studio. The studio is a critical element for the MMS News Crew, which gives students hands-on, experiential film and broadcast career preparation. Through the school's high-profile Digital Video Production class, MMS News Crew runs like a real-life video production company. Students serve in every role from directors to camera and teleprompter operators to audio engineers to on-air talent, and more. Students write and create news features, commercials, PSAs, documentaries, and other quality segments for the school's daily news show, serving as the communication hub for the entire student body. Students develop 21st-century skills such as teamwork, problem-solving, communication and leadership. Many are inspired to pursue a career path in Digital/TV production. In order to model current industry standards for students and empower them to be viable contenders in local, state and national broadcast competitions, the studio's equipment needed to be updated and this goal has been accomplished through this project.

Project Summary: Maitland Middle School (MMS) educates approximately 1,000 sixth-, seventh- and eighth-grade students annually. The school has been one of the top-graded schools in the district for the past 13 years. Other distinctions include an AVID program helping "average" students develop the skills needed to be successful in college, a symphony orchestra that performs throughout the community, and a Film Academy that competes nationally. Another highlight of the school’s reputation is the MMS News Crew, which gives students hands-on, experiential film and broadcast career preparation.

Through the school's Digital Video Production class, MMS News Crew runs like a real-life video production company. Students learn through hands-on experiences, with the opportunity to perform a variety of job roles -- director, writer, producer, stage manager, camera operator, teleprompter operator, audio engineer, computer graphic designer, on-air talent, and more. Students are responsible for writing and creating news features, commercials, PSAs, documentaries and other quality segments for the school's daily news show. The News Crew also serves as the communication hub for the entire student body and Maitland area community.

News Crew students work on 21st-century skills such as teamwork, problem solving, communication and leadership. The exploratory time spent working and learning in this field during their middle school years inspires many students to pursue a career path in Digital Video/TV Production. Digital Video/TV Production is offered at 17 Orange County high schools, including Winter Park High School and through the district's Career & Technical Education program. The Digital Video Production class is a high-profile course, and students are perceived as role models on campus. Even if these students do not go into broadcasting as a career, they will utilize skills gained in Digital Video Production for the rest of their lives.

The school's TV studio was seven years old and had not kept up with current technology. Most of the old equipment was broken or constantly being repaired. New and renovated Orange County public schools receive state-of-the-art equipment, offering their students opportunities that were not available at Maitland Middle School. To teach students current industry standards -- comparable to what is taught in similar classes on other school campuses -- and to be a viable contender in local, state and national broadcast competitions, Maitland Middle School needed to replace and upgrade its production equipment.

Making career decisions is a lifelong process that begins with a student's awareness of the world in which we live and a student's own ability to understand what is important to her. It is also about self-awareness of one's abilities, interests, skills and values in order to create a meaningful career plan. High-quality, hands-on experiences in career paths and fields at the middle school level help students gain this self-awareness and insight early enough in their academic careers to allow them to take advantage of magnet programs, industry certifications, and other options well before high school graduation. Such experiences also give them valuable, real-life opportunities to practice 21st-century skills.

At this time, Orange County Public Schools offers career development opportunities to middle school students in the following career clusters: Agriculture, Food and Natural Resources; Arts, A/V Technology and Communication; Business

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Management and Administration; Finance; Health Science Education; Hospitality and Tourism; Information Technology; and STEM. To ensure these experiences are optimally meaningful and engaging, state-of-the-art materials and equipment are critical.

The completed equipment updates in the Maitland Middle School TV studio will allow next year's students to be taught current industry standards, and to become viable contenders in local, state and national broadcast competitions. Students will now have the opportunity to gain real-life experiences in a variety of broadcast roles, from director to on-air talent and in all areas of production. They also work on building 21st-century skills such as teamwork, problem-solving, communication and leadership. As a result, many will pursue a career path in Digital/TV production, and others will have the opportunity to utilize the skills gained in Digital Video Production throughout the rest of their lives, from secondary to post-secondary to career experiences.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification

How Outcomes were Measured: Students who had an opportunity to work in the newly renovated studio were to be surveyed in May to determine their level of interest in career/technical education. Since the renovation could not be completed until May due to the delays in receiving purchased equipment, students did not have sufficient opportunities to be trained on or make use of the new equipment.

Grades Address: 6-8 Private-Sector Investment: $57,744.4

Low-Performing Students: NA State Matching Amount: $8,855.06

Total Students Impacted: 915 Total Project Investment: $66,599.46

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: OCPS Intership Program

Foundation: Foundation for Orange County Public Schools

Project Abstract:

Career readiness is a crucial educational component, yet student often don't have access to opportunities designed to teach job skills in a paid work environment. This pilot project paid $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 allowed students to enroll in a summer course that provided instructor supervision of hands-on career experiences.

Students interested in pursuing finance, IT, hospitality/tourism or nonprofit career paths submitted 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, reviewed all applications and interviewed potential candidates. Applications of selected candidates were submitted to vetted employers for consideration. Interns interviewed with potential employers and final selections were made by the hiring employers.

Student interns reported to and were supervised by their worksite supervisor. The course instructor supported the supervisor, providing assistance with monitoring and managing student participation. Soft skills were 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 was 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 pilot project paid $1,500 stipends to qualified students working two months (150 hours) in the summer before their senior year. Juniors enrolled in a summer course; the course instructor supervised and monitored student progress throughout the internship. Students completed/presented an internship portfolio, submitted timecards and participated in employer evaluations. Efforts are underway to expand the program.

Students interested in pursuing finance, IT, hospitality/tourism or nonprofit career paths submitted 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, reviewed all applications and interviewed potential candidates. Applications of selected candidates were submitted to vetted businesses for consideration. Interns interviewed with potential employers and final selections were made by the hiring companies and nonprofits.

Student interns reported to and were supervised by their worksite supervisor. The course instructor supported the supervisor, providing assistance with monitoring and managing student participation. Soft skills were 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 paid summer internships while simultaneously earning high school course credits. Additionally, the program partners with Kelly Services, which serves as the hiring manager of the program, handling all legal aspects of placing student intern as temporary employees.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education

How Outcomes were Measured: All 37 students have returned to CTE programs for their senior year, indicating their increased interest in career/technical education. Nineteen companies hired and hosted these students as interns.

Grades Address: 9-12 Private-Sector Investment: $90,455.00

Low-Performing Students: NA State Matching Amount: $5,951.99

Total Students Impacted: 37 Total Project Investment: $96,406.99

2016-17 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 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 comprehension and 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. Read2Succeed served 475 at-risk first-grade, 590 low- performing second-grade, and 175 retained third-grade readers during the 2016-17 school year.

Project Summary: Read2Succeed strives to improve literacy through supplemental reading programs targeting some of the district's lowest- performing students. 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 also addressed 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 over 13,000 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 40 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 to 15 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. 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 90% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Outcomes were measured by Level 3 or higher on iReady and FSA ELS assessments. This percentage is below the district and state percent passing percentage of 57% and 58% respectively. The population of students selected for supports in Grade 3 scores lower on K through 2 assessment results.

Grades Address: 1-3 Private-Sector Investment: $219,200.00

Low-Performing Students: NA State Matching Amount: $115,371.34

Total Students Impacted: 1,240 Total Project Investment: $334,571.34 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Teacher Grants

Foundation: Foundation for Orange County Public Schools

Project Abstract:

The Teacher Grants program provided 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 in and understanding of science, math, and energy education. Additionally, grant funds up to $10,000 will be available for one large-scale STEM project that focuses on multiple disciplines and engaging female students. Teacher Grants for classroom libraries offer up the $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 $5,000 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. The stipend is paid at the end of the school year after all reporting requirements are met.

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 in and understanding of science, math, and energy education. Additionally, grant funds up to $10,000 will be available for one large-scale STEM project that focuses on multiple disciplines and engaging female students.

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. Funding is available at the following levels: • Science supplies, equipment and books: up to $500: • Math, Science or Energy Education Projects: up to $2,000 for K-5 and up to $3,000 for 6-12: • STEM Partnership Projects: donor-advised non-competitive grant for select schools; and • Large-scale multidisciplinary STEM project: one non-competitive grant for a select school.

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 $5,000 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 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 improvement 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.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Literacy 81% of student participants showed increased interest in reading 80% of student participants improved in a standardized reading skills test(s)

STEM Education 32% of student participants showed increased interest in STEM education 17% of student participants improved their grade in STEM subject area 7% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured through pre- and post-tests, teacher observation, mini-research projects, Lexile score, student surveys, attendance, and Achieve 300.

For STEM grants, the following tools were used: pre- and post-tests, teacher observation, surveys, team projects/robotics competition, attendance, problem solving exercises, student grades, presentations, science fair participation, and project participation.

Grades Address: K-12 Private-Sector Investment: $104,259.87

Low-Performing Students: NA State Matching Amount: $104,259.87

Total Students Impacted: 26,375 Total Project Investment: $208,519.74

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Careers and Literacy Working Together

Foundation: Education Foundation for Osceola County

Project Abstract:

"Careers and Literacy Working Together" has been very successful this year. The Bookmark Buddies reading program served 426 students, 3,861 Pre-k and elementary students have downloaded the free community reading application (Osceola Reads/Footsteps to Brilliance), 980 students have been part of the Medical Pipeline and 1,897 students have received services through the Construction Pipeline. Through these projects struggling third graders are passing state reading assessments, young children in the community are being prepared for school, and elementary, middle and high students are learning about high wage careers.

Project Summary: "Careers and Literacy Working Together" has provided services for over 7,164 participants in Osceola County this school year.

The Bookmark Buddies program served 3rd graders who have been identified early in the school year, as potentially not passing the FSA. These children are matched with a caring mentor who meets every week to tutor the child and be a special friend. The mentors receive books each week to use with the student that are specifically designed for that child's reading level. This program served 426 3rd graders this year with 303 mentors at 26 elementary schools.

The Osceola Reads/Footsteps to Brilliance reading ap program has 3,861 current registered users. Parents throughout the community, in daycares and elementary schools are encouraged to load this wonderful free reading ap to a device for their children. This is only available to residents of Osceola County. A team representing the District and the Foundation visits schools and community events throughout the year to train and register families. Now instead of playing with a useless game on mom's phone, children are engaging in a fantastic reading and learning tool and having lots of fun doing it.

The Medical Pipeline exposed 980 elementary, middle and high school students to heath care careers. The Health Leaders Summer Academy is a two-week medical day camp experience. Thirty-five rising juniors (students who have completed their sophomore year) spend time in labs with professors at UCF, visit hospitals, the Technical Education Center, Valencia College and UCF's College of Medicine. The Health Careers Experience is a one-day hospital field trip for middle and high school students to learn about high wage/high demand health careers. The Elementary Health Careers Experience served over 650 third graders. This hands-on hospital field trip allows students to pretend to be hospital employees doing things like: reading x-rays, using a stethoscope, and learning about heart rate. They even get their own pair of scrubs to wear. The Medical Pipeline HOSA Chapters helped 270 students further their medical career plans through participation in a national organization which included meetings, community service and competitions revolving around medicine.

The Construction Pipeline provided service for 1,897 students. Construction high school field trips allowed 350 students to see first hand how large construction projects as well as individual houses are built. Two high school seniors even received job offers right on a field trip to KB Homes. 1,100 students participated in presentations about construction careers and the Architecture, Construction and Engineering mentoring program. Forty students participated in the year-long ACE mentoring program with their industry leader mentors. 400 students were transported to the Technical Education Center Osceola for a job fair featuring medical and construction job providers. Seven young adults graduated from the Construction Pipeline pre-apprenticeship program and all even were offered jobs upon graduation.

Outcomes: Career/Technical Education 80% of student participants showed increased interest in career/technical education

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Students attending field trips were surveyed about their interest in medical and construction before and after field trips.

Grades Address: K-12 Private-Sector Investment: $96,540.03

Low-Performing Students: NA State Matching Amount: $96,540.03

Total Students Impacted: 7,164 Total Project Investment: $193,080.06

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: AVID

Foundation: Education Foundation of Palm Beach County

Project Abstract:

AVID has taken secondary Palm Beach County students with the potential and determination to go to college and placed them in the rigorous courses required to get into four year universities. In the AVID elective course, students were taught the skill sets (solid note taking, organization, public speaking, responsibility) necessary to be successful in those rigorous courses. The students were supported throughout the day by core academic teachers who reinforced the AVID strategies learned in the AVID elective course. AVID created an atmosphere of positive peer interactions for the students, so they are pushing each other to strive for success rather than perpetuating failure. The most significant measurable outcome of this report provides a detailed breakdown of approved senior data for the 2016-17 AVID high school sites, allowing others to see whole numbers, percentages, and references to specific data informed by particular college readiness indicators.

Project Summary: Advancement Via Individual Determination (AVID) began in Palm Beach County in 2009 in six high schools through the Smaller Learning Communities and My AP Plan grants. The School District of Palm Beach County gradually increased the implementation of AVID in elementary, middle, and high schools and in FY17 the District added 17 more schools for a total of 44 AVID sites: 18 high schools, 15 middle schools, 10 elementary, and one K-12 school. Sixty-nine percent of AVID students participate in the national Free and/or Reduced Lunch program.

Approximately 700 AVID students have successfully graduated high school since the first graduating class in 2012. In FY17, 98% of AVID seniors graduated from high school with an average Grade Point Average of 3.06. Approximately 570 middle school students were enrolled in the AVID elective in FY17. Of the 2016-17 middle school students: • 69% completed Algebra 1 or a higher math with a "C' or better • 51% have taken an honors or high school credit-bearing course other than math

Approximately 1,000 teachers, administrators and District staff have been trained in AVID's strategies and methodologies at Summer Institutes, Path trainings, AVID Professional Learning Workshops, and AVID District Leader Trainings. There are several District-wide strengths through the implementation of AVID’s College Readiness System: • District-level and school site administrators provide strong support of implementation and growth • Professional development is provided on PDD days and in PLCs with a focus on Cornell Notes/2 column notes, Organizational Tools, and Marking the Text through the use of AVID-trained administrators, core teachers, and department instructional leaders • Schools have communicated AVID expectations to both students and parents through Parent Night Workshops • Schools are developing a college-going culture for all students

Outcomes: Increasing Graduation Rates 100% of student participants showed increased interest in graduating high school 98% of high school senior project participants graduated from high school 98% of student participants made progress toward graduating high school

How Outcomes were Measured: 2016-2017 AVID Senior Data Collection Forms were used to collect data and then entered in the online data entry system in my.avid.org.

Grades Address: 6-12 Private-Sector Investment: $37,052.00

Low-Performing Students: NA State Matching Amount: $34,000.00

Total Students Impacted: 5,000 Total Project Investment: $71,052.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Boynton Beach Medical Academy/FAU College of Medicine

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Boynton Beach High School Medical Academy just completed year two of the choice program. It has successfully jumped from 55 students to 101 students. The plan for next year is to grow to approximately 140 students which will include all 9-12 grade levels. The most significant measureable outcome was the Emergency Medical Responder course continuing its exceptional success with 100% of the students passing the industry certification test on the first attempt for the second year in a row.

The program offered two new industry certification exams to the Allied Health Assisting course. One exam was to become certified as an EKG Technician and 93% of the students passed that exam and the other certification students were offered was the Certified Medical Administrative Assistant and 83% of the students successfully passed this exam.

We began an affiliation with the Florida Atlantic University College of Medicine this year to give the students more of an opportunity at receiving higher order lab sessions, and multiple field trips using critical thinking skills. The students will continue their clinical rotations at Pacifica Senior Living and will begin rotations at Action Physical Therapy for the Exercise Science course.

Project Summary: The Boynton Beach High School Medical Academy completed year two of the choice program. Over this time, enrollment grew from 55 to 101 students with a goal of 140 for the upcoming school year. The 2017-2018 school year will include 9-12 grades. The most significant measureable outcome was in the Emergency Medical Responder course; all students passed with a 100% on their first attempt for the second year in a row. The medical program offered two new industry certification exams to the Allied Health Assisting course: (1) EKG Technician with a 93% pass rate and (2) Certified Medical Administrative Assistant with an 83% pass rate.

The new affiliation between the FAU College of Medicine and BBHS provided in-classroom and out-of-classroom enrichment activities for students designed to deepen the curriculum (scope and sequence) taught by BBHS teachers. In-classroom activities provided by FAU consisted of six original lessons created and taught by two FAU medical students to the 9th grade Biomedical Academy class through hands-on activities. The Biomedical Academy students also had the unique opportunity to ask our medical students questions about high school, undergraduate college, and medical school. FAU 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, extracurricular activities, leadership roles, volunteer activities, and research. Together, the FAU medical students volunteered 40 Service Learning hours with BBHS students.

FAU out-of-classroom activities exceeded expectations. Originally, FAU offered two field trips but delivered six: one Gross Anatomy Lab, two Simulation Center, a Forensics Day, a Standardized Patient, and collaborative work sessions at the 5th Annual “Healthcare and Science Stars of Tomorrow Career Symposium”. Along with physical resources, FAU contributed volunteer time from three faculty, two staff, and 49 medical student volunteers. The field trip activities provided BBHS students higher order lab sessions and activities incorporating the use of critical thinking skills. All BBHS students traveling to FAU also participated in a College Roadshow with interactive Undergraduate Admission and Financial Aid sessions. The BBHS 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 BBHS students continue their clinical rotations at Pacifica Senior Living and will begin rotations at Action Physical Therapy for the Exercise Science course. At Action Physical Therapy, they will shadow a chiropractor, massage therapist, physical therapist, physical therapy assistant, and athletic trainer. The students also receive clinical hours for continuing field trips to places such as FAU College of Medicine, Palm Beach Atlantic University, Bethesda Hospital for “Day in the Life of a Nurse”, Palm Beach Zoo for the veterinary unit, the South Florida Science Center for dissections of a fetal pig as well as a shark. The affiliation with Palm Beach Atlantic University will grow next year to not only include sending students to do

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes internships from the Department of Athletic Training, but will also include the Exercise and Sport Science department to include clinical opportunities for the Exercise Science students in our program.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification 68% of student participants completed and passed career/technical education certification 100% of student participants showed increased interest in career/technical education

Increasing Graduation Rates 100% of high school senior project participants graduated from high school 100% of student participants made progress toward graduating high school 100% of student participants showed increased interest in graduating high school

How Outcomes were Measured: CTE outcomes were measured through number of visits to/from community partners, Bethesda Hospital, Palm Beach State College, Keiser University, Palm Beach Atlantic University, and Florida Atlantic University.

Graduation rates were measured graduation data and student surveys.

Grades Address: 10-12 Private-Sector Investment: $84,291.00

Low-Performing Students: NA State Matching Amount: $20,000.00

Total Students Impacted: 101 Total Project Investment: $104,291.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Financial Literacy II

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Education Foundation of Palm Beach County is supporting a two-year continuation of the School District of Palm Beach County’s education initiative, K-12 Personal Financial Literacy. By extending the project beyond meeting the State of Florida mandate for financial literacy instruction, we can reinforce the foundation already laid while beginning to measure student outcomes as the natural next step in this endeavor.

Over the prior two year grant, a comprehensive plan for financial literacy curriculum and delivery by grade level resulted in 360 teachers trained in over 27 workshops. They in turn have provided instruction to 55,000 students from kindergarten through twelfth grade thus far. To ensure goals were met and performance outcomes pointed to progress, a K-12 assessment was developed with an external evaluator for baseline data collection and study. Teachers on all grade levels improved their financial literacy knowledge for teaching purposes by 48 to 137%.

Project Summary: A total of 580 teachers throughout the District (K-12) have now been trained on topics of personal financial literacy, or have implemented a financial literacy program in their classrooms. This is an increase of 172 teachers from the end of SY16, which equates to a 42% increase in the amount of teachers who have been trained or have implemented a financial literacy program in a District school. All 100% of high schools and 100% of middle schools continue to have at least one teacher on campus who has been trained on a financial literacy program. The amount of elementary schools that have at least one teacher trained on a financial literacy program increased by 32% from SY16. There are now 62 elementary schools, or 58% of the 107 total, that have at least one teacher trained on a financial literacy program. Additionally, SY17 saw 13 added trainings offered for teachers.

The official report from the University of Wisconsin and the Department of the Treasury's research study on the effectiveness of the My Classroom Economy program on 4th-5th grade students was released. Statistically significant gains in financial knowledge, budgeting, socialization, and financial experiences were measured after only 10 weeks of using the program. These knowledge gains were similar to more traditional education programs. This study also showed that parents of students who were engaged in the My Classroom Economy at school were more likely to have money conversations with their children at home. 95% of teachers who were involved in the research study with this program indicated that they planned to continue using the program in the future.

Four high schools now offer a student version of the W!SE Financial Literacy Certification exams with their students. Overall, these schools achieved an >80% passing rate. One school was recognized nationally as a W!SE Top 100 school for Personal Finance, a prestigious distinction, and a teacher at another school was recognized as a Gold Star Teacher for high passage rates. A District teacher also received the Governor's Award for Best Practices in Personal Financial Literacy from the Florida Council for Economic Education.

Mad City Money Reality Fairs were conducted for six middle schools during FY17, a 100% increase from FY16, including four new schools. The 2nd Annual Teach Children to Save Day (primarily for 3rd-4th grades) saw a huge increase in participation. In SY16, 19 teachers at 13 schools participated. During SY17, 70 teachers at 32 schools participated, along with 52 volunteers from 13 different financial institutions. That's a 146% increase in the amount of schools participating.

Outcomes: Teaching Quality 100% of teacher participants showed increased knowledge about teaching in specific subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were measured through number of teachers who completed training, qualitative data derived from pre/post knowledge tests, self-reported comfort with teaching content and self‐reported classroom teaching behaviors and follow‐ up development surveys.

Grades Address: K-12 Private-Sector Investment: $40,067.00

Low-Performing Students: NA State Matching Amount: $24,999.00

Total Students Impacted: 55,000 Total Project Investment: $65,066.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: FIRST Robotics Program

Foundation: Education Foundation of Palm Beach County

Project Abstract:

Over 300 middle and high school students participated in the FIRST program (which includes Lego Leagues and the prestigious FIRST Robotics Competition), an afterschool robotics or STEM club, or SECME (Southeastern Consortium of Minorities in Engineering) club.

Students worked in teams and were taught how to respond to a design challenge using the thought and disciplines of science, math and technology. For the higher level competition teams, strict rules, limited resources and deadlines challenged students to raise funds, create a team "brand," hone teamwork skills, and design and program robots to perform prescribed tasks against a field of competitors. This rigorous exercise is as close to "real world engineering" as students can get. Robotics provides STEM education opportunities by requiring students from an early age to think critically, solve problems, and create innovative solutions to the challenges this science demands. Funds directly supported programmatic needs of the clubs and teams for providing team curriculum and supplies, competition fees, and travel to reach regional competitions.

Project Summary: Students worked in teams and were taught how to respond to a design challenge using the thought and disciplines of science, math and technology. For the higher level competition teams, strict rules, limited resources and deadlines challenged students to raise funds, create a team "brand," hone teamwork skills, and design and program robots to perform prescribed tasks against a field of competitors. This rigorous exercise is as close to "real world engineering" as students can get. Robotics provides STEM education opportunities by requiring students from an early age to think critically, solve problems, and create innovative solutions to the challenges this science demands. Funds directly supported programmatic needs of the clubs and teams for providing team curriculum and supplies, competition fees, and travel to reach regional competitions.

Four FRC teams made of six public high schools (and other charter or home schools), along with 20 public middle schools received support this year. New requirements related to grant agreements, reporting and accountability were strengthened. A new focus of importance in the program is to grow the number of student participants overall and expand the diversity of female and underrepresented student groups to reflect the growth hoped for in post-secondary education and ultimately the engineering field.

Prioritization of the Glades schools in STEM and robotics opportunities is progressing. Throughout the year the Education Foundation worked to assess the needs of the Glades middle and high schools. A separate grant assisted Lake Shore Middle School in the Glades. In school year 2017-18, additional dollars already raised will be applied to this program to bring Pahokee Middle School up to competition level.

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education

How Outcomes were Measured: Outcomes were measured by number of students recruited and retained for participation in the club's activities and competitions and by level of progress attained in training, building and performing in competition.

Grades Address: 6-8;9-12 Private-Sector Investment: $4,500.00

Low-Performing Students: NA State Matching Amount: $4,500.00

Total Students Impacted: 332 Total Project Investment: $9,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Forest Hill HS Medical Academy/Palm Beach Atlantic Univ. School of Nursing

Foundation: Education Foundation of Palm Beach County

Project Abstract:

Forest Hill Community High School, a Title 1 school striving to offer its students greater opportunity and access to career education, began a new medical academy program in the 2015-16 school year. To ensure students are ready to begin a career or continue studies in healthcare post•graduation, they must gain real•life knowledge and experience through clinical rotations. FHCHS medical academy students are required to complete 75 clinical hours for each 150 hour clinical course taken. These students are also required to complete one or more certifications upon graduation, preparing them for immediate employment or entrance into post•secondary education in the healthcare field. A high level of clinical study hours and certifications achieved is the benchmark of a successful medical career education program. A new partnership between Palm Beach Atlantic University's School of Nursing and FHCHS will ensure students obtain access to the highest•quality clinical settings and instruction available, as well as offer students personalized mentoring and preparation for post•graduation studies and scholarships at the university if desired.

Project Summary: Upon consultation with Forest Hill Community High School (FHCHS) Medical Academy faculty to assess need for student support, 18 students (Seniors – Pharmacy Tech Certification; Juniors – EKG Certification) came to Palm Beach Atlantic (PBA) on two separate dates in April 2017 for tour/simulation experiences at the PBA Skills Lab/Simulation Room and visits with Pharmacy and Nursing staff and faculty. On the first date, students participated in four rotating simulation activities: • Medication Administration – 5 Rights; used medication cart and computer on wheels • Manikin in simulation lab – Review how to properly perform vital signs, normal and adventitious breath sounds, cardiac rhythms including dysrhythmias • Isolation Protocols – students review standard, contact, droplet, and airborne precautions and when to implement them • Injections – review administering injections at various injection sites and students to practice intravenous (IV) insertion

Students also participated in an interactive game that reinforced educational material taught is simulation exercises and toured the campus including the nursing/pharmacy departments.

On the second date, FHCHS students and PBA Health Assessment students travelled to the South Florida Science Center to view the Our Body Exhibit. Following the exhibit, FHCHS and PBA students came to PBA for hands-on skills/simulation to enhance learning in EKG certification educational material.

Activities in the simulation lab were designed in consultation with FHCHS Medical Academy faculty to reinforce classroom learning that was included on certification exams and supplement assessed student weaknesses. Mentor/coaching relationships were encouraged between PBA nursing and FHCHS medical academy students. Students were actively engaged in all activities and demonstrated subject proficiency following the simulation experiences. Two more dates were scheduled in consultation with FHCHS Medical Academy faculty for the fall 2017 semester and additional dates scheduled for fall 2018, including full academy campus tours and classroom visits. At this time the program will achieve its impact to nearly 300 students while continuing the program's intensive focus for designated juniors and seniors.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in 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

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Students increase interest and knowledge of healthcare related careers by passing the Health Science Course with at least a C grade or higher (70% or better). Outcomes were also measured through pass/fail rate of industry certification exams.

Grades Address: 9-12 Private-Sector Investment: $20,000.00

Low-Performing Students: NA State Matching Amount: $20,000.00

Total Students Impacted: 18 Total Project Investment: $40.000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: GoTeach! Classroom Grants

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The Education Foundation of Palm Beach County awarded 55 Classroom Grants to teachers totaling $52,000 for the 2016•- 17 school year. For the third year in a row, award dollars have increased, with this year’s funding pool growing by another $6,000.

Project Summary: The 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 focus on Literacy, Career Education, Science, Technology, Engineering, Art and Mathematics and must provide measurable results for evaluation. Individual teacher projects are awarded up to $775 and team projects receive up to $1,275.

An additional contribution of $5,000 from Ventus Charitable Foundation this year established a special category grant for teachers in our most underserved 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 cut-off.

The program sees a majority of applications from elementary schools focused on literacy improvement. STEM 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 cross-teach over varied curricula; some use arts and culture (theater, music) to underscore literacy, ESOL, and math/science improvement. GoTeach! receives a consistent four or five 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 end-of-year reports is always positive. The majority of teachers report in at 90% and above improvements in their teaching, their students' participation and growth, and overall classroom engagement. The GoTeach! 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. Four grant workshops were held for district teachers, bringing approximately 55 attendees to the sessions. This new 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 100% of teacher participants showed increased knowledge about teaching in general 95% 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. 76% of the 55 grantees this year returned reports.

Grades Address: K-12 Private-Sector Investment: $26,004.98

Low-Performing Students: NA State Matching Amount: $26,001.64

Total Students Impacted: 2,000 Total Project Investment: $52,006.62

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Grow Up Great STEAM

Foundation: Education Foundation of Palm Beach County

Project Abstract:

In collaboration with PNC Bank's Grow Up Great program for early learning, EFPBC and the School District of Palm Beach County (SDPBC) employed an integrated approach with local education partners, allowing parents and children to engage in innovative STEAM learning in the classroom, at local museums and at home.

This project funded: CASE Kit materials; field trips to the South Florida Science Center and Aquarium (SFSCA), 48 hours of Professional Development training for STEAM concepts to preschool teachers, STEAM Fairs (interactive, hands-on experiences for children to play with and investigate STEAM concepts), Family Fun Packs (STEAM materials for children to take home and investigate with their families), and Family Fun Days at SFSCA and the Young At Art museum.

Teachers discovered concepts, strategies, and techniques that they will employ both with the children currently supported by this grant and with all future classes of children.

Project Summary: Under the umbrella of PNC's Grow Up Great program, EFPBC and SDPBC is in its second year of an integrated project allowing parents and children to engage in innovative STEAM learning in the classroom, at local museums and at home. As a part of this program 30 classroom teachers and teacher assistants, and one technical assistant have completed 3 12-hour professional development STEAM trainings, offered through the Institute of Excellence in Early Care and Education at Palm Beach State College. A fourth 12-hour course is scheduled for the Fall.

Instructors participating in the training teach approximately 185 Head Start students. In addition, technical assistant specialists employed by the district will ensure implementation of STEAM concepts in the classrooms and will share information with the other partners regarding the efficacy of the program and any needs of teachers to ensure success. Classrooms participating in the Grow Up Great program have “STEAM Fairs” (interactive STEAM experiences at their school, participate in a field trips to the South Florida Science Center, receive classroom and home educational materials, attend free Family Fun Days at both the Science Museum and the Young At Art Museum. Project partners are using the classroom materials budget to create a ‘STEAM Lab’ at Village Academy to ensure the continuation of the project beyond the grant’s end. Overall, the program impacted 225 children, 350 parents, and 30 or more instructors before the completion of the grant and many more over the coming years with the addition of this STEAM Lab.

Outcomes: STEM Education 100% of student participants showed increased interest in 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 showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: STEM outcomes is provided by teachers. Previous surveys have indicated significant gains in: interest in STEAM, vocabulary, inquiry approaches and questions.

Teaching quality outcomes were measured through pre- and post-tests, workshop evaluations, Implementation Plans assigned for course content completed by teachers and graded by instructor, and informal observations of teacher educator at “STEAM Fairs” of teacher interactions with children.

Grades Address: K Private-Sector Investment: $15,994.00

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 185 Total Project Investment: $20,994.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Palm Beach Schools Medical Academies

Foundation: Education Foundation of Palm Beach County

Project Abstract:

The target population is secondary students in grades 6-12 in several Medical Sciences Academies. The main focus was to support an instructional teaching unit at Lake Worth Middle School, half a unit at Pahokee High School, and medical equipment and supplies for both schools and Forest Hill High School. The Education Foundation worked with the School District to secure the sustainability of instructional positions for Lake Worth Middle and Pahokee High, in addition to helping Forest Hill High expand its new program by equipping a second medical academy classroom. The program also helps other medical academies as needed. Accomplishments expected included retaining medical teachers at low performing schools (Lake Worth Middle and Pahokee High), and equipping a medical laboratory classroom at Forest Hill High School (FHHS). The medical academies provide students with a focus on college and career, raise students' aspirations and commitment, and increase student achievement, attendance, graduation rates, and employment in the healthcare industry.

Project Summary: This project was directly aligned with EFPBC's focus on career education in producing a diverse, competent workforce with skilled and certified/licensed healthcare providers in critical shortage areas. Funding was to purchase durable medical equipment and supplies for the medical academies. Specifically, funds were used to purchase equipment currently 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.

Funding also supported instructional positions at critical schools (1 teacher unit at Lake Worth Middle School and 0.5 unit at Pahokee High School). A medical teacher is the most important factor of any academy program. The teacher constructs the program and the success of the academy is based on the quality of instruction. All medical teachers must be actively licensed/certified healthcare providers. They are also required to have 6 years of clinical experience and take additional education courses. Schools cannot start or run an academy without these specialized teachers who serve as trainers and clinical facilitators. Due to limited funds from the District, the two schools with current programs needed short term support retaining dedicated teachers in order for students to complete their course of study.

Outcomes: Career/Technical Education 100% of student participants made progress toward completing career/technical education certification 97% of student participants showed increased interest in career/technical education 95% of student participants completed and passed career/technical education certification

How Outcomes were Measured: 94% of the 598 Medical Academy students taught in grades 6-12 demonstrated competency in coursework by achieving at least a grade of “C” every nine weeks, and passed the Health Science Course with at least a "C" grade (70% or higher). 95% of Medical Academy students successfully passed and earned an industry certification prior to high school graduation allowing them to seek and obtain employment in healthcare and/or STEM related fields.

Grades Address: 6-12 Private-Sector Investment: $112,653.00

Low-Performing Students: NA State Matching Amount: $56,140.00

Total Students Impacted: 598 Total Project Investment: $16,8793.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Red Apple Supplies - Free Teacher School Supply Store

Foundation: Education Foundation of Palm Beach County

Project Abstract:

At the close of this grant year, Red Apple Supplies (RAS), a free resource store and service program of the Education Foundation of Palm Beach County, grew from eight schools served to 25 schools with a reach of 15,000 students in one year. RAS distributed over $150,000 in free school supplies to teachers representing our most critically under-resourced and impoverished schools (where over 95% of the children in a school receive free meals).

We also applied for and were granted affiliation with the national Kids in Need Foundation network, making RAS eligible to receive large quantities of new donated school, office and craft supplies from national vendors.

The program’s next objective is to expand to serve the remaining public schools in Palm Beach County where over 95% of the students receive free and reduced meals by the end of 2019. Because our county is so large (and the school district encompasses the entire county), this equates to 36 schools spread out over 2,400 square miles. We are on track to meet this goal a full year ahead of our business plan.

Project Summary: Red Apple Supplies completed its first full school year of operation in a warehouse-style shopping facility that celebrated a grand opening in fall 2016. Teachers from 24 schools shopped for $135,296 in free supplies, and our new van for mobile operations delivered $21,869 to schools, totaling $157,165 in distribution for the school year. On average for the year 40% of eligible teachers shopped for supplies, which is slightly higher when comparing with other supply stores in our network. The fall season also trends higher for shopping than the spring season, as is consistent with free resource stores around the nation.

Community supply drives and donated product from local and national companies continue to be the greatest source for building inventory. Donations, grants and a Stock Our Shelves Luncheon earned cash revenue to total $162,000 this year to build and supply operations.

Due to expected yet rapid growth, the store recently completed a move to its new location and expanded facility. In partnership with the School District of Palm Beach County, RAS will operate for three years in cost-free space that includes air-conditioned display and shopping, a spacious volunteer work and staging area, and staff offices. A large warehouse on site hold three rows of pallet racking and warehouse operations equipment. This new facility lies on the grounds of a district alternative school in a community that struggles with economy and education. Our hope is to establish Red Apple Supplies as a center for volunteerism, engagement and pride. The store is eager to utilize the volunteer services of students in the school to help build potential job skills and provide service hours toward graduation.

Although Red Apple Supplies has been met with enormous support, staff continues to advance its initatives according to careful steps laid out in its three year business plan. We are encouraged by our recent growth and move and are planning to hire another full-time staff person to assist operations. We will serve 27 schools this fall and are continuing to learn and adapt in each new phase of growth in order to most effectively support teachers and their students in our classrooms of highest need.

Outcomes: Teaching Quality 100% of teacher participants showed improved attitude toward teaching 91% of teacher participants say supplies from RAS help them teach the new Florida Standards

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Outcomes were measured by the number of participating teachers who by survey state the resources provided from the supply store improved their classroom learning environment or increased teacher/student satisfaction with their classroom learning experience, and if being adequately supplied helped students increase participation or improve on their classwork.

Grades Address: K-12 Private-Sector Investment: $84,601.00

Low-Performing Students: NA State Matching Amount: $77,260.00

Total Students Impacted: 15,000 Total Project Investment: $161,861.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: "This School's Got STEM"

Foundation: Pasco Education Foundation

Project Abstract:

An emphasis on design and problem solving in the classroom allowed students to use interdisciplinary tools for discovery and for developing solutions to open-ended problems. Learning takes place all around us, and a STEM classroom gives 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,” STEM can provide our students with the integrative tools of investigation and analysis. Consequently, a STEM classroom shifts students away from learning isolated facts, to experience-based inquiry with major opportunities for independent learning. Using design as a framework for instruction has been heralded as a means to advance academic abilities, creativity, and learning. Students were given opportunities to apply the design process to solving problems leading them to an understanding how creativity can influence innovation in their own lives and those around us.

Project Summary: Students were encouraged to engage in critical thinking, problem solving and design through the following types of projects: • Structure and Function: Exploring Design • Structure and Function: Human Body - act as scientists to perform an inquiry investigation to understand why fingers are made up of more than one bone. Finally, each student works through an engineering design process to design and build a cast to aid healing of a broken bone. • Light and Sound: Students use the design process to sketch, build, test, and reflect on a device that uses light or sound to communicate over a distance. • Animal Adaptations: students combine all of their knowledge of plant and animal adaptations with their understanding of the extreme environment to design shoes for travelers in that environment. • Materials Science: Properties of Matter: After analyzing data from materials testing, students apply their knowledge and skills to determine the best material to solve a design problem. Students analyze how well the model solved the problem and determine improvements that could be made to their designs. • Form and Function: The design problem requires students to apply their knowledge and skills to design, build, and test a device that mimics one of the ways animals either disperse seeds or pollinate plants. Students reflect on the efficiency of their designs and how they were informed by nature. • The Changing Earth: Students investigate the different forces that shape the surface of the Earth and design solutions to limit the impact of erosion on a fictional community. • Grids and Games: Using skills and knowledge gained from these activities, students work together in groups to design and develop a game in which a player interacts with objects on a tablet screen. Students make extensive use of logic as they create a working game using an event-based model. • Robotics and Automation: Student exploration of robotics includes ways that robots are used in today’s world and the impact of their use on society and the environment. Students learn about a variety of robotic components as they build and test mobile robots that may be controlled remotely. The design problem provides an opportunity for students to apply their robotic skills and knowledge to solve a real-world problem related to environmental disaster cleanup.

Outcomes: STEM Education 100% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Pasco County Schools administer a quarterly assessment, based on the FSA to measure student learning. The assessment results indicated all students in 3-5th grade at the targeted schools showed improvement in Science during 2016-17.

Grades Address: K-5 Private-Sector Investment: $51,500.00

Low-Performing Students: NA State Matching Amount: $50,000.00

Total Students Impacted: 1,443 Total Project Investment: $101,500.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: College, Career and Life Ready

Foundation: Pasco Education Foundation

Project Abstract:

In support of Pasco County Schools initiatives to help teachers improve implementation of the Florida Standards to students through strategic and excellent instruction, the Foundation provided the funding and resources to assist with these efforts. In order for students to achieve the greatest success, it is essential for teachers to develop and execute new approaches to instruction. Providing resources for new and relevant instructional materials and professional development to give teachers the skills, strategies and ability to ensure they are equipped to meet the demand for improved instruction is essential. In addition, the project allowed students and teachers to utilize more technology based instruction for achieving educational goals. Increase in rigor and accountability with higher expectations of students, applied knowledge through interactive and engaged learning was implemented with all funded projects. We targeted projects that focused on improving the districts Title I schools, where resources are most needed to decrease the achievement gap and provide a high quality education so all students will be successful in college, career and life. Support for schools to enhance literacy and math curriculum's, STEM initiatives and project based learning proved to be effective as it helped improve overall student performance and outcomes.

Project Summary: The project provided many teachers across the district with professional learning and training opportunities in order to help them make shifts in instructional delivery of the standards. Extensive PD has been a focus of the district that require a dramatic shift in how classrooms operate. Students are expected to think and learn on a much higher level, so teachers must engage and challenge students more. Funding provided the resources to develop their expertise, improve effectiveness and increase knowledge in a particular subject area or field of study. It provided them with relevant and valuable educational resources to best meet the needs of all students to succeed academically. They were able to pursue the applicable and essential teaching methods and curriculum to meet necessary standards and provide low-performing students with resources to improve their performance through quality education. The funding also provided teachers with additional resources to implement creative educational programs. It allowed them access to other technology equipment and materials to engage students in rigorous, hands-on and relevant learning to instill motivation and create an effective learning environment. The project supported teachers in providing the tools needed to be successful in their instruction and efforts leading them to be most effective. Results show that gathering, applying and engaged learning is essential to greater, in-depth understanding. Additional literacy programs strengthened student’s proficiency, comprehension, interpretation and critical thinking in reading. Students showed an increase in their desire to gather information and engage in independent reading, both through digital and print material.

STEM initiatives helped schools to prepare students to succeed in entry level college credit bearing courses and for entry level jobs with career opportunities necessary to compete in today’s global market. Providing additional funding to improve curriculum and instruction, and thus student achievement, across all grade levels, but especially in literacy and STEM will help foster well prepared students entering post-secondary education, careers and technical fields. Graduation rate continues to improve with a clear connection to providing STEM programs and curriculum in elementary education. All projects were intended to give students’ the greatest opportunity for academic success and connect between what is taught and how it connects to the real world.

Outcomes: Literacy 97% of student participants showed increased interest in writing

Low-Performing Students 100% of student participants improved their grade in specific subject area 100% of student participants showed increased interest in performing well in school 66% of student participants improved their overall grade(s) in school

STEM Education 100% of student participants showed increased interest in STEM education 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

84% of student participants improved their grade in STEM subject area 42% of student participants showed increased interest in pursuing STEM career

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Literacy outcome was measured through students’ completed business plan using the Business Model Campus and multimedia presentation which incorporated both research and writing skills.

Low-performing student outcomes were measured through DOE statewide testing results, FSA and EOC scores.

STEM outcomes were based upon teacher data, observations and course registration.

TNTP (The New Teacher Program) diagnostics was used to assess instructional implementation. Currently our data shows that teachers are at different implementation stages at making a mind-shift to move away from stand and deliver instruction to instructional innovation. Through professional development teachers are changing their focus to allow students to apply their knowledge through problem-based, differentiated and student-centered learning. Regular observation and surveys of teachers in their classroom are helping to improve instruction and understand challenges implementing the standards.

Grades Address: K-12 Private-Sector Investment: $76,225.00

Low-Performing Students: 1,700 State Matching Amount: $52,852.57

Total Students Impacted: 8,300 Total Project Investment: $129,077.57

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Young Entrepreneurs "Shark Tank"

Foundation: Pasco Education Foundation

Project Abstract:

Entrepreneurship education benefits students from all socioeconomic backgrounds because it teaches kids to think outside the box and nurtures unconventional talents and skills. Entrepreneurship education holds great value for all of our students, and in particular, those entering the fields of business, science, technology, social work, healthcare, and education. The future belongs to the innovators and creators, and entrepreneurship education serves as a great incubator for the types of creative, innovative ideas our students and our world need in the 21st century.

Project Summary: The Pasco’s Young Entrepreneur Competition presents students with a great opportunity to pitch their business idea to a panel of judges and a chance to be Pasco County’s Future Entrepreneur. Students will conceive an idea for a new business or social venture, test the idea by talking to potential customers and gather evidence to validate the viability of their business or social impact model and pitch their idea by submitting a written concept and presenting to a panel of judges. Pasco County Schools Office for Career and Technical Education has partnered with area businesses and public entities to bring this opportunity to students. The lead sponsors for the event are Career Source Pasco|Hernando and the Pasco Education Foundation. The Pasco Economic Development Council has provided training and support to our instructors to guarantee that the resources and curriculum are relevant and compliment their existing Entrepreneurial programs. A relationship has also been established with the USF Stavros Center and Score, such relationships enable our teachers to work with professionals to develop curriculum to ensure all students in the Entrepreneurship program are working with current and former executives from the business field.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education

Literacy 100% of student participants showed increased interest in writing

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

Teaching Quality 100% of teacher participants showed changes in behavior in their teaching method

How Outcomes were Measured: Since the inception of offering the Business and Entrepreneurship course at six high schools this school year, we are staged to add this program course at an additional five high schools for the 2017-2018 school year because of the tremendous success interest from students.

Literacy outcomes were measured through students’ completed business plans using the Business Model Campus and created multimedia presentations which incorporated both research and writing skills.

There were number of projects that were STEM related, students researched their prospective products and services and incorporating the Engineering Design process.

The six teachers that launched this project participated in a number of Professional Development opportunities and met regularly in a Professional Learning Community (PLC) to share best practices and to enhance the project.

Grades Address: 10-12 Private-Sector Investment: $5,232.00

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 175 Total Project Investment: $10,232.00 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Opportunities to expand growth in our classrooms

Foundation: Pinellas Education Foundation

Project Abstract:

The Pinellas Education Foundation was able to provide solutions for teachers that allowed them to expand curriculum beyond traditional classroom books and introduced them to proven teaching strategies that advance student achievement. Teachers now have the ability to replicate a new idea and develop a modern twist on traditional learning that engages students. This, in turn, has increased student knowledge, proficiency, attitude and in some cases appreciation for education. For example, 1,000 8th through 12th grade students have received industry certifications while thousands more have become aware of certification opportunities. Funding has also allowed community stakeholders to participate in 58 site visits to middle and high schools (including two visits to 12 middle schools and 17 high schools). In 2016-17, the Next Generation Entrepreneurs program included ten finalist teams from nine area schools, selected from nearly 100 applicants representing 16 schools across the county. The Next Generation Tech seven month competition included six mentor workshops and featured 12 teams of finalists from five schools. In addition, funding provided a vehicle to attract our local business and volunteer communities by providing them with an opportunity to become mentors. These mentors guided our students and supported our teachers and principals.

Project Summary: This project allowed us to provide principals, teachers and students with opportunities to include professional development, community business mentoring, classroom enhancements and community awareness, all of which contributed to positive growth in our classrooms. We offered student opportunities for greater exposure to industry certifications and career technical education awareness. The following outcomes were achieved: increased graduation rates as a result of offering engaging classroom activities that kept students engaged and interested in staying in school; increased STEM interest/opportunities as outlined in our five year plan; increased literacy and help given to our struggling students perform to higher levels. In addition, professional development was provided to teachers, allowing for a more positive perspective for teachers and principals.

Key to growth in the classroom is the ability for teachers to have access to more engaging materials. Through grant opportunities, teachers were able to provide alternative methods for student learning. These grants were focused on literacy, struggling and/or low performing students, STEM, Career and Technical education and at risk students. Teachers reported an increase not only subject areas, but in some cases, behavior and attendance.

Through the leadership of our Stavros Career Education Board (SCEB), business and community leaders continued to visit and mentor our school principals, teachers and students; allowing for positive growth for the brightest of students and for struggling students. In this final year of our five-year plan, we continue to see great strides in our graduation rate (96.4% academy graduation rate vs. 78% non-academy rate) and school retention efforts. We provided opportunities for teachers and principals to receive modern training/professional development; allowing them to experience personal growth outside of the somewhat outdated traditional training model. By enriching curriculum with partnerships to our community we were able to expand STEM and Career Technical awareness and are proud to report that 10,000 students received industry certifications (certifications include Microsoft, ServSafe, PLTW, NCCR, Adobe, and Excel). Partnering with local business leaders, students were able to visit businesses and see first-hand technical careers in action.

In 2016-17, funding enabled remedial students to gain access to a career academy teaching model at Boca Ciega and Gibbs High Schools, located in the urban neighborhoods of Gulfport and St. Petersburg, respectively. A common challenge faced at both schools is a high population of students who must engage in multiple remedial courses in order to graduate, which eliminates their ability to enroll in the electives that are designed with academy themes, and offer industry certification opportunities. Funding enabled two classrooms at these schools to focus on relevant learning by embedding relevance into academic coursework to enable students to see the connections between what they are learning in the class and real life. By embedding academy themes into remedial classes using a team teacher model, students at Gibbs learned reading skills from a reading teacher and an academy teacher from the First Responders program. Reading activities and lessons focused on fire fighting. This investment supported the second teacher in the classroom for a minimum of one period per day where the academy theme is embedded in remedial content.

The Next Generation Entrepreneur (NGE) and Next Generation Tech (NGT) programs provided high school students with real world environment for developing their business ideas while working with business/community mentors. Through several workshops students in both programs worked closely with business mentors exposing students to project 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes management, business analysis, design, architecture and the diverse career opportunities within the technology industry. Project based learning focused on solutions to real word challenges taught by seasoned professionals. Daily communication on the Basecamp software program allowed students in between six workshops to gain valuable insight on design production with their business mentor. At the end of the seven months, students clearly demonstrated in their presentations a greater understanding of software development, marketing of their product (able to deliver solutions) as well as understanding skill/career opportunities seen first-hand when working with business partners/mentors. Student surveys were administered at mid and end of program. Survey highlights include; 76% of surveyed have an increase interest in career/technical training, 59% had an interest in a specific career (which included Engineering, computer science, entrepreneurship, project management, marketing, and law).

Outcomes: Career/Technical Education 40% of student participants completed and passed career/technical education certification 13% of student participants showed increased interest in career/technical education

Increasing Graduation Rates 96% of high school senior project participants graduated from high school 57% of student participants showed increased interest in graduating high school 36% of student participants made progress toward graduating high school

Literacy 57% of student participants showed increased interest in reading 42% of student participants improved in a standardized reading skills test(s) 40% of student participants showed increased interest in writing 33% of student participants improved in a standardized writing skills test(s)

Low-Performing Students 61% of student participants improved their grade in specific subject area 45% of student participants improved their overall grade(s) in school 44% of student participants showed increased interest in performing well in school

STEM Education 52% of student participants showed increased interest in STEM education 23% of student participants showed increased interest in pursuing STEM career 14% of student participants improved their grade in STEM subject area

Teaching Quality 80% of teacher participants showed increased knowledge about teaching in general 74% of teacher participants showed improved attitude toward teaching 69% of teacher participants showed changes in behavior in their teaching method 67% of teacher participants showed increased knowledge about teaching in specific subject area

How Outcomes were Measured: CTE outcomes were measured from actual industry certification scores, classroom assessments, teacher observations, and student comments.

Graduation data was received from district, tests and assessments, and surveys.

Literacy outcomes were measured through FSA, EOC, surveys, volunteer data system, district assessment, teacher observation, and increase in student participation.

Low-performing student outcomes were measured through classroom participation, standard tests, surveys, teacher observations and assessment of students.

STEM outcomes were measured through classroom assessments, standard tests, teacher observation, class participation, and surveys.

Grades Address: K-12 Private-Sector Investment: $589,299.23

Low-Performing Students: 9,591 State Matching Amount: $149,844.83

Total Students Impacted: 59,636 Total Project Investment: $739,144.06

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: AmeriCorps Polk Reads

Foundation: Polk Education Foundation

Project Abstract:

AmeriCorps Polk Reads tutors provided one-on-one reading tutoring to 482 Kindergarten through third grade students during the 2016-2017 school year, serving at ten elementary schools throughout the county. Over 33,000 hours in tutoring services were provided free of charge to the schools and to the families of the students served. AmeriCorps tutors helped students become better readers by tutoring them three times a week in 30 minute sessions. Tutors worked in collaboration with the classroom teachers and focused on the specific literacy skills needed for each student. Of the students who were in the program 15 weeks or longer, 90% met the program’s reading goals for each grade level and all became better readers.

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 service year (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.

During the 2016-17 school year, 482 kindergarten through 3rd grade students were served in the Polk Reads program. 90% of students in the program 15 weeks or longer, met or exceeded the grade level reading goal.

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

How Outcomes were Measured: Students were tested every five weeks using the Rigby PM Benchmark Assessments. Each assessment period was tracked to show student progress over the time the students were in the program. Assessments and tracking sheets completed by the volunteer tutors were then turned in to the Program Director for data entry into an excel spreadsheet and Rigby software.

Grades Address: K-3 Private-Sector Investment: $53,519.83

Low-Performing Students: NA State Matching Amount: $53,519.83

Total Students Impacted: 482 Total Project Investment: $107,039.66

2016-17 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 seventh 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 2016-2017. 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 teachers by putting school supplies and educational resources into their hands. Teachers have the opportunity to shop twice a year without spending a penny of their own money. They can pick up supplies for students, books for their classroom libraries, teaching aids, and much more. Participating Polk teachers in 16-17 reported they spent an average of $403 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 Polk. The Free Teacher Market is currently located in two portables on a neighboring school campus. The Free Teacher Market maintains school supplies, books for classroom libraries, gently used organizational items and instructional tools.

In a collective effort with our community, the Free Teacher Market accepts donations of school supplies collected by community members and organizations as well as monetary donations. Polk Education Foundation utilizes district contracts to purchase school supplies at a discounted rate. Donations are used to purchase school supplies to stock the Free Teacher Market. The Free Teacher Market is open twice a month (most months) October 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 5,700 teachers have shopped for free. During the 2016-2017 school year, more than 2,100 teachers registered for a shopping appointment, and more than 1,300 received an appointment. Looking at data collected from visiting teachers, teachers spend an average of $403 a year out of their own pocket for supplies. Although we do not target only Title I schools, teachers from Title I schools make up over 77% of the visiting teachers. Interestingly enough, 6th - 8th grade teachers 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 made 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.

There is not a designated staff person for the Free Teacher Market. One of the Polk Education Foundation staff members designates a portion of time to the Free Teacher Market, ordering supplies, stocking shelves, and organizing volunteers to help out when needed. The Executive Director facilitates the shopping nights. The Free Teacher Market has several great groups who volunteer their time throughout the school year, from students at our local career centers, AmeriCorps volunteers, as well as local business and civic groups. We continue to look for ways to involve the community in this unique outreach.

Outcomes: Teaching Quality 74% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: Survey Monkey was used to generate a survey to collect data from teachers across Polk County at the beginning of the year and again at the end when the outcomes are measured.

Grades Address: K-12 Private-Sector Investment: $11,398.82

Low-Performing Students: NA State Matching Amount: $10,581.43

Total Students Impacted: 38,723 Total Project Investment: $21,980.25

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: School Matching Grants

Foundation: Polk Education Foundation

Project Abstract:

In order to promote business partnerships and increase student achievement in schools across Polk County, the Polk Education Foundation has developed the School Matching Grant program. Schools are encouraged to leverage funding from their business partners with the promise of a dollar for dollar match. Combined funds will be used to meet the educational goals and initiatives defined in each school's submitted program. This year project focus areas included career/technical education, STEM education and/or teaching quality. Qualitative and quantitative data was collected to demonstrate the success of each program. 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 more than 392 participants (students and teachers) of which 224 were identified as low performing. Providing materials, supplies, technology and other services to students allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity and show academic growth.

Project Summary: Participating schools were focused on one of three areas: STEM Education, Teacher Quality or Career/Technical Education. Babson Park Elementary and George Jenkins High school both set out to increase teacher quality. Babson Park sent seven Kindergarten teachers to Ron Clark’s School for Professional Development. Teachers were energized when they returned from training. One teacher commented, "It was inspiring! I know we found some things we'd like to implement in Kindergarten, such as standing to give answers (during math). The RCA students' language skills were amazing. It made me realize how important it is for us to begin building that language foundation in K. It was also neat to see where some of the things we've implemented this year originated, such as the essentials, the handshakes, 3rd grade transformations, stages, the makeover in the log cabin, etc. Thank you for giving us the opportunity to visit RCA!". Each time a group of teachers goes to the Ron Clark Academy they come back on fire for education. Participating teachers share their new knowledge and skills with other teachers each week during “Super Gnat Essentials”. George Jenkins High School teachers were given the opportunity to visit model teachers’ Classrooms. The purpose of this grant was to provide best educational practices among all levels of teachers and subjects, with a focus on new/ first year teachers. One of the goals was to facilitate communication and collaboration between teachers to promote better instruction in the classrooms along with increased classroom management capabilities. One teacher stated "I really like her classroom management and how she is making the students accountable. They are actively engaged and seem to be understanding the material and what is asked of them.” All participants benefited from observing best practices from others.

The largest percentage of schools focused on STEM Education running the gamut with their projects. Bok Academy is a 6-8 school that focused on Animal Husbandry. The project was diverse including building new fencing, new pens and adding a pigeon loft and 15 birds to their campus. Students used this learning space for small animal husbandry and the foundation of agricultural livestock care. Bok continues to develop animal care with materials provided through this grant. This emphasis gave our students a glimpse of what could be a lifelong opportunity (even passion) for sustainable responsible agricultural pursuits. Students also learned about Aquaponics and square-foot gardening. Ella, a student, stated, "Doing aquaponics (growing plants from fish water) helps expose me to more agricultural growing methods. And square foot gardening separates the vegetables from your weeds…. we can compost and feed the animals with the plant parts we don't eat."

Berkley introduced students to virtual reality technology and MOSI mobile STEaM labs. Even though the virtual reality portion of the project originally started as a 4th and 5th grade science focus, it didn't take long for teachers and staff to realize the value in using them in reading as well! By using the virtual kits, teachers were able to provide students with more background knowledge, connections, and instruction and build stronger literacy skills with their students. Since the project began, the entire K – 5th staff has been trained on how to use the virtual kits and lead students in expeditions. Teachers have led students through an aviation museum to connect with literature about the Wright Brothers, to national zoos to help students form an opinion on which to write, to visit our nation's historical landmarks to learn about history, and to tour Antarctica to personally connect to the setting and plot of a novel.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Discovery Academy’s Marine Science teachers integrated key math skills in his class using a drone. In math, a basic knowledge of algebra and geometry can be essential in learning how to design, program, and operate a drone. Students calculated speed, planned routes, and designed paths that maximize deliveries for a fictional delivery service on a limited battery life. Students started by learning about a drone feature; this realization of a math concept will be a tangible, motivating factor for students. Students then learned the concept and finished through practical application while using the drone. This idea lead into a host of lessons in other STEM disciplines, like 3D design, Biology, and Physics. Students worked with 3D design software to recreate the drone digitally and add a package carrier to the drone. Student tested various transport attachments and design landing accessories for the drone, such as pontoons for water landing. They printed and tested each prototype, revising as they progressed in the engineering design process. Thomas noticed, “The drone helped me to understand math. When you work out a problem you don't really know if you go the answer right, but when you see the drone fly and it doesn't go where you calculated, you know you need to go back and check again."

New Beginnings High School Automotive Program developed an automotive project where students learned basic concepts of vehicle repair and maintenance. At Willie Automotive, students met mechanics, learned about the functioning of a shop, and practiced in vehicle maintenance and repair. This project was provided for students eager for vocational training and opportunities, and the project was accessible to students who are often excluded from the traditional public school setting. Ridge Community High School Engineering Department long desired conveyor belts in the classroom to support the program of manufacturing engineering. Previously, teachers would show pictures of conveyors and explain the inner workings. With this grant, they allowed students to learn, work, and build with these systems from a hands on perspective. The conveyors also helped in achieving a passing score on the maintenance exam, which is a national certification that many manufacturing companies prefer to see. This year Ridge had the largest number of students passing the exam in one year.

Matching grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity and show academic growth.

Outcomes: Career/Technical Education 80% of student participants completed and passed career/technical education certification

STEM Education 29% of student participants showed increased interest in STEM education 24% of student participants made learning gains from pre- to post-assessment 19% of student participants showed increased interest in pursuing STEM career

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area

How Outcomes were Measured: CTE outcomes were measured through passing rate of students who too the national Maintenance Exam through MSSC CPT.

STEM outcomes were measured through a pre- and post-survey to determine the number of students who showed an increased interest in STEM education or who showed an increased interest in a STEM career. A teacher generated pre/post assessment was also used to show academic growth.

Teachers were given a school generated pre- and post-survey to determine increased knowledge about teaching in general or in a specific subject area. Kindergarten teachers/participants, showed increased knowledge in of STEM and Writing. The high school teachers showed increased interest in their specific content areas Math, English, Reading, Science, Creative Writing, ESE, Art, and History.

Grades Address: K-12 Private-Sector Investment: $20,638.79

Low-Performing Students: NA State Matching Amount: $15,000.00

Total Students Impacted: 392 Total Project Investment: $35,638.79

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: STEaMing Up Polk Schools!

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 project. 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 1,500 indicating a greater interest in STEM education. While over 1,700 students made learning gains on their STEM content area pre/post test wit 46% average learning gains. Providing STEM funding to purchase materials, supplies, technology and other services to students through STEM Matching grant funding allowed teachers a greater opportunity to engage students and provide opportunities for students to maximize their learning opportunity and show academic growth.

Project Summary: Schools took a variety of paths to reach students in effort to increase student achievement in STEM content areas. Providing materials, supplies, technology and other services to students with 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. 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 South McKeel Academy project allowed students to utilize technology to create scientific models. By utilizing the design process students were able to develop a plan for design and production of 3D objects that directly relate to Math, Science and Technology curriculum. Teachers selected design challenges that would not only eencourage students to think critically and creatively but would directly support learning in the content areas. Older students were able to successfully evaluate the design process and identify flaws and weaknesses to make adjustments to their designs. Additionally, 3D printed models provided students an alternative (hands-on) way to explain Science, Math and Technology content and to demonstrate mastery. Future projects hold the potential to allow students to develop a plan and create a design to address real-world problems for which there are no current solutions. The true capabilities of this technology are limited only by the imagination of the teacher and students. Ms. Anderson , a sixth grade teacher, stated, "My students get so excited about a 3D printing project. They even started sending me articles about 3D printing!"

"STEAM Team" 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, our art and music teacher "pushed-in" to math classrooms to provide engaging enrichment activities that developed critical thinking, creative problem-solving, and interest in STEAM careers. The art and music teacher received training, mentoring and direct modeling for this pilot project to ensure student learning gains. By the end of the project, 74% of participating students indicated that they have an increased interest in both math and science. "This was awesome. While working with my math groups in centers, I noticed that most of the students at other centers were eager to make their way to ME, because the students at my center were having so much fun learning. Being able to practice doubles facts and multiplication through games is fun -- and when the kids get to lead the games, I got to see how much they had learned. Thank you for funding this project!” shared Frank Milton, music teacher.

Students planted seeds in our hydroponics towers and were amazed at the speed of growth and the size of the produce. Students enjoyed sampling different types of produce - kale, turnips, Swiss chard, colorful lettuces, and white icicle radishes - and taking some home to share with their families. Students researched nutrition and its importance. Classes were motivated to harvest more produce than their counterparts and thus researched effectively what would grow best in our system. Pupils also researched the history and current use of hydroponics and how growing fruits and vegetables without soil might translate to life in space. The teacher shared the real success is in the enthusiasm displayed by the students. Many students have now started gardens at home; parents are excited by the variety of produce that students were

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes enthusiastic about eating and bringing home. Research on nutrient deficiencies, scurvy in particular, have motivated students to eat more nutritious foods.

Cathy Mack, fifth grade teacher, shared "STEM activities have taught students to be better collaborators, to think outside box, and turned solutions to problems. Without this funding, students' opportunities were limited and there was a lack of resources. This funding provided opportunities for students to be motivated to improve classroom performance, and because of the opportunity they were engaged in technology related STEM activities." Boswell Elementary’s created a robotics lab and gave every student the hands-on experiences necessary to use STEM concepts. Teachers were trained in STEM and hove been incorporating science, technology and math into each lesson as related to skills they are studying. Students are excited as they create robots with the support from teachers and the iPads. Students hove been exploring many STEM activities in the classrooms as well, being challenged to think like a scientist, mathematician, or an engineer. The authentic learning that is taking place is strongest in the areas of math and science. Students have been excited about learning and completing challenging activities. The hands-on trade materials provide the necessary engagement for STEM learning.

Kathleen High School used funds to work on a Project-Based-Learning Miniboat Project in the Marine Science. With the help of the USF College of Marine Sciences, the Miniboat was assembled and modified with certain up-grades to match its capability more nearly to an actual Oceanographic Instrument Platform. Students with little or no prior knowledge of Oceanographic Instrumentation, became aware of the different types of measurements made for Marine Science, many of which are made on a routine basis to monitor the Gulf of Mexico health after the Deepwater Horizon Oil Platform explosion and sinking. In addition, students learned of the tie-in to space based satellite technology and GPS, and how this equipment is actually used. Probably the most significant outcome, is the discovery by students how an electronic device, like their own cell / Smart phone, can be used to track ocean and atmospheric phenomena using Oceanographic Instrumentation. One student commented, "This is so cool! I have a friend who just moved here (to Lakeland) from Ireland and he is totally excited about talking to his high school in Ireland and getting them involved."

Outcomes: STEM Education 49% of student participants showed increased interest in STEM education 27% of student participants showed increased interest in pursuing STEM career 55% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Teachers created and used pre- and post-surveys to identify number of students showing and increased interest in STEM education or a STEM career. Teachers created and used or edited an existing pre- and post-assessment to determine learning gains. Grades from the first nine weeks were compared to the third nine weeks to look for improvement in a STEM subject. Grade above were for Science and Engineering.

Grades Address: K-12 Private-Sector Investment: $52,256.41

Low-Performing Students: NA State Matching Amount: $43,519.83

Total Students Impacted: 3,123 Total Project Investment: $95,776.24

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Teacher to Teacher Connection

Foundation: Polk Education Foundation

Project Abstract:

Many great PreK-8 programs were funded through the Teacher to Teacher program. We were able to provide a total of 84 teacher grants during the 2016-17 grant cycle. Literacy and STEM were the primary focus areas for many of the grant programs with fewer focused solely on supporting low-performers. Many schools addressed the needs of the 21st century learner by including current technology in their lessons. With Literacy as a crucial element across all content areas, this was the largest group of students impacted. 151 students improved on a standardized reading test while 289 students showed an increased interest in reading. While schools assessed kids through a variety of methods, all targeted groups showed learning gains. Some of the largest gains came from the STEM focused schools and almost 50% of the participating students showed an increased interest in STEM education. Using a pre- and post-assessment, 367 of 436 students made 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 Literacy, low-performers or STEM content areas. 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.

Schools that focused on Literacy used funding to purchase technology such as tablets with some schools purchasing a variety of e-books to provide tools for the Twenty First Century Learners in their classroom. Others purchased books and seating for a reading nook. The majority of Literacy projects were implemented in PreK - 5 classrooms. Tablets were used in a number of classrooms to provide additional practice for foundational skills as well as comprehension skills as evidenced by pre/post test or improved grades. One schoolthat purchased tablets, e-books and vocabulary software shared they saw an impact across subject areas. The teacher saw major improvements in the majority of her student's learning! Students have enjoyed reading e-books and being able to use applications that relate to the curriculum. Students have really been able to grasp major math concepts through the use of locabulary and matching procedures to a catchy melody. A Kindergarten teacher, who introduced her students to QR codes, shared, “One of my ESE students always hated center time before we began using the tablets. He would say they were lame and he would sit at his desk and look at a book or get into trouble. Once he saw the other students using tablets, he became interested in centers and then one day he went to the center. He loved the tablet and didn't even realize he was learning.” High interest non-fiction books were purchased for another group of students. The teacher described, “As a Reading/Language Arts teacher of 2nd/3rd grade students, I always found it difficult to motivate students to read non-fiction books. The FSA standards/test have a non-fiction component and students have struggled with related comprehension and questions. Being able to purchase high interest, non-fiction books through the Adapter Grant, has made a huge impact on the motivation of the students in both the 2nd/3rd grade. Low performing students do not generally choose non-fiction books, but the high interest non-fiction books has motivated them. I see them reading them more and more, and then discussing the content with other students.“

Turning to schools who used funds to focus on STEM education, a middle school teacher engaged students by introducing the voyage of the Titanic providing a cross curricular study. The focus moved to buoyancy and density where students prepared PowerPoint presentations to show the history and relevance of the study including the study of Archimedes Principle of buoyancy and formula for density. Salt water was created using a formula then icebergs were introduced to the saline solution for observation. Waves were created with toilet plungers to show rough seas and the consequences. Following this engaging unit, 60 of 75 students showed an increased interest in STEM education.

Another classroom received Kindle tablets to use in centers across the curriculum. The teacher shared that three of her students were new to the United States. Though they all speak English, many times keeping them actively engaged during small group Math centers was difficult. They saw their classmates working on activities that they did not have the foundational skills to complete. This program allowed them to practice the skills that will enable them to become proficient in math and other subjects in the future.They have seen the light come on throughout this program and things started to

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes click and make sense as they improved their skills giving them daily motivation to keep working to become proficient in both subject areas. One student shared, "Ms. Corbin, now that I have been practicing my multiplication facts on the kindle, I know them by heart. I don't have to draw groups to try to figure out the answers when we are multiplying and dividing.” Another third grade teacher also purchased tablets to help with math centers. She shared, “Perhaps the most significant outcome of the implementation of this project is the positivity that sprang from my students about learning. They were truly excited to practice the concepts. The community building and peer bonding that resulted from this project have proven priceless. As an instructor the learning gains have been wonderful. The dedication to time on task and proven very beneficial in solidifying key concepts within my students. Watching my class average go from 90% below grade level to 11% below grade level has been an outstanding amount of growth.”

Focused on supporting low-performers, many of the teachers purchased technology to use in prescribed settings. One teacher purchased tablets for research in small groups. Students were able to work together on research projects and create presentations to share with the class. This allowed students to access more information than just the information from textbooks. It encouraged students to work collaboratively and work on socials skills. They had to learn to work with one another and compromise on specific information they wanted to include in the presentation. It also opened more doors for students to get excited about learning. It changed their “normal” routine and allowed them to learn while experiencing something new. The most significant thing that I noticed with my students is they seemed to retain more information. Because it was so hands-on and the students were presenting to one another, they were able to look back and recall information that their classmates shared with them. Another teacher used a Rekenrek (abacus type devise) designed to address a weakness in number sense with our kindergartners. The teacher was pleased to see how readily the students learned to work with the Rekenrek and how they developed flexibility in their understanding of numbers and the perseverance they demonstrated while problem solving.

All participating schools chose a focus, implemented ideas, and showed learning gains demonstrating success.

Outcomes: Literacy 55% of student participants showed increased interest in reading 21% of student participants improved in a standardized reading skills test(s) 16% of student participants showed increased interest in writing

Low-Performing Students 40% of student participants improved their grade in specific subject area 18% of student participants improved their overall grade(s) in school

STEM Education 18% of student participants improved their grade in STEM subject area 11% of student participants showed increased interest in STEM education 6% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: Literacy outcomes were measured through teacher made pre- and post-assessments to determine increased interest in reading and writing. Grades were compared from the first nine weeks to the third nine weeks. Teachers used standardized reading assessments to determine learning gains.

Low-performing student outcomes were determined by comparing the first nine weeks grade in a specific subject to the third nine weeks grade. Subjects included reading, Science, and Math. Teachers also used teacher created pre- and post- assessments to determine learning gains.

A teacher generated survey was used to determine increased interest in STEM education or pursuing STEM careers. A teacher generated assessment was used to determine learning gains in a STEM area.

Grades Address: K--8 Private-Sector Investment: $33,070.02

Low-Performing Students: 467 State Matching Amount: $25,000.00

Total Students Impacted: 4,204 Total Project Investment: $58,070.02 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Lift Putnam Through Pre-K

Foundation: Lift Putnam, Inc.

Project Abstract:

Lift Putnam raised enough money to fund 40 students for full-day Pre-K and awarded 32 scholarships. Our goal for the 2017-2018 school year is to fund 100 needy students. Following this program 95% of students tested "kindergarten ready".

Project Summary: During the 2016-2017 school year, we provided monies to enroll 32 needy four-year-old children in a "full-day" Pre-K program in Putnam County elementary schools. Those children completed a year-long program that provided bus transportation to and from school, two meals per day and six and one-half hours of academic and behavioral training. For families that can afford this plan, the cost is $180 per month; the children sponsored by Lift Putnam attended for free. Less than 50% of Putnam County four-year old-children who don't attend Pre-K, are ready for school when they enter kindergarten. These kids are the ones who, due to economic and health factors, are the most likely to struggle throughout their school career without this "full-day" Pre-K.

Outcomes: Literacy 95% of student participants tested to be Kindergarten-ready

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

How Outcomes were Measured: Outcomes were measured through district and DOE standardized pre- and post-assessments.

Grades Address: PreK Private-Sector Investment: $35,005.62

Low-Performing Students: 32 State Matching Amount: $24,844.38

Total Students Impacted: 32 Total Project Investment: $59,850.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Enhancing Education in Santa Rosa

Foundation: Santa Rosa Education Foundation

Project Abstract:

The majority of these grant funds were used to purchase equipment and supplies that were placed directly into the hands of over 15,500 Santa Rosa County students in kindergarten through 12th grade. Student achievement increased by an average of 87% and interest in STEM careers increased by 90% due to projects funded through this grant. Twenty percent of grant funds were used for educator support and professional development, and retention of quality teachers in our district.

Project Summary: This grant, Enhancing Education in Santa Rosa, provided over 15,500 Kindergarten through 12th grade students with educational opportunities which increased student achievement and changed attitudes toward learning. Students involved in classroom projects funded by this grant showed an 87% increase in literacy and improved their knowledge of STEM and interest in pursuing careers in those areas by 90%. Teachers reported that the educator recognition and support provided by this grant played a large role in raising morale throughout the year, thus helping keep quality teachers in our district. The recognition activities continued to build community and business awareness of partnership opportunities to strengthen education in Santa Rosa County.

Outcomes: Career/Technical Education 90% of student participants showed increased interest in career/technical education

Literacy 51% of student participants improved in a standardized reading skills test(s) 37% of student participants showed increased interest in artistic literacy

STEM Education 80% of student participants showed increased interest in STEM education 90% of student participants showed increased interest in pursuing STEM career

Teaching Quality 88% of teacher participants showed improved attitude toward teaching

How Outcomes were Measured: CTE outcomes were measured through pre- and post-project student surveys.

Literacy outcomes were measured through standardized reading tests, Accelerated Reader Reports, increase in Lexile levels, pre- and post-tests, and increased participation in artistic performances and projects.

STEM outcomes were measured through pre- and post-test attitude surveys.

Teaching quality outcomes were measured through surveys, emails, communication regarding support, and recruitment and recognition activities.

Grades Address: K-12 Private-Sector Investment: $46,301.41

Low-Performing Students: NA State Matching Amount: $46,132.39

Total Students Impacted: 15,574 Total Project Investment: $92,433.80

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Supporting the Academics Initiative: School-wide Grants

Foundation: Education Foundation of Sarasota County

Project Abstract:

The EducateSRQ grants program provides the resources needed for Sarasota County K-12 educators to improve their schools overall by enhancing learning opportunities for their students through hands-on, experiential, and innovative curriculum-based projects. In the 2016-17 academic year, EducateSRQ grants funded through this proposal impacted 5,994 K-12 students at 17 Sarasota County schools (30% of Sarasota County Schools). Overall, school-wide grants with a STEM focus were implemented at five of these schools and had the greatest impact. Nearly 60% of the students involved in STEM grant projects indicated an interest in pursuing STEM careers.

Project Summary: The EducateSRQ classroom and school-wide grant program, affords phenomenal Sarasota County Schools administrators with the ability to improve schools overall and for educators to take their lessons to the next level. In the 2016-17 academic year, the EducateSRQ classroom and school-wide grants program provided nearly $270,000 for a total of 211 grants. The SDEF matching grant was instrumental in supporting five school-wide grants up to $10,000 each that included projects focused on increasing graduation rates, literacy, helping low-performing students, and STEM education.

The school-wide grant opportunity is open to all 52 public schools in Sarasota County and allows applicants to apply for up to $10,000 in funding. School-wide grants are designed to provide resources for larger projects that directly address needs identified in the applicants’ School Improvement Plan. School-wide grant proposals are sponsored by the Principal and have measurable outcomes. This initiative was introduced for the first time in the 2015-16 academic year and has grown tremendously in just a few years.

In the 2016-17 academic year school-wide grants supported areas such as College and Career Readiness, STEM programs, and Literacy. They also provided adaptive technologies for students with disabilities, allowing a population of students who struggle with basic communication to share their thoughts and feelings as well as what they learned after they experience Sarasota’s vast arts and culture venues. Several of the School-wide Grants explored local STEM-related companies in our community and made visits to and connections with colleges in our area to explore opportunities post-graduation. All areas of curricula were represented; STEM, Literacy, Art, and Music, as well as a number of grants focusing on bullying and differential learning styles.

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

Low-Performing Students 90% of student participants showed increased interest in performing well in school 80% of student participants improved their overall grade(s) in school 10% of student participants improved their grade in specific subject area

STEM Education 84% of student participants showed increased interest in STEM education 57% of student participants showed increased interest in pursuing STEM career 15% of student participants improved their grade in STEM subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Increasing graduation rate outcomes were measured through the following areas: attendance; class participation; student interest/ideas about post-secondary education; student journals and notebooks about journey through College or Career & YOU Course.

Low-performing student outcomes were measured through the following: behavior documentation; observation and progress notes; class participation/student interest; and educational gains.

STEM outcomes measured in the following areas were based on a number of unique grant projects. All of which utilized a variety of outcome measurements resources such as: lab reports/notebooks; quizzes; chapter tests; class participation; and attendance.

Grades Address: K-12 Private-Sector Investment: $51,155.59

Low-Performing Students: 300 State Matching Amount: $50,370.98

Total Students Impacted: 5,994 Total Project Investment: $101,526.57

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: The High School Literacy Reform Initiative

Foundation: Education Foundation of Sarasota County

Project Abstract:

The High School Literacy Reform Initiative strives to increase student literacy abilities through high quality professional development provided by respected educational experts. The participant data is specific to the professional learning that is offered to Grade 9 and Grade ELA and ILA teachers since the students participate in the FSA. In addition to that group, the grant also supported the school-based Literacy Leadership Teams which provided support to all teachers on a school site. The support provided this year was specific to speaking and listening, creating authentic tasks including reading and writing, academic vocabulary, and integration of knowledge and ideas. Overall the results were positive with continued growth in FSA results and additional opportunities to provide quality professional development to our teachers.

Project Summary: The High School Literacy Reform Initiative has been evolving since 2009 and has proven to be a successful initiative in Sarasota county high schools. Each year the funds received have been used to provide ongoing professional development for members of Instructional Leadership Teams (formerly called Literacy Leadership Teams) and for Grade 9 and grade 10 English Language Arts and Intensive Reading Teachers. The focus has been on improving literacy skills across all content areas.

The Instructional Leadership Teams are comprised of 7-15 instructional leaders at each high school. During the first years of the initiative, the goal was for members to absorb information and become knowledgeable about best practice in literacy instruction in order to become experts within their content areas. As the years progressed, the goals have evolved from the team members acquiring expertise to the team members providing the professional learning for their colleagues. The growth in site-based instructional leaders as well as access to high quality, site-based professional development has increased since the inception of this initiative. In 2014-2015, the teams focused on unpacking the Language Arts Florida Standards, defining Webb’s Depth of Knowledge, incorporating ongoing writing in all content areas, and analyzing the literacy skills needed by students in order to master the Florida Standards Assessment. Last year, the teams focused on Accountable Talk, Literacy in all Content Areas, and Academic Vocabulary and how each impacts student achievement. This year there was an emphasis of extending the previous professional learning with the purpose establishing a deeper understanding and increased achievement levels. In addition, there was a focus on the standards associated with Integration of Knowledge and Ideas. The school-based teams, in collaboration with District Program Specialists, participated in and provided professional learning opportunities at each school. These trainings were delivered in a variety of ways which included department specific meetings since many LLT members are integral participants within their content area departments and known for their expertise in literacy needs for students. Funds were used to provide planning time and professional learning for these teams as they provided information and support at their school sites.

Professional Learning for English Language Arts and Intensive Language Arts teachers was also a focus this year. There were site based learning opportunities where teachers came together to deconstruct standards and then create lessons in collaborative teams. The lesson development focused on the inclusion of multiple texts (including media), ongoing writing tasks, speaking tasks, and independent reading. The purpose of this learning was to understand the expectations of the standards, know how the standard is reflected on the Florida Standards Assessment, and to maximize lesson planning so students are meeting the expectations.

The private matching funds for this initiative supported specific classroom and school-wide grant projects targeting literacy. The classroom and school-wide grants program allowed teachers the ability to include new opportunities to enhance student interest in reading and writing. Sarasota High School teacher, Ashley Harris, commented in the post evaluation of her grant project, "Their favorite part was getting to pick the books. I had them pick a graphic novel to read as an example and then pick a bio of someone of their choice. It was super exciting to see kids reading who hadn't picked up a book all year! Some students shared really personal details of their life in the memoir section. I think that part in particular forced them to recognize their inner strengths and see that they have accomplished some pretty major things for only being 15/16 years old."

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Literacy 80% of student participants improved in a standardized reading skills test(s) 80% of student participants showed increased interest in reading 50% of student participants improved in a standardized writing skills test(s) 40% of student participants showed increased interest in writing

How Outcomes were Measured: Outcome measurements for 6,269 participants was based on FSA results. The data we are able to report on at this time is the percentage of students scoring at a Level 3 and Above and Level 4 and Above. Additional outcomes are not available until Learning Gains Results are released. The remaining 1,724 participants were involved in specific classroom/school-wide grants that targeted literacy. Literacy outcomes were measured in areas such as reading comprehension tests, iReady and IXL.

Grades Address: 9-12 Private-Sector Investment: $19,062.49

Low-Performing Students: NA State Matching Amount: $18,000.00

Total Students Impacted: 7,993 Total Project Investment: $37,062.49

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: A Gift For Teaching - Seminole

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

A Gift For Teaching - Seminole (AGFT-S), the Teacher Free store, serves the needs of children in Seminole County Public Schools by providing free school supplies to teachers at every school in the district, with a focus on our highest-need schools. In August, the store's Backpacks program provided 3,500 backpacks filled with age-appropriate school supplies to homeless and low-income students. This ensured that those students could come to school with the supplies they needed for a great start to the new year. The store also provided essential support to our teachers, who can spend on average up to $500 of their own money on supplies for their students and classrooms. Thanks to the generous support of our business partners, more than $2.1 million in product was distributed to our schools. 100% of teachers surveyed after visiting the store indicated that having readily available supplies would help them do a better job in the classroom, and have a positive impact on classroom projects.

Project Summary: In the 2016-17 school year, the program provided direct support to 564 district teachers, providing a way to reduce their out-of-pocket expenses. The store hosted more than 2,460 teacher visits from August - May, reaching classrooms and students in 47 schools. Teachers received an average of $794 worth of supplies (pencils, books, crayons, notebooks, clothing and hygiene items, art supplies, and more) during each shopping trip. A total of $2.1 million in product was distributed during the 2016-2017 school year, an increase from $1.9 million last year. This amount includes 3,500 backpacks and school supplies provided to homeless and low-income students at the start of the school year. AGFT-S was open twice weekly for teacher shopping and the last Saturday of each month. Teachers at 22 schools were eligible to shop once a month. This is based on the percentage of students in the Free and Reduced meals programs. Schools with at least 60% of students in the program have more access to the store to benefit low-income students. The remaining 39 schools were able to send two representatives to shop at the store twice a month to obtain supplies for teachers and students in need at their schools.

AGFT-S has a growing list of companies, organizations and individuals that donate product to the store. Seventy-one companies and individuals participated in the annual Tools for Seminole Schools Supply Drive at the start of the school year. These drives helped stock the shelves of the store. Many companies also provided volunteers to sort and process the donations, stuff the backpacks, and stock the store.

Funding from the matching grant supported the operation of the Free store, specifically the salary for a part-time Store Assistant.

Outcomes: Teaching Quality 100% of teacher participants showed changes in behavior in their teaching method 100% of teacher participants indicate that having readily available supplies helps them do a better job in the classroom 100% of teacher participants indicate that having adequate supplies on hand allows them to spend more time teaching 100% of teacher participants believe that when students have adequate supplies, their academic performance improves

How Outcomes were Measured: Teachers were asked to complete a survey after visiting the store.

Grades Address: K-12 Private-Sector Investment: $5,158.63

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 11,280 Total Project Investment: $10,158.63

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Driving Future Career Success through Automotive Technology

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

This project provided students opportunities to earn industry certifications in the district’s most in-demand ePathways/Career and Technical Education programs—the automotive maintenance and light repair program at Oviedo High and Seminole High Schools. These industry certifications can lead to a variety of jobs with the automotive service industry. 392 students were served, 4.26% more than expected. Students are also encouraged to take a Career Pathways exam that, if successfully completed, gives students three college credits toward the postsecondary automotive service program at Seminole State College. To ensure students had the most up-to-date equipment to prepare them to pass the exams, funds from the grant were used to purchase training modules, equipment and study guides.

Equipment was used to prepare students for industry certification exams and the Career Pathways test. The automotive programs administered the Automotive Standards of Excellence [ASE (G1)] certification test, the Florida Automobile Dealers Association (FADA) test, and the Seminole State College Career Pathways exam. In addition, other new ASE certifications [ASE-Engine Repair (A1), ASE– Heating and Air Conditioning (A7) and ASE–Suspension and Steering (A4)] opportunities were piloted. The pass rate of students taking an industry certification exam increased to 81% this year; up from 60% in 2015-16.

Project Summary: As stated in the U.S. Department of Education’s (USDE) Blueprint for Transforming Career and Technical Education, “…American employers need a workforce that is skilled, adaptable, creative, and equipped for success in the global marketplace.” This project responds to this need through the district’s commitment to provide high quality educational opportunities to ensure all students are career and college ready upon graduation. To achieve this outcome, the following goals were established: • To increase the number of students taking an industry certification exam by 11% in Automotive Service Technology or Automotive Maintenance & Light Repair. • To have 57% percent of students pass an industry certification exam in Automotive Service Technology or Automotive Maintenance & Light Repair. • To increase the number of students taking the Career Pathways exam by 36% in Automotive Service Technology or Automotive Maintenance & Light Repair. • To increase the percent of students passing the Career Pathways exam to at least 85% in Automotive Service Technology or Automotive Maintenance & Light Repair.

The program’s results were as follows: • During the 2016-17 school year, the number of students taking an industry certification exam Florida Automobile Dealers Association (FADA) & Automotive Standards of Excellence [ASE (G1)]) in Automotive Service Technology or Automotive Maintenance & Light Repair decreased by 12% (from 65 to 57). • 81% of students (46 of 57) taking an industry certification exam in Automotive Service Technology or Automotive Maintenance & Light Repair passed. • The number of students taking the Career Pathways exam in Automotive Service Technology or Automotive Maintenance & Light Repair increased by 232% (from 22 to 73). • 60% of the students (44 of 73) who took a Career Pathways exam in Automotive Service Technology or Automotive Maintenance & Light Repair passed.

These results were realized through implementation of activities designed to provide students with hands-on learning experiences using state-of-the-art equipment and supplies, as well as career exploration opportunities. The methods used to accomplish the intent of the proposed project created an experiential approach to learning that generates critical thinking, problem-solving and decision-making skills.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 69% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Automotive students took the Career Pathways test, the Florida Automobile Dealers Association (FADA) certification exam, and the Automotive Standards of Excellence [ASE (G1)] certification test in spring 2017. In addition, other ASE certifications [ASE-Engine Repair (A1), ASE – Heating and Air Conditioning (A7) and ASE – Suspension and Steering (A4)] were piloted this year. The instructors and program facilitator met two times during the school year to review and evaluate each component. This team developed a rubric to measure the progress of the program and its effectiveness in meeting the established goals and objectives. The evaluation plan assisted the district in identifying program strengths and weaknesses and determining revisions to the program that will better meet the needs of the students and teachers.

Grades Address: 9-12 Private-Sector Investment: $4,700.00

Low-Performing Students: NA State Matching Amount: $4,700.00

Total Students Impacted: 392 Total Project Investment: $9,400.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Exploration and Discovery in Pre-K STEM Lab

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

To provide students with early exposure to STEM, a STEM Lab was created at the Seminole County Public Schools' Early Learning Center. The Lab encourages Pre-K students' natural curiosity by allowing them to investigate materials and encourages them to ask purposeful questions. With the support of STEM specialists, SCPS teachers learned to integrate Science and Math activities into their lesson plans and throughout all areas of learning, rather than setting portions of the day aside for specific subject learning. Discovery centers were added to each classroom while the Lab was completed for the children to explore and investigate. Initially, the 70 students explored the centers on their own, but by the end of the school year were engaged in cooperative learning as they designed ‘working environments’ using engineering sets, created ‘cities,’ ‘playgrounds,’ and other structures using a magnetic building set, and designed bridges and dams as they worked with vibrating sand and water.

Project Summary: The foundations of scientific learning lie in inquiry and exploration; the tools of active learning. Scientific learning should not be limited to a particular “science time,” but throughout the day as students become immersed in scientific inquiry and develop the desire to experiment and learn more. To provide Pre-K students with early exposure to STEM and develop these types of skills, a STEM Lab was created at the Seminole County Public Schools' Early Learning Center. Since the classroom in which the STEM lab was built was being renovated, STEM Lab materials were dispersed among five Pre-K classrooms at the Early Learning Center and the students rotated throughout the classrooms, with their teachers, in order to be able to work with all materials.

To better incorporate the STEM activities in all lesson plans, the SCPS VPK Resource teachers, Early Learning Director, and VPK Coordinator met at the Orlando Science Center with their STEM specialists. Observations were made and STEM activities were discussed, and these activities were infused into the VPK lesson plans for the VPK teachers to implement with students. The goal is for the activities to promote higher order thinking skills by guiding students to ask questions, make predictions and observations, collect and evaluate information, and communicate results.

Each classroom now has a newly created ‘discovery center’ for children to explore and investigate. Each discovery center has a specific tool for preschoolers to use to solve problems including the following materials: • Engineering sets - includes materials that encourage problem-solving and critical thinking regarding specific STEM-related professions; • Light cube with sensory tray to produce simultaneous tactile, auditory, and visual effects; • Engage-2 Tablet with interactive software for 1- 3 students at a time or placed on a stand for whole-group activities; and • Magnecraft Dream Builder Set - large magnetic shapes that connect at the corners for creating a variety of structures.

At the beginning of the project, students displayed interest in the materials and worked primarily on their own. By the last week of teacher observations, students were engaged in cooperative learning.

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education

How Outcomes were Measured: Resource teachers made weekly visits, documenting numbers of students involved and interacting with the new STEM materials.

Grades Address: K Private-Sector Investment: $5,300.28

Low-Performing Students: NA State Matching Amount: $5,000.00

Total Students Impacted: 70 Total Project Investment: $10,300.28 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Grants for Great Ideas in Literacy and STEM K-5

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

The Foundation's Grants for Great Ideas program provides support in the form of classroom, grade-level and school-wide grant awards to all teachers in the district for a variety of reading and language arts projects for grades K-12, as well as STEM subject areas in grades K-5. As a result of this program, teachers are able to implement projects which incorporate a team approach, as well as leadership, creativity and critical thinking skills required for successful completion.

During this school year, 58 projects in the areas of literacy and language arts and STEM education were awarded for a total of $53,826.33. Nearly 5,700 students in grades K-8 were impacted by these grant projects and many were exposed to some of the latest in STEM technology - such as building drones and designing virtual rollercoasters to learn about force and motion. Teachers reported that 915 (67%) students improved their literacy grades, while 1,505 (35%) improved their STEM grades.

Project Summary: The Foundation's Grants committee was pleased to award 58 projects in the areas of literacy and language arts and STEM education to provide enriching and creative projects for students in Seminole County Public Schools. The projects were varied and engaged students with new concepts and materials. Wekiva Elementary second graders planted and harvested their own vegetable and herb garden, while English Estates Elementary kindergarten students increased reading skills through group-centered comprehension games. Many projects used the engineering design process: Geneva Elementary students worked in teams to master coding skills, while Eastbrook Elementary students collaborated to problem solve electrical science challenges.

The following goals were established: • Students affected by the implementation of grant-funded projects will gain skills and knowledge in reading and language arts, based upon the specific grant awarded; • Students affected by the implementation of grant-funded projects will gain skills and knowledge in STEM (science, technology, engineering, mathematics) subject areas, based upon the specific grant awarded; and • Teachers will enhance and supplement student learning opportunities as a result of the grant awards.

The program’s goals were assessed through the following measurable objectives: • 100% of students will be exposed to reading and language arts materials and activities to enhance student learning, based upon the specific grant awarded. • 100% of students will be exposed to STEM (science, technology, engineering, mathematics) materials and activities to enhance student learning, based upon the specific grant awarded. • Students will show increased subject-matter knowledge on pre- and post-tests or surveys (i.e., standardized reading tests and assessments).

Outcomes: Goals 1 and 2 were met by participation in the grant projects. Goal 3: Teachers shared that 915 students improved their literacy scores, while 1,505 improved their STEM scores - a 42.5% increase.

Outcomes: Literacy 67% of student participants improved in a standardized reading skills test(s)

STEM Education 25% of student participants showed increased interest in STEM education 35% of student participants improved their grade in STEM subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Literacy outcomes were measured through various forms of standardized testing, including iReady, Scholastic Reading Inventory, and Accelerated Reader.

STEM outcomes were measured through a variety of standardized testing methods, including iStation, ISIP, Scholastic Reading Inventory, iReady Math, iReady Science, and CTA (Common Trimester Assessment) in Math and Science.

Grades Address: K-8 Private-Sector Investment: $26,913.17

Low-Performing Students: NA State Matching Amount: $26,913.16

Total Students Impacted: 5,695 Total Project Investment: $53,826.33

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Grants for Great Ideas in STEM for Middle and High Schools

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

Through the Foundation for Seminole County Public Schools' STEM for Middle and High Schools project, teachers were able to submit grant applications for innovative and creative projects which support STEM subject-area projects. It was anticipated that students would increase their knowledge of science, technology, engineering and mathematics through these projects, and realize learning gains through various testing and survey methods (unique to each project). As a result of this program, teachers were able to implement projects that incorporated a team approach, as well as leadership, creativity and critical thinking skills required for successful completion. Many students participated in local, regional and state STEM competitions which gave them practical experience and access to STEM professionals who shared their expertise. During this school year, 12 projects in the area of STEM education involving 2,181 students were awarded for a total of $41,622.17. Teachers reported that 1,289 students (59%) improved their STEM grade, 536 (24%) showed increased interest in STEM education, and 471 (22%) showed interest in pursuing a STEM career.

Project Summary: The Foundation's Grants committee awarded 12 STEM projects for a total of $41,622.17. For the purpose of the grant application, STEM subjects with a focus on engineering, energy education and robotics in grades 6-12 were funded, but other STEM areas were funded as well. Projects offered through these grants gave students experiential opportunities for learning that can impact their future inside and outside of the classroom.

Beyond the science and engineering principles presented, many of the projects encouraged and required teamwork, leadership and problem solving among groups. Milwee Middle students designed and built solar and alternative energy products, while Crooms Academy students researched and developed projects for science fairs. Students at Winter Springs High School constructed an off-grid wind turbine to power lights and outlets for a campus utility shed and Lyman High Engineering students developed group projects to engineer a solution to a real-world problem. Many students were exposed to the engineering design process.

Students were also exposed to careers in STEM fields, and many projects included mentors that are employed by local engineering and technology companies, such as Lockheed Martin, Synaptic Sparks and Duke Energy.

The following goals were established: • Students affected by the implementation of grant-funded projects will gain skills and knowledge in various STEM subject areas, based upon the specific grant awarded; • Students will increase student science proficiency through experiential, inquiry-based activities designed to enhance student understanding; and • Students will be exposed to careers in STEM fields.

The program’s goals were assessed through the following measurable objectives: • 100% of students will participate in experiential, inquiry-based activities designed to enhance student understanding and science proficiency. • 100% of students will be exposed to information on STEM career fields.

Outcomes: Goal 1 and 2: As noted above, students worked on a variety of projects, such as building solar and alternative energy- powered products like ovens and cars, building robots for competition, constructing a wind-turbine, and exploring the cell processes of photosynthesis and cellular respiration by using GPS units. Teachers reported that 1,289 students (51%) improved their STEM grades. Goal 3: Many of the high school students were exposed to information on STEM career fields through STEM professionals/mentors and participation in STEM competitions. Teachers reported that 586 showed an increase in pursuing STEM education and 471 showed an increase in pursuing a STEM career.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: STEM Education 27% of student participants showed increased interest in STEM education 22% of student participants showed increased interest in pursuing STEM career 59% of student participants improved their grade in STEM subject area

Teaching Quality % of teacher participants showed increased knowledge about teaching in general % of teacher participants showed increased knowledge about teaching in specific subject area % of teacher participants showed improved attitude toward teaching % of teacher participants showed changes in behavior in their teaching method % of community participants who pledged to act to advance student achievement as it relates to teaching quality % of community participants who acted to advance student achievement as it relates to teaching quality % Other

How Outcomes were Measured: Teachers used a variety of measurement tools specific to their projects. These included subject area quizzes and tests, Digital Electronics Unit Assessment, Cell Processes Unit Assessment, Kahoots, Autodesk Inventor Exam, as well as pre- and post-surveys.

Grades Address: 6-12 Private-Sector Investment: $20,857.25

Low-Performing Students: NA State Matching Amount: $20,764.92

Total Students Impacted: 2,181 Total Project Investment: $41,622.17

2016-17 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:

This project enabled 6,665 students 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. Funds from the project were used to hire a full-time instructional assistant which decreased the staff to student ratio, leading to more hands on learning for our students. Student experiences, aligned with Next Generation Science Standards as well as Florida Standards, connected field trip experiences with classroom activities during the school year. Student knowledge of environmental science was increased as a result of this project, based on teacher observation rubrics and pre- and post-assessments.

Project Summary: The project provided Seminole County Public Schools (SCPS) 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 SCPS Environmental Studies and Professional Development Center where 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 different and innovative techniques made possible because of the uniqueness of the center as an educational facility. This school year, 6,664 students across both grade levels benefited from the project. Of these, 3,925 were fifth graders who visited the center two times.

Structured as school-day field trips for third and fifth grade students, programs at the Center serve as models in K-12 education which 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. To achieve this outcome, the following goals were established: • To provide a basic foundation of ecological principles through hands-on experiences in a living laboratory of varied Florida habitats; • To foster a change in behavior and attitude by examining the effects of personal choices on the environment.

The program’s goals were assessed through the following measurable objectives: • 90% of 3rd graders who participate in the Environmental Studies Center activities will be able to identify native plants and animals, as evidenced by a pre- and post-assessment and/or teacher observation rubric. • 90% of 5th graders who attend the Mud Walk experience will demonstrate increased knowledge of wetlands, and the relation to conservation, as demonstrated on a pre- and post-assessment and/or teacher observation rubric.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

• 90% of 5th graders who attend the dry day field trip will demonstrate increased knowledge of animal adaptations as demonstrated on a pre- and post- assessment and/or teacher observation rubric. • 90% of participating students will demonstrate positive environmental choices following the experience at the Center, as measured by a conservation behavior survey and teacher observation rubric.

These goals were realized through activities specific to the third grade and fifth grade programs at the Center. The methods used to accomplish the intent of the project were designed to create an experiential approach to learning that generates critical thinking, problem-solving and decision-making skills.

This project took place between September 2016 and May 2017. Funding provided additional support from instructional paraprofessionals (1.36 FTE total). The State funds were matched with unrestricted SCPS Foundation funds which supported instruction at the Center.

Staff at the Center worked with the district’s science specialist to plan and evaluate the progress and effectiveness of the project. The Center’s TOA, the district curriculum specialist, and the Director of Teaching and Learning met during the school year to review the curriculum being taught at the Center. The plan was designed to assist the district in identifying program strengths and weaknesses and determining revisions to the program that will better meet the needs of the students and teachers. Project reports were prepared by staff and presented to the Director of Teaching and Learning and the Deputy Superintendent for Instructional Excellence and Equity at the mid-point and end of the project period, and were also shared with the Foundation for SCPS.

Outcomes: STEM Education 51% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Using the Survey Monkey software, 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. Teachers were asked to measure students’ knowledge of animal adaptations, environmental awareness, native and invasive plant identification, and knowledge of wetland conservation.

Grades Address: 3 and 5 Private-Sector Investment: $15,000.00

Low-Performing Students: NA State Matching Amount: $15,000.00

Total Students Impacted: 6,664 Total Project Investment: $30,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Seminole's FIRST Robotics

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

A FIRST FRC Robotics after-school program at Lake Mary High School (LMHS) was successfully implemented and opened to all Seminole County Public Schools (SCPS) students. Being a new program and creating a rookie team with the intention of competing at a regional FIRST Robotics Competition proved to be a challenge that our students were up for. Students from five high schools representing SCPS as one team successfully designed, fabricated, and constructed a robot using manufacturing skills taught through LMHS's Advanced Manufacturing & Innovation Academy, and competed in a regional competition. The SCPS team placed second among all rookie competitors.

Students developed and used their critical thinking skills to solve real-world problems while learning about current CNC manufacturing processes, sensors, artificial intelligence, 3D printing, instrumentation, and thermal dynamics. After successfully completing the course and competing in a regional competition all 18 students showed an increased interest in pursuing a STEM career and realized what a broad range of careers a STEM field could provide. Additionally, two students earned certification for metalworking skills through the National Institute of Metalworking Skills (NIMS) by taking and passing the NIMS Measurement, Materials and Safety test. This test is a required credential in Machining Level I.

Project Summary: The establishment of the Advanced Manufacturing & Innovation Academy at Lake Mary High School two-years ago and the incorporation of a four-year Applied Robotics curriculum responds to a regional and national call for skilled workers in the new 21st century manufacturing environment. Manufacturing has evolved into a digital environment where computers control machine tools and computer-programmed robots perform many manufacturing tasks including safely working alongside humans in shared work environments. This project, Seminole’s FIRST Robotics, provides high school students attending the manufacturing academy as well as high school students from across the school district, an after-school robotics program where students design, build, test, and enter a robot into FIRST Robotics Competitions. Eighteen students have participated in the course and in the regional robotics competition. Funds from this project allowed students enrolled in Seminole’s FIRST Robotics to use high-tech manufacturing processes to fabricate many of their own robot parts at a fraction of the cost of purchasing these parts ready-made, and place their robot into competition against robotics teams from other schools across the region. Through this project, students are developing and using their critical thinking skills, creativity and innovation to solve real-world problems while learning about current CNC manufacturing processes, sensors, artificial intelligence, 3D printing, instrumentation, thermal dynamics, and a variety of technologies and electronic devices.

The 18 students who participated in this program included 12 students from Lake Mary High School, three students from the Crooms Academy of Information Technology, and one student from each of the following schools: Winter Springs High School, Lyman High School, and Seminole High School. Students met as an after-school program at Lake Mary High School during the week and also met on various weekends; the time commitment for the after-school and Saturday sessions became a challenge for many of the students. All 18 students increased their interest in pursuing a STEM career and increased their interest in STEM education. This is a significant accomplishment considering none of the students knew what STEM was before this program. Also, final course grades reflected a strong interest in the program and resulted in eight A’s, seven B’s, and only 3 C’s.

The robot was designed and built from scratch with a majority of the parts being fabricated in the Advanced Manufacturing classroom by the students themselves. The initial design was agreed upon by all students to be efficient and fast. The robot was designed for gear pickup and delivery, capable of extracting low boiler balls and climbing the rope apparatus in competition. The top speed reached approximately 14.5 feet per second. The gear mechanism is a passive system (pilots must lift the gear out of the robot), the ball system is a dumper, and the rope system is a truck strap ratchet covered in Velcro. Being a rookie team demanded a reliable design that could be fixed quickly if failures occurred! The whole year built up to the robotics competition at the UCF arena. Team “Short SirKit” did a wonderful job representing SCPS and placed second out of all the rookie teams!

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Students also raised funds, designed a team brand (Short SirKit), honed teamwork skills, and gained hands-on experience with real-world engineering tasks.

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education 100% of student participants showed increased interest in pursuing STEM career 44% of student participants improved their grade in STEM subject area

How Outcomes were Measured: Initially, the instructor used an oral survey to gauge the students’ knowledge and interest regarding STEM education and careers. During their first session, none of the students knew what STEM even stood for! Students had no idea what careers were associated with STEM and thought the class would consist of only playing with robots. By the end of the school year - after successfully designing, fabricating, and constructing a robot, and competing in a regional competition – all 18 students showed an increased interest in STEM education and in pursuing a STEM career. This was also tested with an oral survey at the end of the program. Additionally, student grades in STEM courses were examined to determine where growth occurred.

Grades Address: 9-12 Private-Sector Investment: $10,000.00

Low-Performing Students: NA State Matching Amount: $10,000.00

Total Students Impacted: 18 Total Project Investment: $20,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Shadow for Success

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

The SCPS ePathways job shadow event, Shadow for Success, was held on October 13 & 14, 2016 and April 20, 2017 at Winter Springs High School and Seminole High School. Over these three days, we were able to provide 245 unique students with an authentic workplace learning experience. ePathways worked with 21 local employers who opened their businesses to our students. These partners shared information about the industry they work in and how their company operates. The students got an inside look at the world of work and also an opportunity to decide whether they could see themselves working in the industry when they are ready to begin their careers. The goal of this experience was for students to start thinking about their future careers early in high school and exploring the different workplace learning opportunities ePathways has to offer.

These events were very successful and we received positive feedback from both employers and students. As these students continue through high school, we will monitor their participation in additional workplace learning activities to identify the long-term effect of job exploration experiences such as Shadow for Success.

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 245 unique students in 9th - 12th grade.

Local employers were invited to provide a half-day job shadow experience and share skills development strategies for approximately 75-100 unique students each day they hosted a group. There were 21 employers from various industries and regions who participated in this event, and 4 of these employers offered more than one experience for students. Each event day started with students completing a pre-test assessing their content knowledge related to career preparation and workplace skills necessary to be successful in their future career. Students also participated in a 30 minute skills workshop that presented strategies to pursue lifelong learning and career opportunities while preparing to be entrepreneurial thinkers. Students were then divided into groups 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 presentations and the various activities the students participated in helped to cultivate and engage students in these career opportunities, further developing the regional talent pipeline. Breakfast and lunch were provided to all students to ensure an equitable experience, as well as polo shirts, portfolios with notepads, and pens to provide a more professional atmosphere. At the end of each day, all students completed a post-test to gather information on the content learned from the experience. As a follow-up, the teachers reviewed what was learned with the students in the classroom. The resources purchased with the grant were used to help students understand what they will face once they enter the world of work.

Providing career-based experiences, such as Shadow for Success, was also beneficial to employers as students gained meaningful experience while bringing enthusiasm and new perspectives into the workplace. By collaborating with regional employers to create these opportunities, Workplace Learning helps to build a continuous stream of high school graduates who are ready for the world of work and who can help sustain a long-term competitive edge for our local economy. The employers who participated in the event were asked to fill out a brief survey describing their experience, suggestions for improvement, and their interest in providing future workplace learning opportunities for students. The feedback was overwhelmingly positive and there were great suggestions for improvement that can easily be implemented at future events. Overall, the event was a great success and had a very positive impact on both students and our business partners.

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Outcomes: Career/Technical Education 89% of student participants indicate what they learned will help them be successful in life 88% of student participants indicate the job shadowing experience made school more interesting for them 84% of student participants indicate the skills and knowledge they acquired will be important for their future 81% of student participants indicate what they learned will help them obtain future employment

How Outcomes were Measured: CTE outcomes were measured through pre- and post-tests used to measure student acquisition of knowledge. Twenty-one local businesses partnered with us to host the student groups.

Grades Address: 9-12 Private-Sector Investment: $9,996.58

Low-Performing Students: NA State Matching Amount: $9,865.00

Total Students Impacted: 245 Total Project Investment: $19,861.58

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Success Academies

Foundation: Foundation for Seminole County Public Schools

Project Abstract:

The Success Academies program supported 206 at-risk high school seniors in a credit retrieval program, providing resources to help students complete their education. The goal for the students is to complete credit recovery for classes that they have recently failed in order to graduate with their peers. The classroom is a small structured setting to allow them to work on their classes on-line and to receive individual help from a lab manager, teachers and guidance counselor. The program is a self-contained environment using a mastery learning model. Student grades, attendance, and behavior were monitored quarterly to assess progress toward their success in this program. With the support from this grant, they received additional support services from an ACT/SAT tutor to improve test-taking skills, and skills-development workshops. The content covered academic/career planning, goal-setting, business communications, critical thinking skills and more. 177 students met all of the coursework requirements to graduate, and 175 students earned a standard diploma.

Project Summary: The Success Academies program is an accelerated credit retrieval program at five high schools providing resources needed to help high school seniors complete their education and make better academic, behavioral, career and life choices. These students started out with a GPA lower than 2.0 and raised their GPA to an average of 2.44 by the end of the year. Attendance is monitored throughout the year as it is critical to their success in completing coursework. The students learned from each achievement and were motivated to attend class and to stay on track. Discipline issues reduced as the school year progressed and we found that students enjoyed the supportive atmosphere in the classrooms. Students were led by an in-class lab manager who excelled in motivating students to be successful in their core subject classes and their GOAL classes. A certified guidance counselor provided them with academic counseling and other services as needed from psychologists, social workers and mentors. They received help from subject-area specialist teachers in math, social science, language arts and science – who assisted them with any content challenges they faced. Through the funding support, we were able to provide professionally-led skills-development workshops which taught the students goal setting, time and work ethics, business communications (oral and written), professional decorum/attire, academic/career planning (interview skills, resume writing, cover letter, etc.), critical thinking skills, and professional/personal development/self-discovery. Students were able to use these skills when applying for college and work applications. Services were also provided by an ACT/SAT tutor who worked with the students in small groups or one- on-one to improve their test taking skills.

Goal: Increase the cumulative GPA for the 12th grade students. Objective: Through credit retrieval, tutoring, and other services, the program will have a 35% increase in cumulative GPA from start of school year to end of school year. Actual: Cumulative GPA was below 2.0 at the start of the school year, and reached 2.44 at the end of the year for a 20% increase.

Goal: Increase the number of students who complete coursework necessary to graduate. Objective: 64% of students will complete coursework requirements to graduate. Actual: 86% of students completed coursework requirements to graduate.

Goal: Increase the number of students who earn credits/complete credit recovery and pass required state exams to graduate with their peers. Objective: 48% of students will earn credits/complete credit recovery and pass required state exams to graduate with their peers. Actual: 85% of students completed credit recovery and passed state exams to graduate with their peers.

The program was also able to celebrate the successes of the students as they excelled in areas that they were lacking before. Rewards were given for good attendance, mastering exams, strong work ethic, and overall completion of work. Students were able to keep track of their successes, and create new goals for themselves weekly. The classmates were as

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes happy about their peers’ successes as their own, and were very supportive of each other. For a number of our students, they are the first in their families to graduate high school.

Of the 206 seniors in the program, 177 (86%) met all of the coursework requirements to graduate. Eighty-five percent (175) of the graduates earned a standard diploma.

Outcomes: Increasing Graduation Rates 86% of high school senior project participants graduated from high school

How Outcomes were Measured: The outcome was measured by the number of seniors in the program who completed coursework to graduate with their peers.

Grades Address: 12 Private-Sector Investment: $4,703.28

Low-Performing Students: NA State Matching Amount: $4,703.28

Total Students Impacted: 206 Total Project Investment: $9,406.56

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Camp Champion

Foundation: Investing In Kids

Project Abstract:

Students where provided with tutoring and enrichment activities in the areas of Language Arts and Math. The emphasis was placed on Reading comprehension and Math computation.

Project Summary: The Webster school is located in a high needs area of the county where approximately 80% of the children come from low income homes. As part of the School Improvement Plan, in cooperation with local businesses and the education foundation, Camp Champion was formed in 2013, in order to improve services at the school and increase student achievement. Many of the children do not have a safe, productive after school environment. Also, the children lack the resources for enrichment activities. These experiences help build critical background knowledge. The camp was open to all students in grades 3-5, two days per week. They were grouped for tutoring according to ability level. The focus of the program centered around Math. High performing teachers were chosen for the camp and paid an hourly stipend. Teachers could choose to work all or part of the two hour period. The project has been a great success. It has grown in number and student’s express great interest and enthusiasm about participating. The attendance was regular. The response from parents was also very positive.

Outcomes: Low-Performing Students 95% of student participants showed increased interest in performing well in school

How Outcomes were Measured: Attendance during school and the camp was the biggest measure. 95% of the students showed an increase interest in attending school and Camp Champion.

Grades Address: 3-5 Private-Sector Investment: $12,000.00

Low-Performing Students: 120 State Matching Amount: $12,000.00

Total Students Impacted: 120 Total Project Investment: $24,000.00

2016-17 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

Project Abstract:

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 thereby, helping these students break out of their lower socioeconomic status.

The Carlisle IT Internship is a platform to introduce high school students to the various aspects of manufacturing technologies and gives them hands-on, industry relevant experience. SJTHS 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 our students is their employability and success in their prospective industry after graduation.

This year 5 of the 6 seniors (the 6th senior is heading into the military) 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 within the organization. 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 in the following ways:

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, 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 students with opportunities to break the cycle of poverty by being prepared for higher wage and higher skilled jobs. Many students do not have the means nor the support at home to help them establish a career after graduation.

This year, we began the internship program with 24 students and concluded the program with 11 students. This attrition rate was 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 four-week rotations on the manufacturing floor in Tier 3.

The Carlisle Manufacturing Internship had its most successful hiring class to date with five seniors receiving job offers from Carlisle. In addition, the 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.

Tier 1 and 2 are the pre-employment sessions and Tier 3 is the hands-on training on the manufacturing floor. The following is the curriculum covered each week: Tier 1 - Introduction to Manufacturing Week 1: Program Ground Rules; Carlisle IT’s Organization Overview; Carlisle IT’s Core Values; St. Johns County School District’s ‘Pillars of Character’, Facility Tour Week 2: Manufacturing Basics: Sales; Purchasing; Production Control and Inventory; Engineering and Manufacturing

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Week 3: Manufacturing Job Descriptions and Employee Expectations: Keys to Success in Working in Manufacturing Week 4: Safety: OSHA Required New Employee Safety Training

Tier 2 – Preliminary Skill Training on Basic Factory Skills Week 5: Lean Manufacturing Parent Orientation and Facility Tour Week 6 and 7: Initial Technical Skills Training Week 8: Critical Thinking: Understanding the Big Picture

Tier 3 – Internship Rotations Week 9 thru Week 23: four week rotations on the manufacturing floor with Carlisle IT mentors in the following areas: Assembly; Braid; Engineering Tech; Incoming Inspection; Maintenance; Primary Wrap, Quality Tech; Shipping; Training and Warehousing. The students also participated in classroom sessions which included: Manufacturing Math; Critical Thinking and Problem Solving; Interviewing Skills Training; and Job Application Process. Week 24: Program Conclusion and 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 2016-17 school year, 30 students from 9th through 12th grade participated in the program. The Academy of Coastal and Water Resources students were able to participate in six 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 has offered summer internships to eligible juniors.

Outcomes: Career/Technical Education 82% of student participants showed increased interest in career/technical education 35% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Outcomes were measured based on the number of students who plan to remain in the program to receive their industry certifications and internship experiences.

Grades Address: 9-12 Private-Sector Investment: $7,500.00 Low-Performing Students: NA State Matching Amount: $7,500.00 Total Students Impacted: 54 Total Project Investment: $15,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: FLY (Five Learning Years)

Foundation: Investing In Kids

Project Abstract:

Investing in Kids (INK,) along with the School District assessed a need within our county for early literacy intervention. Pre- K and Kindergarten students are routinely assessed for literacy skills. Students who require intervention through these assessments are referred to our program. If intervention is not implemented at this crucial time of development, reading struggles continue and the gap widens between these students and their peers as they matriculate elementary school. Student scores improved drastically after the intervention. In kindergarten, on the letter sound and recognition test, scores on average, improved over 150%.

Project Summary: During the 2016-17 school year, every Title I pre-kindergarten program was provided with a tutor to perform the necessary intervention with underperforming students. Tutors used the Nemours BrightStart! Early Literacy Program and worked with children in small groups of 4 for 30 minutes a session. On average more than 50% of students required the intervention. Students in pre-k were assessed at the beginning and the end of the six month program, using the Get Ready to Read Screening Tool. On average, students completing the intervention improved their scores by 85%. Kindergarteners improved their Get Ready to Read score on average by 40%. The greatest gains in Kindergarten were on letter and sound recognition. In that area, kindergarteners improved over 150%.

Outcomes: Literacy 95% 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 Test.

Grades Address: Pre-K Private-Sector Investment: $44,363.02

Low-Performing Students: NA State Matching Amount: $22,451.18

Total Students Impacted: 201 Total Project Investment: $66,814.20

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Fund A Project

Foundation: Investing In Kids

Project Abstract:

Fund A Project was developed with a local business partner for teachers to engage in hands on learning in their classrooms. Applications were submitted for review and scored by a panel. Seventee projects were awarded impacting over 3,000 students. The projects varied and all had measurable results.

Project Summary: Fund A Project was created at the bequest of a business partner. Their goal is to drive teachers to their website. A webpage was creased for teachers' to apply for a grant project. Out of approximately 80 submittals, 17 were awarded based on funding capacity. A few examples of projects with their reported outcome include the use of 3D printed material and data collection sensors to bring statistics concepts to life, LEGO cityscape was built by 5th grade students, a book bistro to restore the love for reading, a field trip to UF for at-risk elementary school students, a mobile speech lab, and audio books. All projects were completed prior to the end of the academic year.

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

Low-Performing Students 85% of student participants showed increased interest in performing well in school

STEM Education 64% of student participants improved their grade in STEM subject area

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

How Outcomes were Measured: Literacy outcomes were measured through class rosters for grades 3-5 and Destiny library book database.

Low-performing student outcomes were measured through polls of teachers and students on their interest in a book-bistro style reading room and asked questions like “If you had a comfortable reading space, would you read more?” or “How many minutes per day do you read now? How many more would you read if you had a comfortable space?” The results were undeniable: students and teachers were in support of this space.

STEM outcomes were measured through comparison of students' class average for the 3rd 9 weeks (before the activities were implemented) and then the 4th 9 weeks, after the activities were implemented.

Teaching quality outcomes were measured through surveys and student test scores.

Grades Address: K-12 Private-Sector Investment: $10,500.00

Low-Performing Students: 250 State Matching Amount: $10,500.00

Total Students Impacted: 3,316 Total Project Investment: $21,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Renaissance Accelerated Reader (AR) Program

Foundation: Investing In Kids

Project Abstract:

The research-based Accelerated Reader Program and STAR diagnostic tool were used to determine reading levels of students, enabling them to read and check out books of their choice on their individual levels and take comprehension quizzes over each book to accumulate points and earn rewards. Teachers were able to view a variety of reports related to their students’ reading in order to inform and differentiate their instruction and create individual and class rewards for points earned. Monthly and annual celebrations were held to acknowledge those who obtained a minimum required number of AR points, and end of year awards recognized high achievers. Improvement in learning gains reported for students in grades 1-5 have been reported in English Language Arts/Reading according to Discovery Education and iReady results. FSA data will also be reviewed once those scores arrive.

Project Summary: Students began by taking the STAR Diagnostic leveling tool provided by the AR program. Once reading levels were determined, reports were generated for homeroom teachers and the media specialist so they could better guide students in checking out books that were appropriate for their reading levels. Students were then able to begin checking out AR books from the media center and taking comprehension quizzes on the books they had read. Teachers encouraged students to complete books and tests, and, when comprehension quizzes received passing scores and students earned the required number of points, they were able to participate in monthly and year-end reward activities. Teachers monitored student progress on quizzes throughout the year and used the information from AR reports to help form differentiated reading support and enrichment groups as appropriate and to encourage students to read books that challenged them and prepared them for the State tests. Quarterly Discovery Education testing and iReady diagnostic results allowed teachers to further monitor student progress as well as measure the effectiveness of the AR program in helping to move students in ELA/Reading at all grade levels. The FSA ELA exam results will also be used to measure Hartley’s progress toward goals and the effectiveness of the AR program in supporting those goals.

Outcomes: Literacy 99% of student participants showed increased interest in reading 83% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: Reports generated from Accelerated Reader informed numbers of books being checked out and read by students (measure of interest). Discovery Education (1-5) and iREady ELA (3rd-5th) measured improvement in reading.

Grades Address: 1-5 Private-Sector Investment: $3,190.00

Low-Performing Students: NA State Matching Amount: $3,190.00

Total Students Impacted: 566 Total Project Investment: $6,380.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Tools 4 Schools

Foundation: Investing In Kids

Project Abstract:

Tools 4 Schools is an on-line system so teachers can order much needed school supplies without having to spend their own money. Teachers place orders which are then filled by students at the Transitions School at the Evelyn Hamblen Center. Once the orders have been fulfilled, the supplies are then delivered to the teachers.

Project Summary: Tools 4 Schools began as a once a year give away for teachers in the school district . Today, the program has expanded to a program that allows teachers to receive supplies throughout the academic year. Teachers visit the website to place an order and are allowed to reorder quarterly. Once an order is received, it is then filled by students attending the Transitions School at the Evelyn Hamblen Center. Completed orders are then packaged for delivery to the teachers' schools. In 2016- 2017, over 30,000 items were donated totally over $106,000 worth of school supplies. This reflects that 780 were filled for 400 teachers a 13% increase over prior years. This program offers teachers an opportunity to save time and money because they don't have to leave the classroom or spend their own money.

Outcomes: Teaching Quality 13% increase in number of teachers who placed order for classroom supplies

How Outcomes were Measured: The on-line ordering system allows INK to track the number of teacher orders as well as tracking of inventory. Because of this tracking, we are able to see a 13% increase in the number of teachers who placed orders

Grades Address: K-12 Private-Sector Investment: $6,321.19

Low-Performing Students: NA State Matching Amount: $5,614.00

Total Students Impacted: 0 Total Project Investment: $11,935.19

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: CTE

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant was composed of five separate grants to teachers within the CTE programs at St Lucie School District. The emphasis was on industry certification due to the enactment of the Career and Professional Education ( CAPE) Act, which mandates that school districts provide students with the opportunity to earn industry credentials. Industry certifications are a way for students to show they have specific industry needed skills and abilities which increase their opportunities beyond high school. Providing greater opportunities for students to earn industry certification within the high school setting benefits not only the student but the district and employers. For the student, industry certification can increase job prospects and employment as well as options for post-secondary education. The certification programs impacted 202 specific students in the 10th to 12th grade with 100% indicating an interest in CTE programs and 76% (153) of the students completed and passed their certification tests. One other grant focused on a Criminal Justice program impacting 60 students and this provided tutoring on CJ techniques and permitted the students to participate in a conference with 100% reporting an increase interest in CTE.

Project Summary: The Career and Profession Education Act (CAPE) created by the Florida Legislature in 2007 provides students with cutting edge training and earned industry certification required for high-skill, high-waged jobs in Florida's target industries (Career Source Florida). This led to many high schools initiating programs which provide certifications to students. When we first offered certifications, there were some success but due to the certification not always aligning seamlessly with our frameworks/standards, student performance has begun to slip.

Last year, we received a grant for after school tutoring and saw tremendous results. Out of the 20 students who attended the after-school tutoring, 19 passed (95%) both the written and the practical section of the industry certification exam for Certified Nursing Assistant. This year we focused on after school tutoring with four of the five grants focused on in school and after school tutoring. The topics ranged from learning how to control germs, passing specific healthcare related certifications ( such as health monitoring equipment) and helping low performing students pass their certifications afterschool under the guidance of tutors in topics such as learning QuickBooks, Word and PowerPoint skills and Office Specialist certifications.

Another grant focused on Criminal Justice certifications, a CTE program at the high school CTE level. This grant will allow students the opportunity to do three main parts for career and technical education under Criminal Justice- unit of study. Part 1 is the portion of the project wherein students learned about the process for patrol procedures (Criminal justice operations 2 course) and crime scene procedures (Criminal justice operations 3 course). Part 2 allowed participation in the Florida Public Service Association’s State Conference. Seven students ranked from First to Fifth Place in various categories with six students earning a scholarship.

Outcomes: Career/Technical Education 100% of student participants showed increased interest in career/technical education 76% of student participants completed and passed career/technical education certification

How Outcomes were Measured: Surveys of participating students pre- and post-grant were used to determine the number who showed an increase interest in CTE. The actual number of students who passed the specific certification tests determined our number of students who completed and passed certification tests.

Grades Address: 10-12 Private-Sector Investment: $2,365.00

Low-Performing Students: NA State Matching Amount: $2,365.00

Total Students Impacted: 202 Total Project Investment: $4,730.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Graduation / Low Performing

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant was composed of six projects in three high schools and one middle school. All projects were a guidance program designed to focus on first generation, economically disadvantaged students and their families to support their efforts to either inspire the low performing student to improve grades or support the student to graduate and explore college admission. Through group counseling and individual sessions, assistance was given on the college and financial aid application processes. Activities and events encouraged students to continue in school, improve grades with a goal to graduate. 75% of participating students made progress towards graduating high school. The St Lucie County School District has seen some of the highest gains statewide in recent graduation rates and these programs are a key part of the effort. We are now a B rated school district and graduation rates are expected to continue to improve beyond 86.8%.

Project Summary: High school improvement plans call for increasing graduation rates. 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. During mentoring sessions, mentors encouraged students to develop a positive attitude toward school and academic achievement, identify personal values, and goals such as passing the reading tests, as well as stimulate new ideas, use creative problem- solving strategies, be an attentive listener, ask assertive questions, be an independent thinker, recognize his or her individual strengths, develop self-confidence, be aware of their environment, and have flexible attitudes toward school, teachers and peers.

Full parent participation was requested in the mentoring process. By training parents in the use of the Skyward portal and demonstrating how to search for important information on the school’s district web page, parents followed their child’s academic progress, attendance and discipline until graduation. Parents and students were provided with their specific data (attendance, GPA, credit information) and were given the opportunity to speak directly with guidance counselors and administration to develop a graduation plan. Parents were provided with critical resource and contact information available either at the school or in the community by the school’s psychologist.

High school students seeking a post-secondary education must properly prepare themselves academically and financially in order to qualify and pay for college. Most first generation students don’t know what their options are regarding higher education, have fears about going to college, and have misconceptions about college and its costs. They enter 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 base 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 2016-2017 in the area of post- secondary transition and increasing graduation rates. Student activities based on Sunshine State Standards 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 (74%) based on free and reduced lunch data, and low performing (49%). 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 are currently enrolled. These visits allowed students to experience the college campus first hand, and gain information about mentoring programs to assisted

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes 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.

It is important to develop partnerships between the school and families of First Generation students. This relationship is essential to increasing the number of students who are college ready—particularly for economically disadvantaged and minority students, and students whose families speak English as a second language. Studies show that low-income students are more likely to rely on school counselors to discuss financial aid. Studies have found that if schools begin actively preparing students and their families for college rather than merely disseminating information, students’ chances of enrolling in a four-year college are significantly increased. Schools and parents working together with a common goal are the keys to college planning for students, and First Generation was a positive step in that direction..

Outcomes: Increasing Graduation Rates 93% of high school senior project participants graduated from high school 35% of student participants made progress toward graduating high school

Low-Performing Students 59% of student participants improved their overall grade(s) in school 35% of student participants improved their grade in specific subject area 2% of student participants showed increased interest in performing well in school

How Outcomes were Measured: Increasing graduation rates outcomes were measured through actual student grades, Core GPA, attendance, and college assessment scores.

Low-performing student outcomes were measured through maintained or increased GPA, test scores, and Skyward attendance records.

Grades Address: 8 and 11-12 Private-Sector Investment: $6,221.97

Low-Performing Students: 162 State Matching Amount: $4,500.00

Total Students Impacted: 476 Total Project Investment: $10,721.97

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Intervention Programs

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant was composed of five K-8 grade public school projects. The common thread was to inspire low-performing students to read better, learn and apply everyday mathematical concepts and provide support to the teachers with better planning tools. Standardized reading skill tests in literacy improved for 437 students out of 518 students (84.4%). Also, 100% of low performing middle school students (118) participating in STEM related programs indicated an increase in STEM performance. Overall 2,033 low-performing students were impacted and 68% showed improvement in literacy, math, and science. Teachers were also provided with better teaching tools (books, electronic tablets and professional development resources). The specific projects ranged from supplying math based classroom materials, new exciting books, tablets for science projects and lesson plans for teachers.

Project Summary: One of the school board priorities is to reach students at the elementary age because high school improvement plans call for increasing literacy and graduation rates. Intervention programs have been established to assist at-risk students by providing them with additional support, tools and one-on-one direct guidance.

Three of the five programs directly relate to increasing literacy. We know that students who do not read proficiently by the elementary level have a 70% chance of not graduating. These programs provided creative reading resources beyond the school budget as well as staff training on growth mindset concepts to enhance teacher lesson plans. All of these programs are designed to reintroduce the wonder and excitement of reading. Many of students rarely have the opportunity to take a book home due to tight supply. Another program provided electronic tablets to STEM students in the K-5 level targeted to "at-risk" struggling students. The tablets were used to assist students in four areas of STEM: research, participation, planning and presentation. This middle school project saw an amazing 100% positive benefit to these targeted students, who otherwise may never have thought that science is an option in their education. Another program focused on engaging math students at the K-5 level by providing supplies that engaged the student in using enjoyable real world activities. In this example the teaxcher purchased clothes pins, cheese sticks, bread and even apples to demonstrate divisibility concepts.

Outcomes: Low-Performing Students 41% of student participants improved their grade in specific subject area 3% of student participants improved their overall grade(s) in school

How Outcomes were Measured: Outcomes were measured through school administered proficiency tests in math and reading (self-reported by school).

Grades Address: K-8 Private-Sector Investment: $3,093.51

Low-Performing Students: 2,033 State Matching Amount: $3,000.00

Total Students Impacted: 2,033 Total Project Investment: $6,093.51

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Literacy

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant addressed improving literacy proficiency in VPK to the second grade and was composed of four distinct grants. One grant funded the hiring of a part time reading mentor for 10 second graders with deficient reading skills and 80 students in the third grade, while one grant provided equipment for the creation of a kindergarten Listening Station. A third grant provided "read a loud" books for kindergarten students with oral language deficiencies and the final grant provided VPK and kindergarten students a program to improve social emotional development. We know that if a student does not read proficiently by the third grade they have a 70% change of failing high school. This is a key focus of the school district. These programs impacted 1,076 students with 786 students (73.05%) improving on standardized reading tests. Virtually all students were from low to moderate income households where English is either a second language or where there was a deficiency in grade level social emotional development.

Project Summary: Children clearly improved Literacy, Reading Comprehension, Language and Communication skills through these grants. Children learned 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 one-on-one reading mentor program used a stimulating one-on-one educational environment to improve reading and getting the students ready for the third grade.

VPK students were given the Florida VPK Assessment three times during the 16-17 school year. At the beginning, only 26% of the students were meeting or exceeding in the area of Print Knowledge, 24% in the area of Phonological Awareness and 44% in the area of Oral Language. Students utilizing the Listening Station improved standardized reading skills tests by 100% while 75% of students improved in testing after participating in the Read a Loud book program, which stresses story retelling as a way to enhance reading and listening comprehension. 100% of the one-on-one mentor program students improved in testing as well.

Outcomes: Literacy 73% of student participants improved in a standardized reading skills test(s)

How Outcomes were Measured: All VPK outcomes used Florida VPK as well as standardized reading skills test assessments results. For third grade one-on- one mentoring we measures the iReady ELA Assessessments in one or more of the following domains tested: Phonological Awareness, Phonics, High Frequency Words, Vocabulary, and Comprehension.

Grades Address: K-2 Private-Sector Investment: $4,590.26

Low-Performing Students: NA State Matching Amount: $4,500.00

Total Students Impacted: 1,076 Total Project Investment: $9,090.26

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Staff Development

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant was awarded to the St. Lucie School District Office, Department of Professional Development to improve teaching quality. Three programs were funded. The first funded a school based program for Title I schools. 45 new instructional coaches received a three-day intensive training program. 84% of the participates stated that the program improved their knowledge, behavior and attitudes towards coaching and initiating transformational change. The second program introduced for the first time a new robotic video capture technology to allow teachers to self observe their instructions as part of their certification process. 100% of the 190 participates reported improvements in subject knowledge, attitude and behaviors towards teaching. The third program introduced effective class room management skills as part of the ECET2 national movement program. This is the District’s third year in bringing this program to St Lucie deepening trust, focus and inspiration to our best teachers. 138 teachers participated, with 91% reporting they strongly agreed it supported their professional development and the program reinforced their position as leaders.

Project Summary: In St. Lucie County it is recognized that teaching quality and school leadership are the most important factors in raising student achievement. For teachers and school and district leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Educators learn to help students learn at the highest levels. Many people may not be aware of their local school system’s methods for improving teaching and student learning. Professional development is the only strategy school systems have to strengthen educators’ performance levels. Professional development is also the only way educators can learn so that they are able to better their performance and raise student achievement.

By utilizing the tools of PD teachers and other staff can better work with the students and learning how to engage and motivate them. This grant supported school based instructional coach training, professional growth training through technology and video reflection, elevating effective teacher and teaching methods and finally a program tips and best practices for elementary grade level teachers.

Outcomes: Teaching Quality 96% of teacher participants showed increased knowledge about teaching in general

How Outcomes were Measured: Outcomes were measure through post-program surveys.

Grades Address: K-12 Private-Sector Investment: $3,000.00

Low-Performing Students: NA State Matching Amount: $3,000.00

Total Students Impacted: 4,300 Total Project Investment: $6,000.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: STEM

Foundation: St. Lucie County Education Foundation

Project Abstract:

The STEM grant is our largest program each year, comprising nine separate school district projects, impacting 2,225 students. Projects included the 29th Annual Science Fair, involving 1,200 students and where 360 students displayed projects, 13 were recognized and two attended the International Fair with one being recognized there. We also funded five projects which enhanced classroom-based programs, impacting 779 students of which 731 (93.8%) reported an increase interest in STEM. We also funded three projects to construct and demonstrate robots, and a submarine, impacting 96 students (94.8%). Each program had a goal to bring the wonder of science to a broader cross section of our student population, welcoming students of excellence and students that were struggling to find inspiring programs.

Project Summary: As students are prepared for the challenges and opportunities they will face as they enter post high school career, the STEM Fair project exposed students to endless resources that connect to future careers. Students in grades 5-12 had the opportunity to benefit from the experience of working on a science or STEM project. Students explored and discovered the unique natural world in which we all live. Although STEM projects are a challenging undertaking, the programs benefited all students, regardless of the academic level at which a student is functioning. STEM Fair projects not only infuse science, technology, engineering, and mathematics, but also integrate English and language arts skills.

STEM education includes every field under the umbrella of Science, Technology, engineering and Math, everything from chemistry to physics, software design to trigonometry. Increasing and continuing STEM not only ensured our competitiveness in the aforementioned fields, but also because these fields are expanding more quickly than any other besides healthcare. By 2018, 1 in 20 global jobs will be STEM-related. U.S. students lag behind their foreign counterparts in STEM education. By providing the funds for resources, students are provided with opportunities to experience STEM education, in addition to increased interest and possibility for students to pursue stem related careers in the future.

Outcomes: STEM Education 43% of student participants showed increased interest in STEM education

How Outcomes were Measured: Outcomes were based on survey of students performed by the specific teacher.

Grades Address: K-12 Private-Sector Investment: $8,096.62

Low-Performing Students: NA State Matching Amount: $7,000.00

Total Students Impacted: 2,225 Total Project Investment: $15,096.62

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: The Arts / History

Foundation: St. Lucie County Education Foundation

Project Abstract:

This grant focused on teacher programs that used art/history to impact 915 low-performing students in the areas of literacy and helping increase graduation rates. The grant was composed of five teacher grants in St. Lucie County. One program was titled "Empty Bowls" impacting 452 high school students, who created ceramic bowls which were sold to the public at a luncheon. Each bowl was filled with soup and then auctioned to a donor. The students developed a business plan and organized the luncheon/auction. 275 of the 452 students (60%) were positively impacted. Another program supported the annual History Day Fair, impacting 259 students while the other three focused on music programs that linked science with rap, provided tutoring to 74 struggling students for the first time, and the last was a district wide program called Music in our Schools, which funded an annual concert focusing on a special project for each student led by an outside noted expert tutor. This program helped low-performing students and 100% were inspired to continue their education.

Project Summary: The St. Lucie County District History Day provided an opportunity to showcase our brilliant young historians and encouraged the discovery of the historical, cultural, and social experiences of the past. The grant provided our students with the opportunity to participate in the state competition as well as financial recognition for their hard work. History Fair projects provide the students with hands-on experiences and presentation opportunities to better able them to inform the present and shape the future. Goals of the project included improving student reading comprehension as measured by Florida Standards Assessment; strengthening the relationship between teacher, student, and society; and increasing student self-efficacy. The St. Lucie County District History Day impacted 20 schools, in grades 6, 8, 10, and 11 sending approximately 400 projects. Projects are presented in five categories: Exhibit, Research Paper, Performance, Documentary, and Website. Students could work individually in all categories or in small groups for Exhibits, Performances, Documentaries, or Websites.

STEAM Rap Battle was a unique event held at the Sunrise Theatre, where students sang and danced to their own rap songs revolving around real scientific concepts. The content of the songs was a key measure of success, where students demonstrated the grasp of scientific principles. The event was judged by civic leaders.

Music in our Schools was a district wide concert series attended by over 600 students, in several schools, and impacting 130 students in each concert, the students were tutored by professional musicians with the goal to inspire them to explore their creativity and encourage them to stay in school and excel. 100 low-performing students were mentored and inspired by professional musicians and decided to stay in school and improve their academic performance. another related program provided tutoring by jazz masters to 74 struggling students.

Empty Bowls" combined art with a business plan to raise funds to help the hungry in our county. Students created the bowls in art class, conceived, developed and promoted a business plan. This developed into a luncheon where soup was served in the bowls and auctioned off.

Outcomes: Literacy 57% of student participants showed increased interest in reading

Low-Performing Students 18% of student participants improved their grade in specific subject area

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Literacy outcomes were measured through surveys of the students.

Low-performing student outcomes were from surveys taken by the teachers pre- and post-program.

Grades Address: 6-12 Private-Sector Investment: $7,893.56

Low-Performing Students: 409 State Matching Amount: $7,635.00

Total Students Impacted: 915 Total Project Investment: $15,528.56

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Preparing Students of Success

Foundation: Sumter Schools Enhancement Foundation

Project Abstract:

Preparing Students for Success offered variety, provided exposure, and new experiences to Sumter County students. From campus tours to three different colleges, to a robotics team at South Sumter High School, students obtained knowledge and participated in new experiences. Exposure is a key element to variety and success in life. Each school year, the Take Stock in Children program aims to introduce students to a variety of education options that exist around the state. These tours enlighten students to the many college options that exist and the various disciplines each college specializes in. Students also learn of the career options that can be achieved from attending a technical school.

Project Summary: The objective of Preparing Students for Success is variety and exposure. Through the provided activities, students experienced just that. Not only did Take Stock in Children Sumter students participate in a variety of workshops and events during the 2016-2017 school year, Sumter AVID students were invited to participate as well. Events include Scholarship Research and Essay Writing Workshop, Computer Literacy Workshop, Career Speed Dating Event, and Robotics Club.

Take Stock in Children seniors who successfully completed the program and graduated high school were provided a laptop to use as they each enroll in college during the fall.

Campus tours allowed students the opportunity to experience various colleges around the State of Florida. Visiting these campuses assists students with their decision making efforts regarding the college and type of college they would like to apply to and ultimately attend. Providing additional options to higher education is important to those students who are not prepared academically to attend a university immediately after high school. 2016-2017 campus tours included Florida South Western State College, Florida Gulf Coast University, and Brewster Technical College.

The students who participated in the Robotics Club at South Sumter High School were very appreciative of the opportunity and look forward to participating in the future. At South Sumter High School, Robotics is more than just a club or a competition, it is an adventure. On this journey the team embarked on a series of endeavors in the fields of engineering and computational sciences, mathematics, physics and so much more. Not only did this program need a multitude of great thinkers it also required a significant amount of affluence from generous donors. With these supplies we had a team. Together they built qualities such as perseverance, dedication, creative thinking and so many other traits that helped students succeed as first year competitors. Through commitment to the program and hard work, they strived for greatness, and that is exactly what they achieved.

Outcomes: Career/Technical Education 22% of student participants showed increased interest in career/technical education

Literacy 100% of student participants improved computer literacy skills

STEM Education 100% of student participants showed increased interest in STEM education 81% of student participants showed increased interest in future robotics club 60% of student participants showed increased interest in pursuing STEM career

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: CTE students completed a pre- and post-test for the campus tour.

Literacy outcomes were measured through a pre- and post-test of the Computer Literacy Workshop.

STEM outcomes were measured through student pre-and post-tests.

Grades Address: 9-12 Private-Sector Investment: $20,812.56

Low-Performing Students: NA State Matching Amount: $20,812.56

Total Students Impacted: 77 Total Project Investment: $41,625.12

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: EdTech for Teachers

Foundation: Suwannee Foundation for Excellence in Education

Project Abstract:

EdTech for Teachers addressed a major need in Suwannee County School District (SCSD) - a lack of the equipment, resources, and educator training in STEM curriculum to prepare our students for an ever expanding, technology-centered job market. To meet this need, Suwannee Education Foundation (SEF) organized two "EdTech for Teachers" workshops to encourage educators to teach robotics and computer coding in the classroom and demonstrate how to find and/or fund the resources needed to do so. We provided hands-on instruction in Ozobots, Lego Robotics, and Spheros (classroom robots that make coding fun and comprehensible to young minds). We trained teachers to use these robots and the web-based coding applications associated with them. We gave each teacher an Ozobot starter kit to take back to their classrooms and walked them through the process of applying for a classroom mini-grant to receive additional robotics supplies.

The outcome of the workshops was measured in brief surveys asking each participant if he/she felt more knowledgeable about STEM curriculum and more prepared to teach it in their classrooms. Participants were guaranteed immediate access to previously absent resources for a robotics lesson because they each took an Ozobot back to their classrooms.

Project Summary: EdTech for Teachers addressed a major need in Suwannee County School District (SCSD) - a lack of the equipment, resources, and educator training in STEM curriculum to prepare our students for an ever expanding, technology-centered job market. To meet this need, Suwannee Education Foundation (SEF) organized two "EdTech for Teachers" workshops to encourage educators to teach robotics and computer coding in the classroom and demonstrate how to find and/or fund the resources needed to do so. We provided hands-on instruction in Ozobots, Lego Robotics, and Spheros (classroom robots that make coding fun and comprehensible to young minds). We trained teachers to use these robots and the web-based coding applications associated with them. We gave each teacher an Ozobot starter kit to take back to their classrooms and walked them through the process of applying for a classroom mini-grant to receive additional robotics supplies.

A total of 20 teachers participated in the workshops and ten teachers utilized our teacher grants program to receive classroom sets of Ozobots due to the workshop or associated marketing initiatives.

A few project highlights: • The framework of this grant was designed in a way that the program can be utilized each year with simple alterations to the technology content and resources offered. We focused on Ozobots this year, but we can update the project each year based on the most popular technology for teachers at that time. In this way, we have created a sustainable program to aid the district in remaining up-to-date for 21st century learning. • Every penny of funds was used for tangible, non-consumable items. All of the training was conducted by in-house staff through a partnership with the SCSD IT department. Because of this we were able to maximize the amount of robotics equipment purchase, allowing for more participants. • EdTech for Teachers not only filled a need of its own in the realm of STEM education, it provided a straight-forward avenue for teachers to participate in our mini-grants program and encouraged nearly 40 teachers to join our payroll donation program to become eligible for mini-grants. The workshop fostered a symbiotic connection across multiple matching grant programs.

Outcomes: STEM Education 100% of student participants showed increased interest in STEM education

Teaching Quality 100% of teacher participants showed increased knowledge about teaching in general 100% of teacher participants showed increased knowledge about teaching in specific subject area 100% of teacher participants showed improved attitude toward teaching

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: All teachers who participated in the workshop reported having added a STEM lesson to their curriculum this year using the Ozobots, which were provided by the workshops. Because all students of these teachers participated in an Ozobot lesson, we can assume that all student participants showed an increased interest in STEM education. There were no specific surveys that addressed which of these students would be pursuing a STEM career or which of these students increased their grades in STEM areas.

Each teacher participant of the workshop was given a brief survey at the end of the workshop asking (1) if he/she was more knowledgeable of STEM education after the workshop, (2) if he/she felt more comfortable teaching STEM education after the workshop, and (3) if he/she intended to add more lessons focused on STEM curriculum after the workshop. All participants answered yes to each of the three questions.

Grades Address: K-12 Private-Sector Investment: $1,300.00

Low-Performing Students: NA State Matching Amount: $1,300.00

Total Students Impacted: 600 Total Project Investment: $2,600.00

2016-17 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:

Suwannee Education Foundation (SEF) identified a need within Suwannee County School District (SCSD) by which many department heads and school administrators inquired about participating in the Mini-Grants for Teachers Program. However, our Mini-Grants for Teachers Program was not the ideal venue for SEF to offer equipment that would impact entire schools because of the higher price of equipment needs and because no single teacher felt responsible for the whole school. Therefore, SEF enacted Mini-Grants for Schools, a program that allows us to offer each of eight district schools the opportunity to apply for $1,000 in funding for non-consumable equipment that impacts student achievement or teacher professional development for the entire school. Only principals and vice principals could apply for this program. The program resulted in six of eight district schools receiving $1,000 or more in funding for such items as a greenhouse and hydroponics center for a school's agricultural science department, a set of Chromebooks for a school Media Center, a large number of headphones for student testing labs, classroom amplification speakers, and much more. Mini-Grants for Schools was considered successful and very useful by our principals and will be recommended for renewal next grant cycle.

Project Summary: Suwannee Education Foundation (SEF) identified a need within Suwannee County School District (SCSD) by which many department heads and school administrators inquired about participating in the Mini-Grants for Teachers Program. However, our Mini-Grants for Teachers Program was not the ideal venue for SEF to offer equipment that would impact entire schools because of the higher price of equipment needs and because no single teacher felt responsible for the whole school. Therefore, SEF enacted Mini-Grants for Schools, a program that allows us to offer each of eight district schools the opportunity to apply for $1,000 in funding for non-consumable equipment that impacts student achievement or teacher professional development for the entire school. Only principals and vice principals could apply for this program. Six of eight schools in our district participated in the Mini-Grants for Schools Program, receiving $1,000 or more for large equipment to be shared by the entire school or a department. The allocation meant for the two schools that did not participate was split after the application deadline amongst the schools that had already participated, in a similar way to how CFEF disperses excess funds.

One high school purchased a greenhouse and hydroponics center for their agricultural science department. Another school purchased a set of Chromebooks for students to test on a check out in their Media Center. Another school purchased Mimio interactive whiteboard systems for five classrooms. One school purchased 41 wireless presenter remotes for all of their teachers to use with PowerPoint. One school purchased 50 MP3 players and headphone sets to be used in testing labs. Another school purchased 71 sets of headphones for their testing lab. Another school purchased speaker systems that amplify teachers' voices around classrooms.

Principals seemed delighted to participate in the Mini-Grants for Schools Program. This was the first year that SEF implemented this program, which was considered successful and very useful by our principals and will be recommended for renewal next grant cycle.

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

Teaching Quality 100% of teacher participants showed improved attitude toward teaching 100% of teacher participants showed changes in behavior in their teaching method 56% of teacher participants showed increased knowledge about teaching in general

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: STEM outcomes were measured through student surveys.

Teaching quality outcomes were based off nine teachers who received major classroom equipment that slightly changed their teaching style as a result of this grant. Five teachers received interactive Mimio whiteboard systems and four others received classroom speaker systems that help students hear and understand them without having to shout all day. All teachers agreed that these items made teaching easier in their classrooms. These outcomes were measured by observation by their principals.

Grades Address: K-12 Private-Sector Investment: $5,100.00

Low-Performing Students: NA State Matching Amount: $5,100.00

Total Students Impacted: 1,200 Total Project Investment: $10,200.00

2016-17 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:

The Suwannee Education Foundation (SEF) used CFEF matching grant funds in an effort to improve student literacy, STEM education, and curriculum effectiveness through the Mini-Grants for Teachers Program, which is designed to fill opportunity gaps in Suwannee County School District’s (SCSD). The Mini-Grants for Teachers Program addresses SCSD's primary concerns: Student academic achievement, technology implementation, and teacher retention and recruitment. Mini-Grants give teachers the opportunity to enrich curriculum with innovative, hands-on materials and real world applications. SEF reviews individual classroom outcomes to measure project success. The SCSD Mini-Grants for Teachers Program has experienced many years of success and is highly utilized by teachers. This year, headphones, Ozobots, and instructional iPads were very popular.

Project Summary: All teachers, guidance counselors, media center specialists and reading coaches in Suwannee County School District (SCSD) can apply for mini-grants to promote the academic achievement of the students they administer to. Preference for mini- grant funding is given to applications with special focus on assisting students who have difficulties performing at grade level and/or mastering skills in math and reading. Mini-Grant applicants propose projects they feel will meet the greatest needs of their students. All mini-grant projects enhance curriculum, improve classroom efficiency or add enrichment and must relate to the District mission, School Improvement Plan or Florida Standards. Applicants request funding for special classroom equipment, STEM activities, and innovative lessons, especially those that promote literacy. There is a tremendous need in SCSD for STEM materials and instructional technology to update all classrooms for 21st century learning and prepare students for a technology-centric job market. The Mini-Grants for Teachers Program is a method SEF uses to fill opportunity gaps and provide the funding needed for teachers to go the extra mile for their students. This year SEF granted mini-grants to 42 classrooms in the amount of $100 to $500 each.

All applicants to the Teacher Mini-Grant Program are required to enroll in our Payroll Donation Program before funding is granted. This year we made a 40% gain in the Payroll Donation Program because so many teachers became interested in receiving mini-grants for their classrooms.

When applying to receive a classroom grant, teachers must answer the following questions: 1. What is the purpose of your project? 2. How will your project be implemented? 3. How many low performing students will be impacted? 4. How does your project relate to the School Improvement Plan or Florida Standards? 5. How will you evaluate your project’s impact? 6. How will budgeted items enhance the project?

The SEF Board reviews and approves grant applications at monthly meetings. The Board does not approve grants for consumable items, and all applicants must agree to report on the outcomes of their mini-grants. All materials and equipment purchased through mini-grants become the property of SCSD and high-priced items such as laptops are tracked through school inventory lists. Durable items such as books, games, software, etc. can be used for several years, therefore increasing student impact.

Outcomes: Literacy 100% of student participants showed increased interest in reading 68% of student participants showed increased interest in writing

STEM Education 100% of student participants showed increased interest in STEM education 62% of student participants showed increased interest in pursuing STEM career 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Most of the grants awarded for the category of literacy were used to purchase classroom books, except for a grant by the SHS English Department that purchased an educator's subscription to the New York Times for exercises in reading, writing and current events. All 739 students showed increased interest in reading and this data was based mostly from observations and increased reading assignments available in these classrooms because of new reading materials. Many students probably increased grades on reading and writing tests, but this was not formally measured.

STEM outcomes were based off some observations and some student surveys. The 449 students who increased interest in STEM careers is based off only those classrooms which received robotics equipment. These were the first robotics sets for each of these classrooms, therefore introducing students to the prospect of a STEM career and stimulating interest. STEM grades were not formally measured in this grant.

Grades Address: K-12 Private-Sector Investment: $11,450.57

Low-Performing Students: NA State Matching Amount: $11,450.57

Total Students Impacted: 2,814 Total Project Investment: $22,901.14

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Taylor County Mini Grants

Foundation: Taylor County Education Foundation

Project Abstract:

The Taylor Education Foundation provided classroom grants to teachers and schools in Taylor County to address the needs of teacher quality in STEM Education. Through a competitive grant process, funding was awarded to teachers in order to provide quality, innovative instruction with a project-based learning delivery model. The projects enhanced student learning and achievement. Matching funds enabled the Taylor County Education Foundation to extend the opportunity to additional teachers and students in the Taylor County School District. These projects were started late in the year, shortening the time students were able to attend, but teachers related that all projects went well and there was an increased interest in STEM subjects that will likely continue in the next school year.

Project Summary: The Taylor Education Foundation's Classroom Mini-Grant Project provided an opportunity for classroom teachers to make a positive impact on the academic achievement of the students in the Taylor County School District. The funding provided innovative instructional opportunities by using a project-based learning delivery model that brought learning to life, engaging students in the learning process, creating higher-level thinking skills. Five individual grants were awarded of $750 each.

First place was awarded to Meeting the Physical, Behavioral and Academic Needs of student with ADHD/Autism. These K-2 students have trouble focusing and staying on task. The materials purchased provided students with alternative ways for sitting at the teacher table for direct instruction; ways to release energy by using a small trampoline, scooter, and yoga; stretch bands to help students organize their bodies and focus the brain. These items created a positive learning environment that supported student success across the curriculum.

Second place was awarded to an Architectural Design Challenge for high school students which provided materials to create a model that represented the structure students designed using Revit Architectural software. The kits that were purchased are based on contemporary building techniques that consist of a series of interconnecting modular components that permit students to design, build, and modify multiple structures.

The third project awarded was called STEM & STEAM. The project designed for 1st graders included kits that created a chain reaction, designed real working vehicles, designed a sand pendulum, included fairy and folk tales problem solving, and giant roller ramps. The lessons involved building a model exposing students to hands on activities to increase interest in one of the STEM or STEAM areas.

The fourth award was called Eating from the Garden. This also involved 1st graders. The local Extension Service assisted in implementing a nutrition and gardening program to highlight plant science skills and the importance of a balanced diet. Students were encouraged to taste new foods, learn how the food we eat relates to plants, and what makes good soil for plants to grow. Collard greens and broccoli were produced, harvested and prepared for the children to enjoy in fall. In the spring they harvested and prepared cabbage, squash and peppers.

The fifth project awarded was Enriching the First Grade Classroom with Technology. Two Apple iPad Minis were purchased, a Griffin Survivor Case, iTunes Card and headphones. The iPads enables students to work in multiple modalities (tactile, visual and auditory), motivating them to practice new concepts and enhance their ability to share their thinking and learning. The application written for this age group includes immediate feedback that motivates either correcting mistakes or moving forward to new challenges.

Outcomes: Career/Technical Education 75% of student participants showed increased interest in career/technical education

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

STEM Education 100% of student participants showed increased interest in pursuing STEM career 75% of student participants showed increased interest in STEM education

How Outcomes were Measured: Outcomes were measured via pre- and post-survey results from students.

Grades Address: K-2; 9-12 Private-Sector Investment: $3,750.00

Low-Performing Students: NA State Matching Amount: $3,750.00

Total Students Impacted: 200 Total Project Investment: $7,500.00

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Volusia SDEF Grants Program 16-17 - Improving Literacy

Foundation: Futures Foundation for Volusia County Schools

Project Abstract:

The SDEF Matching Grants Program allowed FUTURES Foundation to assist students who needed tutoring in Reading, Mathematics, Writing, Science and Literacy. These programs allowed students to explore and demonstrate areas of strength not typically recognized in the traditional classroom setting. The Literacy Projects focused on students struggling with skills in Reading and Writing. The STEM Projects provided students "hands on" learning of materials that actively engaged and boosted comprehension in areas of science, technology, engineering, and mathematics.

Academic achievement improved with tutoring provided by certified district teachers who directly knew the students and curriculum. Investment in individual student’s capabilities increased motivation and boosted confidence, resulting in increased test scores. More than 4,668 students were positively impacted.

Measurable outcomes were based on comparisons between pre/post-test score data/evaluations, surveys, Volusia Literacy Tests (VLT), Volusia Science Test (VST), Volusia Mathematical Tests (VMT), 2017 FSA results, and other curriculum based data assessments. English Language Arts FSA students scoring a Level 3 or above increased from 50% to 52%. With the majority of tutoring falling in the Elementary Level (grade 3-5), it’s no surprise the highest percent increase was 52% to 55% ELA Elementary and 59% to 61% Mathematics Elementary.

Project Summary: Project funds provided tutoring interventions and STEM education to students in grades K-12. The creative, innovative tutoring and STEM programs’ focus was on academic improvement of low-performing students and those not meeting grade level expectations, as well as, providing "hands on" learning in the subject areas of science, technology, engineering, and mathematics. These programs and the positive interactions with the students extend into the classroom where there is increased student engagement, confidence, and comprehension in these subjects.

Starting in September schools in the Volusia County School District were chosen through an application process to receive funding. Projects were selected based on merit, the school’s ability to raise private match funds, and their ability to increase community involvement through their project. Student placement in the tutoring programs was based on standardized achievement data and classroom assessments. Each school selected the most efficient hours for its tutoring program. Certified district teachers were hired for at least two days per week for 30+ minute sessions where groups ranged in size from 1-10 students. Tutors collaborated with classroom teachers to plan and deliver instruction in the specific areas. Seventeen different grants were implemented under this program, ensuring a broad spectrum of impact in Volusia County and providing significant opportunities for enrichment beyond the scope of the traditional district budget.

The FSA results provided in May and June of 2017 showed positive proof of Volusia County’s successful program which directly tied to the programs original goals. Each individual school provided impacts for their grants with data assessments and curriculum based classroom assessments. Overall, each of the schools selected for the grants performed above the district average in different areas of the FSA results. Individual school assessments also reflected increased interest in reading and writing, performing well in school, and pursuing STEM careers. Increased grades/overall grades throughout the individual schools provided further proof that the tutoring sessions increased student confidence. The positive interactions from both the tutors and community participants in STEM education increased these students’ engagement levels as well.

As part of the STEM initiatives, Team 2152 SMASH (“Supernerds Making Advanced Solutions Heuristically”), consisting of students from Spruce Creek, University, and New Smyrna Beach High Schools, purchased machinery whose set-up then involved members of the local manufacturing community. Team SMASH won regional and state robotics competitions for a berth at the international FIRST Robotics Competition in Houston, TX April 19-22.

Expenditures for these projects included staff (for tutoring), classroom materials (books, lesson book curriculum materials, etc.), computer software, computer hardware and other equipment (to support the use of hardware, cables, etc.), and

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes program supplies. These items were implemented for each program to support the academic achievement of all students involved.

Outcomes: Literacy 46% of student participants improved in Volusia Literacy Tests and ELS FSA scores 22% of student participants improved in a standardized reading skills test(s)

Low-Performing Students 40% of student participants improved their grade in specific subject area 21% of student participants improved int ELA and Math FSA scores and Volusia Literacy and Math tests

STEM Education 38% of student participants showed increased interest in STEM education

How Outcomes were Measured: Outcomes were measured in a variety of ways: reading comprehension tests, Florida Standards Assessments (FSA) English Language Arts (ELA) results, monthly data walks, IPG self-assessment tool, academic coach observation, coaching, and modeling, pre- and post-assessment, teacher and student surveys, and other standardized tests.

Grades Address: K-12 Private-Sector Investment: $102,551.99

Low-Performing Students: 759 State Matching Amount: $97,120.21

Total Students Impacted: 4,668 Total Project Investment: $199,672.20

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Classroom Grants

Foundation: Walton Education Foundation

Project Abstract:

The Walton Education Foundation provides classroom grants to teachers and schools in the Walton County School District to address the needs of literacy, achievement of low-performing students, career/technical education, increasing graduation rates, teaching quality, and STEM initiatives. Through a competitive grant process, funding was awarded to teachers providing quality, innovative instruction with a project-based learning delivery model. These projects were implemented to enhance student learning and achievement. Matching funds enable Walton Education Foundation to extend the opportunity to impact the lives of more students in Walton County. One specific classroom grant for $690 impacted 90 students by working with hands-on logic and geometry puzzles instead of using computers and apps for learning which brought the students back to interacting with one another for critical thinking. This resulted in the best end of year STAR Math test results that this teacher had ever had in her 10 years of teaching. Not only that the 90 students increased an average of over three grade levels.

Project Summary: Walton Education Foundation’s Classroom Grant Project focused primarily on providing an opportunity for classroom teachers to make a positive impact on the academic achievement of students in the Walton County School District in the following areas: low performing students, literacy, teaching quality and STEM education.

Walton Education Foundation provided teachers in Walton County with support for innovative instructional opportunities that were quantitative and resulted in improved student achievement through a project-based learning delivery model that truly brought learning to life. The classroom grants gave teachers the ability to actively engage students in the learning process and often addressed the need for students to use higher-level thinking skills. The competitive grant review process was a “blind” process with local business leaders and retired teachers selecting the recipients. Individual grants were awarded at $1,000 and cooperative or partner grants at $1,500. All projects aligned with Florida State Standards and the school’s School Improvement Plan. Teachers submitted applications in September and October and were awarded in November. Mid-term project reports are submitted in January with a final project review due in May. Teachers were required to submit photos of their projects for publicity and documentation of activities.

Outcomes: 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 interest in reading 100% of student participants showed increased interest in writing

Low-Performing Students 82% of student participants improved their grade in specific subject area 82% of student participants improved their overall grade(s) in school 82% of student participants showed increased interest in performing well in school

STEM Education 100% of student participants showed increased interest in 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 71% of teacher participants showed increased knowledge about teaching in general 71% of teacher participants showed increased knowledge about teaching in specific subject area 71% of teacher participants showed improved attitude toward teaching 71% of teacher participants showed changes in behavior in their teaching method 2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Literacy outcomes were measured using STAR Reading Assessments, initial reading diagnostic data, District Music Performance Assessment, student interest surveys, Walton County School District Writes, teacher formative and summative assessments and STAR Early Literacy data.

Low-performing student outcomes were measured through STAR Math Enterprise Assessment, Math Facts Assessment, STAR literacy, District Formative Assessments, and End of Year Benchmarks.

STEM outcomes were measured through teacher assessments, Science DEA, and STAR Math Assessment.

Teaching quality outcomes were measured through the Find It Fund It Florida Impact Report. Five of the seven teachers in this grant category responded. Student performance was measured through STAR Reading and STAR Math, along with classroom assessments.

Grades Address: K-12 Private-Sector Investment: $21,580.18

Low-Performing Students: 281 State Matching Amount: $21,580.18

Total Students Impacted: 3,076 Total Project Investment: $43,160.36

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: Certified and Ready for Work

Foundation: Florida Panhandle Technical College Foundation

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. The project also provides students with opportunities to participate in regional, state and national career and technical competitions and leadership workshops associated with their career interests.

Project Summary: This project involves high school students who are dually-enrollment at Florida Panhandle Technical College in career and technical education programs. High school students can enrolled 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.

Dually-enrolled high school students also have the opportunity to participate in SkillsUSA. SkillsUSA is a national partnership of students, teachers and industry, working together to ensure America has a skilled workforce. SkillsUSA chapters help students who are preparing for careers in technical, skilled and service occupations to excel. SkillsUSA's national organization serves more than 300,000 high school and college students who in CTE programs. SkillsUSA provides quality education experiences for students in leadership, teamwork, citizenship and character development. It builds and reinforces self-confidence, work attitudes and communications skills. It emphasizes total quality at work, high ethical standards, superior work skills, life-long education and pride in the dignity of work. A highlight of the SkillsUSA is the skills competitions. Students are first selected to participate in regional competition, which includes high school students from across the Florida Panhandle. Students who place 1st, 2nd and 3rd are invited to compete at the state level. These leadership and skills competition often require students to travel overnight to attend the events. Finally, if any students place 1st in the state competition, they will move forward to compete at the national level in Louisville, KY. SkillsUSA really gives students an opportunity to step beyond their comfort zone to set and meet individual and career goals..

Outcomes: Career/Technical Education 94% of student participants showed increased interest in career/technical education 90% of student participants made progress toward completing career/technical education certification 33% of student participants completed and passed career/technical education certification

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

How Outcomes were Measured: Sixteen of the 48 students originally enrolled completed their programs and certifications. Some programs have multiple certifications, but some only have one. Twenty-eight of the remaining students are still enrolled in their CTE program. Four students withdrew from their programs. One hundred percent (100%) completed as least one Occupational Completion Point. However, because the high school students attend only 2-3 hours per day in their CTE class, they do not progress as rapidly as full-time students. Those enrolled are averaging a 3.0 or higher grade point average.

Grades Address: 10-12 Private-Sector Investment: $5,407.16

Low-Performing Students: NA State Matching Amount: $5,407.15

Total Students Impacted: 48 Total Project Investment: $10,814.31

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

Project Title: FPTC STEM Club

Foundation: Florida Panhandle Technical College Foundation

Project Abstract:

This year the FPTC STEM Club expanded grade levels served as well as our programs and activities. Our participants experienced exciting STEM opportunities in electronics, robotics, rocketry, drones, 3-D design, and engineering. Dedicated volunteers provided students with engaging, hands-on experiences, helping them master STEM concepts through innovative projects and competitions. STEM competitions included Team America Rocketry Challenge (TARC), and SEA Perch. Students learned to analyze and solve problems utilizing engineering design processes, which helped them enhance applied math and design skills. This program supported the development of critical life skills such as communication, teamwork, leadership and project management. FPTC Summer STEM Camp, serving 40 students (4th-8th grade), was devoted to designing, building, and launching three different rocket types. The FPTC and Washington County Sheriffs Office provided high school students with the opportunity to learn how drones are used in law enforcement and hands-on experience flying drones.

FPTC STEM Project partners include: Naval Surface Warfare engineer, Gulf Coast State College, FSU-PC STEM Institute, Embry-Riddle Aeronautical University, the National Naval Responsibility for Naval Engineering Program, the National Energy Education Development Project (NEED), Gulf Power, West Florida Electric Co-Op, the Washington County Sheriff's Office, and several local businesses and volunteers.

Project Summary: The Florida Panhandle Technical College hosts the FPTC STEM Club, an after-school STEM initiative. Our very dedicated FPTC “instructor volunteers” and community volunteers provided students in grades 5 - 12 with engaging, hands-on experiences to aid them in mastering concepts in learning science, technology, engineering, and math through innovative projects and competitions. Students learned to analyze and solve problems utilizing the engineering design processes, which helps them develop stronger applied math, engineering, science and and design skills. This program also helped students acquire critical life skills such as communication, teamwork, leadership and project management.

FPTC STEM Club is dedicated to promoting the enjoyment of and keen interest in STEM; preparing students for qualifying flights in an effort to earn a bid to the National Team America Rocketry Challenge Competition and the regional SeaPerch working to get a bid to the state competition; and supporting Roulhac Middle School's STEM Club with LEGO Mindstorm robotics programs. The Middle Schools STEM students were also invited to practice for SEA Perch with our FPTC team. Chipley Fire Department set up its drop tank on the FPTC Campus for our practices.

FPTC STEM Club continues to provide students with exciting opportunities in electronics, robotics, rocketry, energy, and engineering. Serving students in 4th -12th grades, under the tutelage of John Hansel, retired Naval Surface Warfare Engineer, our Team America Rocketry Challenge (TARC) members designed, built a prototype of their design, and worked with the FPTC Drafting Department to have their rockets constructed on 3-D printers. They traveled to the Southeast Alabama Rocketry Society's(SEARS) launch site in Samson, Alabama on six SEARS Flight Days. They launched rockets that met the specifications of the attached TARC 2017 Rules. 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 STEM careers. Sponsored by the Aerospace Industries Association (AIA) and the National Association of Rocketry (NAR), each year, TARC rules and scoring parameters challenge the students' ingenuity and encourage a fresh approach to rocket design.

Through our partnership with FSU STEM Institute Liaison Ginger Littleton, Gulf Coast State College, NAVSEA, Embry Riddle, and Sea Perch, FPTC STEM Project Coordinator again received Sea Perch teacher training for this year’s challenge. The FPTC SEAPerch underwater robotics program implemented during the 2016-2017 school year taught our STEM members to build an underwater remotely operated vehicle (ROV). Research has shown that students learn by “doing” and the SeaPerch curriculum has been designed to enable teachers to teach many of the concepts required for academic success at school and bright futures in the workforce using a fun, hands-on activity. Some of the concepts the students will learn during the build include: ship and submarine design; buoyancy/displacement; propulsion; soldering/tool safety and usage; vectors;

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes electricity/circuits and switches; ergonomics; waterproofing; depth measurement; biological sampling; attenuation of light; basic physics of motion, and career possibilities.

After the SeaPerch robot was constructed, students tested their vehicles, deployed them on missions, and competed in a regional competition hosted by Gulf Coast State College on March 10, 2017. SeaPerch Challenges foster goal setting, and teamwork, while rewarding good sportsmanship, spirit, and presentation skills, as well as mastery of the concepts. The SeaPerch Program is run by the Office of Naval Research through its National Naval Responsibility for Naval Engineering (NNRNE) program. The program supports today's sophisticated Navy and Marine Corps ships, aircraft, weapon systems and computer systems. The Navy is continuously looking for engineers, scientists, IT and cyber specialists, as well as other support professionals to help keep our Navy #1 in the world. FPTC, along with our partners, the FSU STEM Institute, Embry- Riddle Aeronautical University and the Naval Surface Warfare Center (Panama City) can help our students learn about exciting STEM career opportunities through the SeaPerch curriculum.

Our FPTC STEMsational Summer Rocketry Camp was a tremendous success! We served 40 students in grades 5-8. For most campers, it was their first experience at a STEM event, and campers are begging for more! The STEM challenge is to increase enthusiasm for these vital fields of education, and FPTC STEM Project is doing just that through innovative, hands- on, and engaging activities and curriculum that increase awareness that STEM fields are closely related and build on each other. We remain committed to exposing students to STEM and giving them opportunities to explore STEM-related concepts, and to inspire them to develop a passion for it and hopefully pursue a job in a STEM field.

Washington County Sheriff's Office Youth Summer Camp student had the opportunity to practice flying drones during their camp session. They were able to use the Mambos which allowed them the ability to understand how to fly and use the drone. This allowed the explorers to develop the ability to control the drone and fly through and around obstacles. Students practiced firing the “airsoft cannon” as well as doing flips and understand the art of landing on a flat surface. Students also faced obstacles of flying the drone under a table and around other stationary and non-stationary obstacles. These drones were perfect starter drones and helped the students understand how to use the drone during situations such as crime scene reconstructions, search and rescue and traffic stops. Students were able to understand where a birds eye view could be essential to law enforcement. Student were also able to use the larger parrot drone and other drones with fixed cameras, during traffic stops which allowed the students a different angle of vehicle positioning and approach. These drones both large and small were a huge asset to the academy and allowed the students to become familiar with the various uses in the public safety realm. The mambo drones allowed students to understand flying concepts and prepared them to fly larger drones with a heavier payload.

Outcomes: STEM Education 86% of student participants showed increased interest in STEM education 78% of student participants showed increased interest in pursuing STEM career

How Outcomes were Measured: FPTC Summer STEM campers took pre- and post-surveys.

Grades Address: K-12 Private-Sector Investment: $4,388.46

Low-Performing Students: NA State Matching Amount: $4,370.85

Total Students Impacted: 122 Total Project Investment: $8,759.31

2016-17 SDEF Matching Grant Program Year-End Report Individual Grant Outcomes

On behalf of Florida’s local education foundations, the Consortium of Florida Education Foundations thanks you for your commitment to advancing student achievement in Florida by increasing private-sector investment and involvement in our classrooms with the incentive of this $1 for $1 match for locally developed, innovative initiatives!

Mary Chance, President [email protected]

Tracy Burger, Director of Programs [email protected]

Consortium of Florida Education Foundations P.O. Box 358719 GGainesville, FL 32635-8719 (352) 338-0250