Running Header: GRANT PROPOSAL FOR WIFI

Grant Proposal for WiFi

Signature Assignment
Morgan Matsen
Charles Anthony
Arizona State University

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School Environment Narrative
Mesa Public Schools is a fantastic district that services a deeply impoverished area, with
over 50% of the students eligible for free and reduced lunches. Around 12,000 of the 80,000 of
the students are classified as English Language Learners. There are 87 schools in the district, 13
being middle schools. Around half of the students are Caucasian, 30% are Hispanic and 5%
African American, the other 15% are comprised of Asian, Native American, and other ethnicities.
Summit Academy is part of Mesa Public Schools, a K-8 school with a separate campus
for the 7th and 8th graders. This grant is focused on the middle school campus. Our school is an IB
program academy with focus on smaller grade levels and high standards. It is a very diverse
school, with 48% Caucasian, 28% Hispanic and 19% African American. Around 85% of our
students are eligible for free lunch and breakfast. Our test scores are among the highest in the
district, passing the AZ Merit test last year in all subjects with flying colors. Our Math results
were Exceeds Expectations and in Science we met expectations, while in Reading we also met
expectations.
Our school is running on the IB, or International Baccalaureate, program. This means that
the teachers come from a group of international educators whose aim is to awaken the natural
intelligence of all students to recognize the relationships between the subjects they study in
school and the world in which they live, and to foster a better understanding and respect for
people of other cultures. This really brings the expectations up for the students. Because this is
not a wealthy school, the high standards for academics make a big difference in the lives of the
students. The school has a more prestigious feeling and the students rise to the occasion.
This is a smaller school, but there are only three Math teachers for both grades combined.
Class periods are 59 minutes and there are 6 periods in the day, starting at 9:03 and ending at

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3:50. I have five class periods, three for 8th graders and two for 7th graders. Most of the
curriculum comes from a Common Core textbook, as well as the textbooks online quizzes.
Students use laptops at least twice a week to pass these quizzes and complete benchmark
assignments. We have at least 2 English Language Learners in each classroom which brings its
own challenges, but because Math is the universal language the students are always aware of
what is going on.
Our school has technology standards that require us to use the laptops every week and to
use the online versions of the textbook and quizzes, allowing students to work on their classwork
at home. Our school has a wide variety of technology for us to use including:

Computers On Wheels (COWS) available with half the amount of computers as

students. These are shared within departments, so because there are 3 Math
teachers we have access to it about once or twice a week. These laptops are

limited in functionality, mostly just for the internet.

Document Cameras with Projectors for each classroom. This is the most helpful
tool for Math teachers because we are able to write out problems and show our

work while students are then able to write on the whiteboard over our work.
A computer lab equipped with 30 computers that have access to Microsoft Office

and other programs needed for student work.

Wi-Fi that is very spotty and can only take so many computers at once. When the
whole class is on the internet it is impossible for all of them to have access.

The Wi-Fi at our school is unacceptable. We have the laptops that we need to allow our
students to work online and be a part of the world community, but as they do so they are unable
to predict if they will be able to do their work that day. We are required by the district and other
standards to use technology and online courses, but every time we use the laptops and internet in

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the classroom, at least a fourth of the students never even able to get on to their website. This
really is a hindrance and an annoyance for the students. With a new Wi-Fi system our students
would be able to continue their learning at home and extend their knowledge because they arent
waiting for things to load. As a teacher who enjoys using technology, I know that the students
would be more excited about the content and able to do a lot more in the school day.
Introduction
Many students complain about math, asking When will I ever use this? It is
disheartening that such large portions of our young people do not feel that it is worthwhile to
learn the fundamentals of mathematics. It is the duty of a teacher to not only present the material
and curriculum but to help students know how, when, and where they can apply their knowledge.
This project will help students do just that.
In this project students will plan and design a recreational park for their community and
present their plan to city officials. They will research actual locations for the park to be built and
use real measurements and statistics to draw up a blueprint. They will plan and design using a
project based learning format and be able to choose their own method of presenting their
proposal, whether it be a 3D model, a computer generated blueprint, or a hard copy. This project
will not only impact 154 7th and 8th graders, but potentially could help the entire community.

Applicant Bio
Kim McDonald has been teaching for 14 years, 6 at Summit Academy. She earned her
bachelors degree in Elementary Education at Grand Canyon University and has earned several
certificates in teaching. She home schooled both of her children and worked in a community of

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home schooling families, teaching other children as well. Kim is a fantastic teacher who truly
wants each of her students to succeed, not just in math and education but every other aspect of
their life as well.
Project Narrative
The Project is to design a youth recreation park in a currently unused space. The students
will design the park and scale a model, all while using mathematical organizational skills and
knowledge of geometry to guide their model. I am asking that the school has better WiFi for the
students to use.
Need For the Project
At Summit Academy there are many IB students who have access to many resources.
However, the rest of the students have very low test grades and struggle in school. About 60% of
the non-IB students in the 8th grade didnt pass the multiplication facts test. It is important for
these students to be able to use the internet to access mathematics. By researching and working
on a project, math can become more real and applicable to them. As they understand the need for
math in their lives I can help them realize that math is important and a knowledge of
mathematical principles will greatly benefit them no matter what they do with their lives. As a
math teacher I can help them learn how to use the internet coupled with math to better their lives
and their community.

Project Impact
This project will greatly impact the students and the community. 154 students will be
participating in the project based learning by researching their communities possible properties,
visiting the properties and designing a park with their group, and at school developing their

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design. Mathematical principles taught in Elementary School will be revisited and linked to the
content they are learning now, specifically scale and geometry. Students will be able to propose a
plausible use of community funds and resources and learn how to use what we learn in school to
make a difference for their friends and family.
Learning Goals and Outcomes
The essential question of this project will be How can mathematics be used to design a
community project? Specifically students will work on making charts to organize information,
use scale to make a model, and their knowledge of geometry to make their design work. Students
will use the internet to research specific areas and find sizes and dimensions of different possible
parts of the park to fit in what they can. The final product will be a presentation of their design,
which could be done in multiple ways. Students could use a PowerPoint, a physical model, a 3D
illustration, a video, or any other way of displaying a possible park. Students will be free to be
creative, innovative, and to work together to make something amazing that they could possibly
use.
Standards covered include:
Common Core
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations
8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to
solve real-world and mathematical problems
ISTE Standards
1. Empowered Learner
a. Articulate and set personal learning goals, develop strategies leveraging technology to achieve
them and reflect on the learning process itself to improve learning outcomes.

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4. Innovative Designer
a. Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
b. Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.
5. Computational Thinker
b. Students collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision-making.
Activities
Students will engage in the following activities:

Find a plot of land to build their center on

Consider the cost of the land

Decide what to include in the rec center

Evaluate the cost of their rough plan

Master how to find area and volume

Apply these concepts to their specific plot of land and to each component of their center

Make a rough sketch of their final project with proportions

Make sure the math works for their congruent pieces

Finish the final design of their rec center.

Check that their math works and the numbers in the design match the real life dimensions.

Create a way to display their proposal (essay, model, etc.)

Label each length, width, etc. mathematically

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Assessment
Students will be assessed three times throughout their project for a total of 100 points.
They will first be assessed on their initial research. The assessment for this will be mostly for
participation points to ensure the students are actually getting the information they need in a
timely manner. They will be expected to have their location picked out with reasons, as well as a
list of the attractions to be included in the recreation center, this will be 15 points. Next students
will be assessed on the geometry and mathematics behind their final project. Points will be
awarded based on the correct area, volume, and budget for their recreational field. This portion
will be worth 50 points, the largest chunk of their grade. This will be assessed a few days before
presentations are given when students are finalizing their presentations. The final assessment will
be on the presentation that students give. They are able to choose the way they present their
proposal, whether that be a PowerPoint, a diorama, a 3D model or some other format. Regardless
of format students will give a 5 to 10 minute presentation to their class on their project. The final
35 points will be awarded based on how clean and neat the project looks as well as how well the
student presents to their class.
Technology Support
Mesa Public Schools has a District Chief Information Officer, David Sanders, who is
ready and willing to be a liaison for Summit Academy in maintaining good technology, including
WiFi, as well as directing those who would assist in the initial process of receiving it.

Sustaining the Project After the Proposal Period

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This project will be continued after this first year and adapted as needs in the Mesa area
are found. As students persistently propose positive additions to the community, whether it be a
rec center or a new community pool, the community will start listening and implementing these
ideas. Investment in this project will not only help students work towards a hypothetical, but
eventually could help them work towards an actual result in their own community.
Innovation
The innovative aspect of this project comes from its direct service to the community and
the application of mathematics. Students will be able to find purpose in their education and serve
their own community. They will learn about the importance of mathematics in their daily lives
and find ways to use it in order to help their friends and family.
As this project continues through the years, it can be expected that the leadership of Mesa
will become aware and hope to use the innovation of these students to better the community.
Budget Table and Narrative
Item and Quantity
(1) Year Long Wireless

Individual Item Cost

$13,000

Item Cost
$13,000

Network
(6) Wireless Router

$249

$1,494
Total Cost = $14,494

For just under $15,000 our school will be able to have high speed internet across the entire
campus that will allow access to every single student, teacher, and administrator at the same
time. We will also be able to have a router in each hallway to ensure Internet is reaching every
part of campus. This will give complete access at all times for a full year, and the routers will last
much longer.

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Inquiry Based Lesson Plan
Teachers: Ms. Matsen

Subject: Mathematics (Geometry)

Standard:

8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations

8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world
and mathematical problems

Objective (Explicit):

Students will present a proposal for a recreational park, including a scaled design with geometrical properties.

Evidence of Mastery (Measurable):

Students will display their proposal in their own way, options include an essay, a graphic, a 3D model, a computer
generated model, etc. The proposal must include research into a specific plot of land as well as correct
mathematical properties for each part of the design.

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT find area and volume given dimensions

SWBAT solve for different sized geometric objects
SWBAT create a design including regular polygons
SWBAT generate different ways to fit several shapes into one area

Key vocabulary:
Congruent, Area, Volume, Regular Polygon, Design

Materials/Technology Resources to be used:

Computer, Internet, 3D animation (possibly)

Engage (Make content and learning relevant to real life and connect to student interest)
In this portion the situation of having extra funds for a recreation center will be presented. Students will be
able to consider what they would want put in their own recreation center and consider what is in many rec
centers now. We will discuss the challenges that would come in mathematically (i.e. having enough space,
making things the same size, ensuring that the budget is not exceeding)
Teacher Will:

Explore

Give a budget
Provide resources to find a useable plot of
land
Help students make a rough design of what
will go in to their center

Student Will:

Find a plot of land to build their center on

Consider the cost of the land
Decide what to include in the rec center
Evaluate the cost of their rough plan

Explain

Co-Teaching Strategy/Differentiation
Because this portion is mostly a creative aspect, those students who struggle with having initiative
could be given a specific plot of land and only have to research the costs. Or they could research a
plot of land in a group and individually plan the center.
Teacher Will:

Ensure the students understand the concepts

of area and volume
Help the students know how to discover
how much space they have to work with

Student Will:

Master how to find area and volume

Apply these concepts to their specific plot
of land and to each component of their
center

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Give examples of a completed project and

display

Make a rough sketch of their final project

with proportions
Make sure the math works for their
congruent pieces

Co-Teaching Strategy/Differentiation
Students may be given a cheat sheet that explains area and volume, as well as congruency.
Students may also be helped more by a teacher or aide to check that their math is correct.
Teacher Will:

Elaborate

Ensure students can successfully create with

their chosen platform (3D modeling, a
physical model, etc.)
Check students math before they finalize the
project
Lead a class discussion on specific plots of
land and the math done behind them

Student Will:

Finish the final design of their rec center.

Check that their math works and the
numbers in the design match the real life
dimensions.
Create a way to display their proposal
(essay, model, etc.)
Label each length, width, etc.
mathematically

Co-Teaching Strategy/Differentiation
By letting students choose how to display their proposal we are already employing differentiation.
But to further this, students may work together some days in class (though it will still be an
individual assignment). Students may also opt to have their plot of land discussed in class to
double check their math.
Evaluate
Students will be evaluated based on their proposal. Largely, their evaluation will be based on their
mathematics and if it was correct. But 15% or so will be based on the appearance of their proposal and how
well their point was made.

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Works Cited
Networks, S. E. (n.d.). How Much Does a School Wireless Network Cost vs. a Wired Network?
Retrieved December 02, 2016, from http://www.securedgenetworks.com/blog/How-Much-Doesa-School-Wireless-Network-Cost-vs-a-Wired-Network

Student Demographics Mesa Public Schools City of Mesa Open Data Portal. (n.d.). Retrieved
December 02, 2016, from http://open.mesaaz.gov/datasets/164814/student-demographics-mesapublic-schools/