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Tori Chanda
Ashley Clark
Grant Funding Paper
ET 680

Description of Needs
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The main focus of this grant funding initiative is to identify funding opportunities for

various areas of need. First, one-to-one chromebooks would be a great asset to our students. With

the aid of grant awards, students and teachers can capitalize on Project Based Learning initiatives

as well as enrichment and remedial opportunities for students. Secondly, Professional

Development for teachers is a high stake need among the staff at Baltimore Collegiate School for

Boys and Guilford Elementary School. Training for the teaching staff in PBL, Dreambox,

Google Classroom, as well as the Chromebook specifically and its functions, teachers can

successfully implement innovative ways to not only engage their students but raise their level of

achievement. Lastly, a Dreambox subscription to enhance learning and engaging students is a

dire need. With this supplement in the Mathematics classroom, teachers can use the

Chromebooks for differentiated instruction, as well as having immediate access to remedial and

enrichment resources through Dreambox, while allowing the teacher to actively track their

students progress.

McCarthey Dressman Education Foundation Grant

The McCarthey Dressman Education Foundation strives to help teachers alleviate the

budget crisis they face when wanting to implement and increase achievement among their

students. With an ever decreasing budget for teachers, the McCarthey Dressman Education

Foundation, comprising of professors Sarah McCarthey and Mark Dressman from the

University of Illinois Champagne, awards grants and scholarships to educators who wish to

drastically change student’s enrichment.

The McCarthey Dressman Education Foundation Grant allots several grants annually,

with up to $10,000 per year per grant and up to $30,000 over three years per grant. The
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applications for grants open in early January and close in mid April, allowing 350 applications to

be submitted before the window closes. The McCarthey Dressman Education Foundation states

the following for their Enrichment Grants application: Applicants are employed by schools or

non-profit organizations (e.g. community centers, museums, etc.), have the background and

experience to complete the project successfully, have direct and regular contact with students in

grades pre-k to 12, work with students from low-income households, and are willing to work in

collaboration with the Foundation. As far as spending is concerned, the Foundation sanctions

that their Enrichment Grant should be considered if: “applicants have a unique idea for a project

that will supplement regular classroom curriculum or after-school activity, the applicants

students have ideas for enrichment activities or a need for strengthening their academic

experiences, or if the applicants has facilities, expertise and community endorsement, but need

additional resources for materials, time and transportation.” There are no concrete spending

restrictions, so the award allotment is left up to the Foundation on basis of need per each grant

application.

The overarching mission of the McCarthey Dressman Education Foundation is to help

teachers provide enrichment on all levels for their students. We are in high favor for Baltimore

Collegiate School for Boys and Guilford Elementary School to apply for this Enrichment Grant.

More often times than not, students come to our schools severely behind by at least two grade

levels in Reading and Mathematics. Teachers spend a vast majority of their instruction focusing

on those students, due to the fact that they make up the majority of the population. There are a

small percentage of students that are achieving at grade level proficiency if not above grade

level, and those students are more difficult to push higher and to see more growth from than

under performing students. With that in mind, this grant funding opportunity could be used to set
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up a Project Based Learning or PBL Chromebook program for higher performing students.

Based off of what I have seen in the classroom and off of i-Ready benchmarking assessments

used in Baltimore City, it has become increasingly difficult to give the higher level students

specialized instruction that will push them towards thinking more critically and engaging in more

rigorous work. With the Foundation grant, a class set of Chromebooks could be purchased for

teachers to check out specifically for higher level differentiation. With the addition of PBL built

in to students class time, they can take what they are learning in class to a whole new level by

applying research and collaboration through online presentations. The main concern with

applying for this grant would be the exposure to Chromebooks that the other students would not

necessarily receive. The more students are exposed to technology, the greater their understanding

and skills increase.

The cost of the equipment to be used for this enrichment through Chromebooks, would

be 50 Chromebooks at $140 each, totaling $7,000. With the money left over, the schools would

be able to purchase two carts to house all of the Chromebooks, totaling $1,000. The remaining

$1,000 could go towards PBL professional development for the teachers, or Academically and

Intellectually Gifted (AIG) professional development.

There are several resources given by the McCarthey Dressman Education Foundation to

help make applications grant applications successful. Dating back to 2009, they give a

comprehensive list of applications that received funding, for each of their Academic and

Enrichment Grant winners as well as their Teacher Development winners. This allows applicants

to see the caliber of applications that they receive and what kind of opportunities are available

for funding in the future. They also provide a frequently asked questions PDF that guide
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applicants through the application timeline and process. As someone who would be a first time

applicant, I appreciate the organization and resources that this foundation provides.

Braitmayer Foundation

The Braitmayer Foundation was started by a generous donation by Marian S. Braitmayer

in Marion, Massachusetts. The goal of the foundation is to help educators “ utilize innovative

practices in K-12 education throughout the United States.” In particular, facets of education that

are of high interest include: curricular and school reform initiatives and Preparation of and

professional development opportunities for teachers, particularly those which encourage people

of high ability and diverse background to enter and remain in K-12 teaching.

The Braitmayer Foundation runs on a strict application schedule and timeline. The entire

process takes about a year, from initial letter of inquiry, February 1st to March 15th, Site Visits

(if selected): October – January, and notification to applicants requesting the $35,000 grant:

March 15th the following year. Overall, the process is lengthy, yet worth the time for the grant

money allocated. Upon review, there are no true eligibility requirements or spending restrictions,

simply “guidelines” the foundation sets forth for the applicants to consider before applying. “The

Foundation is pleased to have its grants used anywhere in the United States as seed money,

challenge grants, or to match other grants to the recipient organizations. “The Foundation does

not make grants to individuals, multi year grants, nor grants for general operating, endowment

purposes or building programs. Unless a small percentage of the total amount requested,

normally the Foundation does not make grants for child care, pre-kindergarten, or after school

programs nor for equipment including hardware, software, and books.”

With that in mind, we are in favor of Baltimore Collegiate School for Boys and Guilford

Elementary School applying for this grant. The Braitmayer Foundation grant allotment could go
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towards professional development for teachers on the Google Classroom platform,

implementation of Chromebooks in the classroom to aid in differentiation, as well as subject-area

designed Project Based Learning initiatives. Unlike the McCarthey Dressman Education

Foundation grant, more students can be targeted and enriched through this PBL system,

regardless of their academic standing. Each student should be exposed to hands on research and

collaborate with peers through the implementation of this PBL with the help of Chromebooks.

The need for teacher professional development is an evident piece of applying for this grant.

Training teachers on the Chromebooks and their basic uses can directly enhance instruction in

the classroom. By having teachers trained on Google Classroom, Google Docs, Forms, and

Sheets, they can scaffold instruction to their students to set up for a more collaborative and

effective PBL experience. Training by academic subject will allow teachers to have resources

specifically geared toward what they teach and how the addition of Chromebooks and Project

Based Learning can aid them in their instruction.

The breakdown of cost to implement this program would be as follows: The cost of the

equipment to be used for this PBL through Chromebooks, would be 50 Chromebooks at $140

each, totaling $7,000. With the money left over, the schools would be able to purchase two carts

to house all of the Chromebooks, totaling $1,000. The remaining $27,00 would go towards PBL

professional development for the teachers. This phase of the grant is fundamental in helping

students achieve through innovative thinking, there are several options for professional

development for the teachers that each school can consider. During my first year teaching at a

brand new Charter School in Wilson, North Carolina, I had the pleasure of working with Dr.

Randall Sampson. He assisted our staff in becoming acclimated to the one-to-one Chromebook

program we were establishing, and with his help, we were able to successfully implement Project
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Based Learning and Blended Learning into our curriculum. He would be a great asset to both

schools. Secondly, The Buck Institute for Education’s primary focus is PBL. They would come

and do an intensive three day professional development on how to design, assess, and manage

projects that engage and motivate students. With PBL being the backbone foundation of applying

for this grant, this institute would be of great help to the teaching staff at both schools when

wanting to implement Project Based Learning in their classrooms with the aid of Chromebooks.

Overall, the Braitmayer Foundation website did not go into as much full detail about their

grant opportunity as the McCarthey Dressman Education Foundation did. Coupled with the

timeline of the grant application process, I would consider the lack of detail and resources the

foundations only fault. The most promising piece of information on their website is the

Recipients page, where they list past recipients and a brief overview of what their funded project

was all about. As someone who has never applied for a grant before, I would enlist a staff

member who has experience in grant writing to ensure that the application process runs

smoothly.

Lowe’s ToolBox for Education Grant

Lowes has supported communities around the country for over 65 years. After 11 years

of helping build better schools, the Lowe’s Charitable and Educational Foundation (LCEF) has

donated $49 million to more than 11,000 schools in the country. Lowe’s Small Toolbox for

Education grant program is funded by LCEF. For the 2016-2017 grant cycle, Lowe’s is looking

to provide tools to help educators through educational challenges. Projects should be based

around technology upgrades, tools for STEM programs, and renovations.

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The Lowe’s Small Toolbox for Education Fall 2017 grant will open on August 7, 2017.

Any individual public/charter k-12 school is eligible to apply. Pre-schools are not eligible.

Schools must be registered in the Lowe’s database to apply and cannot complete an application

for the grant if the school is not registered. If the school is not registered, it can be added, but it

will take up to 24 hours to process. In order to apply, the grant amount must be between $2,000

and $5,000. The project that is being funded must be completed within one year of when the

grant is received. Projects that build a strong community and involve collaboration between

teachers, students and parents are highly recommended.

A successful application includes details about the group applying and the proposed

project. It is important to use the Pre-application Checklist to prepare for the online application.

Applicants must identify percentage amounts for the ethnicity of the school’s students and

percentage of subsidized lunches. The project budget, grant amount, raised budget and detailed

budget figures are needed to complete the application. 100 words will be allotted to describe the

schedule for the project funding date through to completion. The detailed description of the

project must be written in 3,000 characters or less. The school must be able to answer two main

questions: What is the mission of your project? What will this project mean for your school?

Schools will need to include a detailed description of the volunteers needed. Applications will be

active for 25 minutes and then will automatically be submitted and close. Any applications that

contain missing information will be disqualified. The grant application will close on September

29, 2017 or when 1,500 applications are received.

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National Council of Teachers of Mathematics Grant: Enhancing Student Mathematics

Learning through the Use of Tools and Technology Grants (Pre-K-12)

Isabelle P. Rucker, a former teacher and supervisor of mathematics, supports learning and

professional development of mathematics teachers. She awards grants to teachers at the

elementary, middle and high school level, who are committed to the profession. Together, the

Isabelle P. Rucker Fund and National Council of Teachers and Mathematics (NCTM), award two

grants each school year. The purpose of the grant is to encourage the use of technology in the

mathematics classroom. A mathematics program that integrates technology helps students learn,

make sense, reason mathematically and communicate their thinking. Using technology

appropriately can promote student learning and enhance critical thinking skills.

The 2017-2018 NCTM grant will fund a maximum of $3,000 to people who are currently

teaching mathematics in grades Pre-K-12. The money may be used toward materials such as

books, calculators, tablets, computers, or other technology related equipment. The focus is on

using the tools and technology innovatively in the mathematics classroom. Proposals must

include a plan that evaluates the chosen material and impact on student learning.

All proposals must be submitted by May 05, 2017. Applicants must be current NCTM

members or teach at a school with an NCTM membership. Applicants must also be teaching

mathematics at least 50% of the school day. All activities must be completed between June 1,

2017 and May 31, 2018. Past recipients may not reapply for this grant. This grant is awarded to

an individual teacher and must be reported to the Internal Revenue Service. Form 1099 will be
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sent to the recipient at the end of the calendar year and the award is subject to federal income

taxes.

Teachers who are interested in the grant should send a proposal to Mathematics

Education Trust at NCTM, 1906 Association Drive, Reston, VA 20191-1502 no later than May

5, 2017. Five copies of the proposal should be included in the packet. To be eligible a cover form

must be submitted with the applicants NCTM number. The proposal must be typed and single

sided. Margins should be at least one inch with font size no smaller that ten-point. Applicants

who do not sign their name will automatically be disqualified. Proposals will be rated and

determined based off of a scoring rubric.

In the proposal, applicants must describe how the plan will help teachers and students in

mathematics at their school. They must explain the anticipated impact on students learning as

well as a plan for assessing student learning. The proposal must include an itemized budget

outlined in line-item table format. The grant requires applicants to submit a one page maximum

document regarding background and experience. The document should include formal education

and teaching experience related to the grant proposal. The principal must also write a one page

letter of support on official school stationery. If the applicant is awarded the grant, he/she must

submit a brief report and itemized report of expenses. Two-thirds of the budget will be paid at

the start of the project. The remainder will be paid once the final report and verified expenses are

submitted.
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As the world becomes more technology driven, teaching and learning becomes more

technology driven. As teachers, we need to find ways to motivate and engage students during

instruction. Working at high needs schools, Guilford Elementary School and Baltimore

Collegiate School for Boys constantly look for ways to promote student learning and enhance

critical thinking skills. Both schools would benefit greatly from applying for this grant. The grant

money would go towards the purchase of individual Dreambox accounts for students.

Dreambox is an online interactive math tool that can and should be used daily during

Math instruction. “DreamBox leverages continuous formative assessment that enables changes in

difficulty, scaffolding, and provides in-the-moment feedback within and between lessons”

(Dreambox Learning, 2017). Students are able to connect what they are completing online to the

concepts being discussed in class. The benefit of using Dreambox is that teachers are able to

track all students’ progress. They can view which lessons the students are playing, which

standards they are mastering, and whether they are being productive or not. One feature on

Dreambox, The Classroom Usage Report, allows teachers to see the whole class ranking, as well

as compare individuals in the class. You are able to view the numbers of sessions that have been

completed, the time spent on task, the number of lessons completed, and the number of units

completed. Analyzing student data will allow teachers to recognize the successes and needs of

the students. As teachers we will be able to see the standards students are struggling with and use

the information to prepare for differentiation during instruction. Dreambox will be a successful
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tool to use in the classroom and will help drive instruction. Using the grant money for individual

student accounts will help instill a lifelong passion for learning in the students at our school.

National Council of Teachers of Mathematics Grant: School In-Service Training

Clarence Olander was passionate about teachers having the necessary tools to positively

impact students in the classroom. He was extremely committed to improving classroom

curriculum through professional development. After passing away at the age of 60, his

endowment financially supports in-service training programs. Together, the Clarence Olander

Fund and National Council of Teachers of Mathematics (NCTM), award one grant every year to

provide financial assistance for in-service education in elementary school mathematics. The

mission behind the grant is to inspire teachers, engage students and build the future. The grant

provides teachers with the opportunity to attend mathematical professional developments where

they will take away different strategies, tools and resources to incorporate in their instruction.

With the new resources they will be able create a classroom environment that promotes problem

solving and student success.

The deadline to apply for the 2017-2018 grant is May 05, 2017. Schools must hold a

current NCTM membership in order to be eligible to apply for the grant. Schools may not accept

more than one award given out by the Mathematics Education Trust in the same year and past

recipients may not reapply for the grant. All planned activities must be completed between

September 1, 2017 and August 31, 2018.

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The 2017-2018 NCTM grant will award a maximum of $4,000 to an elementary school.

The money can be used towards expenses for consultants, substitute time, materials, or

conference/workshop registrations. Money may not be used for travel or technology equipment.

Although technology materials are not funded through the grant, proposals regarding

professional development on the use of technology in the classroom are highly encouraged.

Schools that are interested should submit a proposal. The proposal must be typed, double-

spaced and single-sided with one inch margins. Font size can be no smaller than a ten-point font

and Time New Roman is suggested to use. There must be five copies of the proposal included in

a single packet addressed to Mathematics Education Trust at NCTM, 1906 Association Drive,

Reston, VA 20191-1502. In order to be considered, applicants must complete a proposal cover

form. Included in the form should be a three page plan that describes the need for the

professional development. The proposed professional development should include mathematical

content with an explanation of the impact on teachers and students. There must also be an

assessment plan that measures the impact on teachers and student’s learning of the mathematical

content. The principal of the school must write a letter of support that is no longer than one page.

The letter must be on official school stationery and must be signed by the principal. A scoring

rubric will be used to rate proposals and determine which will be selected for funding.

The school awarded will have to submit a final review with an itemized report of

expenses. Three-fourths of the budget will be paid at the beginning of the project. The rest of the
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money will be paid on receipt of the final report and verified expenses. Receipts must be

attached to qualify for the final payment.

Guilford Elementary School and Baltimore Collegiate School for Boys would greatly

benefit from this grant. The students from both schools are from low income households where

resources aren’t as readily available compared to other homes. They continue to fall behind on

the academic ladder because of the disadvantage. With access to Chromebooks, teachers need to

time to learn how to incorporate new technologies like Google Classroom, Dreambox and

Project Based Learning techniques into their classroom. The grant would cover the cost of

substitutes so teachers are able to attend a full day professional development session focusing on

the three different technologies. The technology committees at each school will lead the sessions.

The first part of the professional development day will focus on setting up students in

Google Classroom. Committee members will also show different ways to incorporate Google

Classroom in the instructional setting. The second part of the professional development will

focus on the different aspects and features of Dreambox. Teachers will set up Dreambox

accounts for each student in their class and learn how to use the program during mathematics

small group rotations. Teachers will also learn how to analyze student data to plan for future

instruction with students. The final part of the professional development will provide teachers

time to work with their teams to plan for Project Based Learning in hopes of executing the

project in the classroom. A big complaint for teachers is not having enough time to learn the new

technology systems. Applying for this grant will give teachers the time needed to adopt the new

technologies. Teachers who are able to successfully integrate the technologies in their classroom

will help close the academic gaps.

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Works Cited

1. School In-Service Training Grants. (2017). National Council of Teachers of Mathematics.

Retrieved April 27, 2017 from http://www.nctm.org/Grants-and-Awards/Grants/School-In-
Service-Training-Grants/.

2. Enhancing Student Mathematics Learning through the Use of Tools and Technology
Grants PreK-12 (2017). National Council of Teachers of Mathematics. Retrieved April 27, 2017
from http://www.nctm.org/Grants-and-Awards/Grants/Enhancing-Student-Mathematics-
Learning-through-the-Use-of-Tools-and-Technology-Grants-%28Pre-K-12%29/.

3. Lowe’s Toolbox For Education (2017). Lowe’s. Retrieved April 27, 2017 from
http://toolboxforeducation.com/home.

4. Academic Enrichment Grants (2017). McCarthey Dressman Education Foundation.

Retrieved April 27, 2017 from https://mccartheydressman.org/academic-enrichment-grants/.

5. The Braitmayer Foundation (2017). Retrieved April 27, 2017 from

http://www.braitmayerfoundation.org/guidelines/.

6. Dreambox Learning (2017). School and District Purchase Information. Retrieved April 27,
2017 from http://www.dreambox.com/educator-licenses.
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Need: Supplemental Page, Reach out to Grant Winner?,

Number: Includes five or more specific grant opportunities that are appropriate for your school
(required for A)
Detail: Includes details about the grant opportunities that go well beyond a simple summary of
the grants' Web sites in addition to the standard things listed under "Proficient." These would
include documented attempts to contact the grant organization and/or past grant winners
Extra Material: Attaches supplementary material that goes beyond a link to the grant Web site.
This could include links to such things as a description of the grants and the grant application
forms
Pros/Cons: Gives a good analysis of the pros and cons of applying for the grants that could
help your administration and/or tech committee decide whether or not to apply
School Needs: Thoroughly describes how each grant would help to meet a specific need at
your school(s) as part of the discussion of pros and cons of applying for the grant.
Large Grant: Includes at least one grant that is for amounts of at least ten thousand dollars
(required for an A grade)
Mechanics: Contains correct grammar, spelling, and usage throughout and is approximately 3
pages per grant with 12-point font, double-spaced, and numbered pages