Through generous, tax-deductible donations, the Foundation has funded projects such as - Oklahoma! our first School/Community musical, Innovation Grants for classroom enrichment opportunities, and scholarships.
Wayland Union Education Foundation
Teacher Innovation Grant Awards 2010/ 2011
The Wayland Union Education Foundation is pleased to announce the following Innovation Grants have been awarded for the 2010-11 school year:
Sherry Miklusicak
High School – Mathematics
R2K Rocket System
This project will transform an ordinary plastic soft drink bottle into a high-flying water rocket.
Students build their own rockets out of simple materials, and then use math to study the path the rocket flies through the air. Students will use quadratic equations and right triangle trigonometry to determine an equation for the flight of the rocket and the height of the rocket
This project will be a great Advanced Algebra project (all students are required to pass Advanced Algebra). This project will cause students to think flexibly, persist, strive for accuracy and precision, question and pose problems, apply past knowledge to new situations, gather data, think interdependently and learn continuously.
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Melissa Kuipers
Wayland Union Middle School – Eighth Grade Language Arts Teacher
Purchase of six (6) Netbooks
During the 2010-11 school year, Melissa’s eighth grade language arts classes will be
Piloting GoggleApps for Education – an online environment hosted by Goggle that allows K-12 Public Schools a fee, safe and ad free IT environment, that will allow students and teachers to use email, create websites and collaborate on projects. Currently, all eighth grade students create an English portfolio that contains their writing accomplishments, along with personal statements and reflections about their past, present and future. This year these classes will be going digital by creating ePortfolios.
The State of Michigan is now requiring that technology become a part of the teaching curriculum. The students have access to the school computer labs, but they cannot access them on a daily basis because of how busy the labs are. Melissa will pilot a program using these net books at computer stations within the classroom. This will allow students to connect with technology in a meaningful, authentic and significant way on a daily basis as they create
their ePortfolios.
This pilot program would initially benefit students in the 8th Grade English classes. Depending on the results of the pilot, GoggleApps for Education may be implemented in more classrooms across the District.
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Rick Brown (with Dana Omness)
Wayland Middle School – Science
Project: Sunspotter Telescopes (2)
The entire 8th grade student body would have the opportunity, at least three times a year, to witness first-hand, details of the characteristics of the sun. As the eighth grade has moved to all Earth Science, they have struggled a bit to find and create meaningful, hands-on activities. “Volcanoes and earthquakes are just too big and destructive to bring into the classroom.”
A Sun-spotter telescope will be very useful and provide deep and lasting understanding of a few science concepts. This device projects a shadowed image of the sun onto plain white screen, that accurately depicts the fluid, dynamic surface fluctuations of the sun, as well as solar flares and prominences occurring in real-time.
These telescopes will help follow over eight different science objectives that are part of the 8th grade curriculum – currently covering high school standards.
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Susan A Boehm
Pine Street Elementary – 5th Grade Teacher
Digital StoryBoards, Digital Drawing Tablets
This project is supported by the Wayland Technology Department. Approximately 60 regular and inclusion 5th grade students will be directly involved. Fifth grade students will be immersed in skills needed for the 6th grade curriculum, and assessments in Social Studies. The entire Pine Street School will be indirectly involved by seeing presentations on podcasts, Pine Street News Broadcasts and Celebration of Learning.
This grant uses 21st Century skills to build on the use of technology tools, but also fulfills the need for students to learn about the social and economics of our country. Students will use a digital drawing tablet to create their own graphics for their digital presentations in Power Point, Google docs and video presentations. A well thought out time-line, November through June, makes great use of technology with teacher skills.
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Lisa Cross
Pine Street Elementary – 5th Grade Math
After School – Math Help Programs
NWEA test results allow educators to see the different areas of math that individual students fall behind in. This grant allows Lisa to give small group help to students who need it the most. Classroom time is limited in allowing some students to catch up to an acceptable level.
After NWEA testing is completed, after school sessions will begin. Students will be invited to after school, math play sessions, that focus on the area they need a boost with. The goal is that there will be large increase in the NWEA scores for that area and those targeted students when they take the test again in the spring. Areas include: numbers and operations, geometry, measurement, algebra, patterns and logic, decimals, fractions, data and probability.
The teacher’s after-school time will be volunteered.
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Rexanne Francis
Dorr Elementary-Kindergarten
Sing to Learn-Learn to Sing
Rexanne’s goal is for her Kindergarten friends to learn to read, understand math, social studies and science concepts, through singing across the curriculum. Her wish is for every student not only to learn, but to love learning. The need for this project is especially great considering many of her students use English as their second language. These children, as well as every Kindergarten student, are still developing vocabulary, auditory memory skills and increasing attention spans.
This project will establish positive learning states, energize learning activities, help with focus and increase of memory, facilitate a multi-sensory learning experience and accentuate theme-oriented units of study. This is a project that will be used every day. The materials and CD’s will last for many years, so the grant will reach many students.
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Amy Oliver
Dorr Elementary – DK
The Teddy Bear Project
The goal of this project is to broaden the students’ views of different races or cultures other than their own. After the school year is over, Amy expects that the students of this project will first see the similarities between themselves and others, and secondly, not look at other customs as “weird” but different and accepted.
The last known statistic is that WUS is 94% white. The students in this community are not exposed to a variety of cultures on a regular basis.
The Teddy Bear Project (www.iearn.org) involves sending out six (6) teddy bears (one for each continent except Antarctica. The recipients of these bears will take photos of themselves and the bears in their community, and email the photos to the class. These, along with information about the areas, will be shared with the class so they can learn more about the world around them. The bears will continue to travel throughout the school year. The cost of “travel” for the bears will be paid for by the teacher.
These trips will allow the students to travel around the world and visit different countries. A map in the class will track these trips. Multi-cultural dolls, dress-up clothes, ethnic food, books, puppets and posters will be immersed into the classroom.
At first, the Young Fives children, and the 21 First graders who visit weekly as reading pals, will be involved in this project. An evaluation will be given before the start of the project, and then again at the end. Amy will be sharing this project on her website and in the halls of Dorr Elementary.
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Scott Gundersen
High School – Art
(2) units of Apple iPads (with wireless memory cards)
(2) Cannon SD 1400 Power Shot cameras
This project also has the support and commitment from the Technology Department.
The school Art Dept. has recently gone to an Apple system for better quality graphics, etc.
The goal of this project is that every art student will create and have an online portfolio of their work on a professional website. To look at an example please visit: http://www.scottgundersen.tumblr.com
As entry into colleges becomes more competitive, and the value of a well rounded college portfolio becomes more important, the ability to communicate classroom successes becomes a top priority for all students. In addition, the project will be teaching technology skills and decorum in the digital age. While this project will be completed in a timely manner, this portfolio will be something students will be able to build on for years to come.
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Rebecca Patterson
Pine Street Elementary/Middle School
5-8th Art
Project: Digital Art Portfolios (Four (4) Digital Cameras )
Traditionally, art portfolios have been large folders kept by students to save each and every one of their best works…for long periods of time. Given the lack of storage space in the art room for such large objects, Rebecca decided a few years ago to put all student art work on the internet. The goal of this project is to get art students actively involved in the creation of their own personal digital portfolio (online art gallery).
Students will learn how to use the digital cameras, be responsible for taking photos of their individual art work and uploading it to the existing site that hosts the digital portfolios www.artsonia.com) where they would be edited and placed in online exhibits. The digital art portfolio serves many purposes. First, it is an organizational tool to keep a student’s art work safe. It is a perfect way to share their work with other students across the United States. It is also an alternative method of sharing work with family and friends unable to visit the classroom.
The teacher closely monitors and supervises this project, as well as shares student work, evaluation and success of the project with parents, other staff and art instructors. Although the Foundation has provided funding for a digital camera in most buildings, Rebecca has used her own personal camera up until now to provide grades 5-8 the opportunity to go digital. The requested four (4) digital cameras would be used specifically in the Art classes.
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Innovation Grant Applications: 9 of 18 were awarded
Total Grant Money Requested: $ 26,627
Total Grant Money Awarded: $ 9,359
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Wayland Union Education Foundation
Teacher Innovation Grant Awards 2007/ 2008
Innovation Grants make a difference
Students at Baker Elementary School are excited to see the work that has been done on their playground. Volunteers have resurfaced and painted colorful designs on what used to be plain old pavement! The playground area behind the school is being renovated with multiple designs that have been painted onto the blacktop. Musical notes, colorful fish with numbers and bubbles, a racetrack to play with cars and trucks, four-square, and a map of the United States are now the focal points of the play area.
This project received its wings from the Wayland Union Education Foundation, when Karen Hunter, School Social Worker, submitted an application for an Innovation Grant for these renovations to the playground. Now, community members, Voice of Hope Church and Baker Elementary staff have all come together to make Karen’s innovative ideas come to fruition.
Thank you to Karen Hunter for having a vision, and to the many volunteers and staff for making this a reality for the children at Baker Elementary School.
Wayland Union Education Foundation
Teacher Innovation Grant Awards 2006/ 2007
Connie Scheel
Baker Elementary – 4-Yes Program
The 4-Yes students visited Bysterveld Park, in Dorr three times during the School year to observe the changing seasons. The children enjoyed a variety of opportunities including art and science activities, as well as fishing, snowshoeing, photography of a changing environment, and writing/dictating related stories and poems. The children were also able to take part in gross motor activities. This was an opportunity for increased participation by parents in the 4-Yes program while providing experience that these children might not otherwise have.
Julia VanderMolen
Baker School Technology Specialist
Julia asked for a “starting point” of introducing the Classroom Performance System” at Baker & Steeby Elementary Schools. This system promotes active student engagement, discussion and collaboration among students during class, encourages participation from each student in class, immediate check of understanding and feedback. This project will benefit elementary students at all levels K-6th ( over 1000 students).
Karen Hunter
Baker Elementary “Learning Landscapes”
Enhances the playground experience for all Baker Elementary students. It also provides for Wayland Union High School art students to participate in a school based project.
Children at Baker have playground equipment – however some do not, or are unable to use it. Learning Landscapes provides exceptional opportunities to engage in playful learning through markings painted on the hard top surface of the Baker Playground. Benefit to all Baker students as well as WHS Art students who drew & painted the ‘landscapes’.
Betty Onopa
Dorr Elementary –Physical Education
“Pedometer Partner Fitness Fun”
The use of pedometers coincides with the Wayland Union Schools Physical Education Philosophy of providing students with knowledge, skills, fitness and attitudes necessary to lead healthier lifestyles, and life-long activities. This program was used with 3rd & 4th graders.
Rexanne Francis
Dorr Elementary – Kindergarten
The phrase “children learn by doing” is particularly true with math. Rexanne proposed that her kindergarten students catch “math fever” through the use of math tubs filled with math games or manipulatives that focus on specific math concepts. To catch this fever the children sang about math, read about math, cooked with math concepts, moved to math and played meaningful & purposeful math games at school and at home. The population in her room is very diverse. She has two special needs children and one child’s home language is Spanish. She also has students who are slow to progress and who need to have their learning accelerated. This program helped to increase the level of experiences as students move from concrete to abstract thinking. The math activities are meaningful as they relate to real life experience.
Lisa Cross
Pine Street – 5th Grade
Lisa was awarded an Innovation Grant in 2005/2006 for her Math & Science Lab. She proposed adding to the popular and successful math & science lab. “Our school is working toward differential learning. Students love the lab and show results in their attitude toward school and learning.” The additions included: Math: Mastering Math games, assorted “Fractions” activities, library items in electricity, matter & science, light & sound, solar system, plants, chemistry, math. Her project also included dry erase marker board sets.
Janet Johnson with Scott Gunderson & Principal Greg Rutten
Pine Street Elementary
Guest Artist – Wendy Popko
All staff and students at Pine Street were able to benefit from this project. In conjunction with Barnes and Noble, Janet organized a free visit from a published illustrator (paid for by Barnes & Noble). However, this illustrator was able to see only one grade level for free. They wanted to include all grade levels, which was three additional sessions. The project linked literacy and art education, while giving the students the opportunity to meet a professional illustrator. Janet worked with Art teacher, Scott Gunderson to develop an integrated lesson to reinforce the information provided to the students during the visit.
Lori Howell
Pine Street Elementary – 5th Grade
Mechanical Engineering Sets from Lego Education.
Goal: To encourage students in math, science and technology.
Using motorized Lego sets students learned mechanical design, construction, teamwork skills and career opportunities in engineering. This is a 6-8 week after-school motorized Lego course followed by a 6-8 week mechanical engineering course.
Lori has built on the Summer Enrichment Lego program and suggestions brought up by the Advisory Committee regarding robotics and other technology opportunities.
Michelle Foster
Middle School – Science
Audio Enhancement Program
One of Michelle’s goals is that this program in her classroom would become a model for future use in the district. The grant was used to enhance daily activities in her classroom (40 ft. deep). She believes that this system has a great potential to add to students overall understanding of science and other classes enhanced by improved listening, attention and overall understanding. Note: the award includes the entire system, installed, with a two year warranty.
Dana Omness
Middle School – 8th Grade “Classroom Jeopardy” with remotes accessible to all teachers in the Middle School.
Students were able to review for quizzes, tests, and the MEAP test. Two years ago, MEAP changed from the winter to the fall. Several teachers decided that their method of review, in such a short time, needed to be more meaningful. Through their research they found a Classroom Jeopardy game that brought the sights, sounds and excitement of the game into the classroom. They purchased the game with three controllers and scoreboards. They also purchased some games that focus on science, math and history. In addition, they have a link that allows them to make their own games using curriculum as the driving force of the game. The Middle School staff have used this system in the past two years to review for MEAP, as well as during the year to supplement lessons. It has been very successful, and student knowledge improvement is measurable. Dana requested additional controllers, scoreboards and cartridges to help to assess students’ knowledge even closer… with smaller groups, which benefited all.
Rebecca Black
WHS English/ Theater
“A Midsummer Night’s Dream”
The goal of “Got Shakespeare?” was to bring the works of William Shakespeare to the school and community in an approachable way. It is important to get students to feel confident in their abilities to understand and enjoy a higher level of literature.
The standard in the high school is that students need to be enrolled in an advanced theatre course in order to participate in theatrical productions. While this is a nice vessel for rehearsal time, it does exclude students who may have a solid conflict (band, choir, orchestra, etc) or thse who may need to focus on other academic courses.
Step 1 - “A Midsummer Night’s Dream”, would be presented in April, and would be produced exclusively after school, giving more students the opportunity to participate in a play.
Step 2 – After A Midsummer Night’s Dream, casting has taken place for “Got Shakespeare?” The goal is to have a troupe perform throughout the 2007-2008 school year in various community and school settings. The project was designed to sustain itself, after the first year.
Robyn Robinson & Nathan Warsen
WHS – Special Education
Therapeutic Horseback Riding Program
This was a six-week riding program at Camp Manitou-Lin. The students who were able to benefit were students in the two Cognitive Impaired Special Education classrooms at the high school. There were 18 students enrolled in two classrooms. They ranged in age from 15-18 years – freshmen to senior. The program offered benefits in many areas including: physical, cognitive, self-care and self-esteem. Program included discussions and writing assignments, as well as math applications.
The session concluded with an open house at Camp Manitou-Lin for parents, family members, school administration, and Education Foundation members. Students shared their riding skills, as well as explained and demonstrated other skills they learned.
Kathy Jo Lough
WHS Teaching Consultant
“Technology Library”
Mainstreamed special education students were able to “level
the playing field” and succeed in general education classes. Requested technology was placed in a “technology library” and enabled Teacher Consultant students to participate in general education classes as fully as other students. These devices were available for overnight loan to complete homework assignments. These devices will be tools that learning disabled students can learn to use, and then purchase themselves for success in college and adult life. Equipment requested included: • 3 Sony Voice recorders • 3 Graphing Calculators • 2 reading pens (Item suggested by Advisory Committee meetings)
Jan Laman
WHS Choir Director
2-Acoustic Guitar/case CD player, batteries, headphones 2-Keyboards
Almost 200 students participate in the WHS choral program. One class has 80 students. They do not have enough equipment to go around. The WHS choral program had several acoustic guitars however, only two of them were in decent, working order. The others were old and missing parts. They have one, working CD player. They had working keyboards, but not enough.
In Choral Explorations, there is an average of 10 students per trimester who want to learn guitar or use one for performance projects. All of the Regional Honors Choir and State Honors Choir pieces are practiced with CDs. All choirs in the WHS Choral Program were able to benefit from this grant.
Choral Exploration students felt the most benefit from the purchase of the guitar. SSA Choir, Concert Choir, Honors Choir and Select Choir benefited most from the keyboards and CD players.
Choral classes, competitions at the regional and state level, and an enhanced ability to learn and perform, was of benefit to all.
Note: Our “big” project this year is the musical OKLAHOMA. The music element in this years’ awards was important.
Debra Kemppainen
WHS Business School
“Classroom Performance System”
The Classroom Performance System created an interactive classroom environment. CPS allowed both the student and the teacher to use technology side-by-side with visual and verbal questioning, and provided immediate feedback for understanding. The instructional use of technology has changed from the occasional use of computer labs to conducting small projects, to multiple computers in a classroom, to multiple hand-held computers at the student’s finger tips. Students need to learn with technology. Students, teachers, staff and building administrators K-12, all saw the benefits from this program.