FAY GALLOWAY’S C.L.I.C.K. PROGRAM
$11,730.00
625 Students, 24 Teachers
Fay Galloway Elementary School
Sharon Sneed
Nicole Tomaino

When teachers believe in the power of technology, know how to utilize it to enhance learning and have the necessary technology tools at their disposal, students tend to make gains comparable to or greater than those made by students in classrooms where these conditions are not met.

Purpose of the project: To improve student achievement in language arts by implementing learning activities in classrooms that are sufficiently equipped with computer technologies and have teachers who are enthusiastic about and skilled in teaching with technology.

Grant funds will be used to: Pay for substitutes to release project teachers for no more than four school days to participate in training that teaches them to use computer equipment and software and to observe and practice new teaching methods.

Expected Outcomes:
- All participating teachers will demonstrate competence in the use of the target practices.
- All participating teachers will revise their teaching programs to include the use of technology and the target practices.

ASSESSING AND REPORTING PROFICIENCY
FOR MULTIPLY HANDICAPPED STUDENTS
$25,000.00
21 Teachers
John F. Miller School

C. Jean Reynolds-Trudell, PrincipalA valid and reliable method of assessing the achievement or progress of students who have multiple handicaps and who have severe or profound mental challenges is lacking at this time. Such a method would help the Clark County School District and other districts in Nevada demonstrate how they are meeting federal, state and local mandates to help all students succeed in school.

Purpose of the project: To develop, validate and train John F. Miller staff in the use of a data collection system to measure progress for students with the most significant cognitive disabilities (those who receive a rating of “participation” on the 100 core essential skills assessed by the SCANN instrument).

Grant funds will be used to: Provide extra-duty pay for project teachers, pay an out-of-district consultant, and pay for substitutes to release teachers for training.

Expected Outcomes:
- The data collection method and required instruments will be developed and validated.
- Twenty-one teachers will demonstrate proficiency in using the new methods.
- A manual will be published for others to utilize when implementing the system.

POWER LESSONS FOR POWER STANDARDS
$19,673.00
All 9th and 10th Grade Students, All English and
Study Skills Teachers
Palo Verde High School
Shadow Ridge High School
Glenda Goetting
Lyn Vick

For the most part, reading instruction is, left to elementary and middle schools. However, students in high schools often face course demands that require reading skills that they don’t possess.

Purpose of the project: To improve student reading proficiency in the project high schools.

Grant funds will be used to: Purchase learning materials and instructional supplies, pay teachers for time spent beyond the school day, and pay for a small number of substitute-release days for project teaching staff.

Expected Outcomes:
- All 9th and 10th grade students in each of the two high schools will receive instruction using project developed “power lessons” that address the first 20 of the Districts Reading Power Standards.
- All 10th grade students will perform at or above the 50th percentile on the October Individual Test of Educational Development reading and vocabulary subtests.
- The percent of minority and special education students scoring in the proficient range will increase measurably.

TRANSITION SUMMER CAMP
$15,000.00
All Students, 36 Teachers
Theron Swainston Middle School

Ed PfeifferMany students find the transition from elementary school to middle school to be confusing and difficult. They are not sure what they need to know in order to meet expectations in class and outside of class. All too often, schools simply assume students will learn as they go and don’t provide systematic guidance to ensure that students adjust. For some students, this is not enough.

Purpose of the project: To enable incoming 6th grade students to learn school procedures, expectations and routines so they can successfully make the transition from elementary to middle school.

Grant funds will be used to: Purchase instructional supplies and pay teachers for extra-duty to develop the program during the 2004-2005 school year and implement the program beginning in August of 2005 and continuing through May 2006.

Expected Outcomes:
6th grade students who participate in the Transition Summer Camp will:
- Demonstrate a higher degree of understanding and compliance with school expectations.
- Increase participation in school-wide activities.
- Demonstrate skill in daily learning/organizational activities such as note taking, classroom participation and completing homework.
-Have higher math and science scores than the 6th grade students of the 2004-2005 school year.

BUILDING CAPACITY: COLLABORATIVE COMMUNITIES
THAT SUPPORT CONTENT-AREA LEARNING
$19,790.00
All Students, 36 Teachers
Victoria Fertitta Middle School
Patricia LaMonica
Colleen Leonard

As with all organizations, schools become more effective in achieving their mission when the teaching staff learns and works together toward common goals and uses common practices that establish consistency in the teaching/learning process.

Purpose of the project: To improve student achievement in content areas by forming the faculty and administration into a “learning community” that engages in regular and systematic collaborations to improve the teaching process.

Grant funds will be used to: Purchase materials for professional studies, instructional supplies, an out-of-district consultant, substitutes to release teachers to work/observe/consult for at least one school day, and compensation for teachers to extend the collaborations beyond the school day.

Expected Outcomes:
- At least 36 teachers and two administrators will engage in the training/collaboration process.
- The project teachers will implement practices selected by the faculty “learning community” to implement across the school.