1. Proposal
 

2. Narrative
 

3. Proposal Cover Sheet
 

4. Participant Demographics and Proposal Abstract
 

5. Project Description
 

6. Related Standards
 

7. Timeline
 

8. Curriculum (see Sessions)
 

9. Budget Summary and Payment Schedule
 

10.Budget Summary Breakdown
 

11.Nonpublic School Verification and Involvement
 

12.Intergenerational Studies and Related Projects
 
 

PROJECT CONTACT NAME:Susan Cooper

PROJECT CONTACT WORK PHONE: (847) 965-6200 x 162

PROJECT CONTACT WORK ADDRESS: Park View School

PROJECT CONTACT WORK FAX: (847) 965-0606

PROJECT CONTACT E-MAIL: Scooper@parkview.k12.1l.us

SUPERINTENDENT NAME: Jim Blockinger

REGION/COUNTY/DISTRICT CODE: Cook/70

DISTRICT PHONE : (847) 965-6200

FULL LEGAL NAME OF DISTRICT AND ADDRESS: School District 70

DISTRICT FAX : (847) 965-6234

______________________________________________________

Signature of District/Regional Superintendent Date
 
 

NAME OF PRINCIPAL EXTERNAL PARTNER : Morton Grove Park Dist.

CONTACT NAME: Catherine Dean

CONTACT PHONE: (847) 965-1200

CONTACT ADDRESS: 6834 Dempster Street Morton Grove, IL 60053

CONTACT FAX: (847) 965-1200

Name of Authorized Official Title of Authorized Official

__________________________________________

Signature of Authorized Official Date

1. FY2001 Grant Funding Request:    $2500

2. What is the numerical population of the community involved in this project?   5984

3. What is the anticipated number of community members directly affected by this project?   100

4. How many schools are involved in this project?   1

5. Name(s) of project school(s):Park View School

6. How many students are enrolled in the school(s) involved in this project?    750

7. How many adult staff members are employed at the school(s) involved in this project? 8

8. Which student grade level(s) are involved in the project?    8th

9. What is the total number of students in the grade level(s) in question 8?   100

10. What is the anticipated number of student participants in the grade level(s) in question 8? 100

11. What is the total number of adult staff connected with the grade level in question 8?     5

12. What is the anticipated number of adult staff/volunteer participants in the grade level(s) in question 8?   3

13. State succinctly in a paragraph of fewer than 200 wordsexactly what this project will entail, including a list of the principal activities. This paragraph will be used as your project's descriptor in a compilation of all funded projects for this fiscal year.

Park View School's eighth graders, in a joint venture with the Morton Grove Park District, will act as "Computer Tutors" for the village's senior citizens. As part of their nine-week computer class curriculum, they will be responsible for: (1) publicizing the classes (2) planning the course materials (3) teaching the seniors in after school sessions (4) creating a web page sharing the success of the venture. Busing will be provided to the seniors, whose classes will include: "Taming the Computer Beast," "The Computer as a Typewriter…and more," "Fun with the Computer," and "Mining the Internet."
 
 

1. Describe the characteristics of the community relevant to this project (that is, the community receiving the service), indicating why those characteristics are relevant to the proposed project.

Many of the senior citizens in Morton Grove own or have access to computers. Some have been gifted with computers from family members. The level of interest has been manifested in the steady, large attendance (100 person/session) at computer lectures at the local library. The participants are able to register for very limited individual tutoring at this facility. A computer tutoring program was held at a local school two years ago. Registration was full and there was a waiting list for each session. The school chose to discontinue the program due to lack of funds.

The seniors want to be able to communicate and enjoy the computer with their families, some of whom are not living in Morton Grove or adjacent communities.  They also want to benefit from the educational and informational resources available through the computer.

The fact that many of the senior citizens and students live apart from their grandchildren and grandparents creates an atmosphere of isolation for the two generations. Agesim, which is prevalent in our society, can be diluted by more interactions between the youth and elders. Conversely, so can the antagonism of the elder for the youth be decreased. We need more intergenerational programs so that there is greater understanding and appreciation of each age group for the other. Computers present an educational and enjoyable avenue for this goal.
 
 

2. Describe the specific service needs of this community and how these were determined.

Morton Grove's senior citizens are typical in that they hunger for "techknowledgy.: Requests for computer instruction have been a constant topic of conversation.

*As a result, a survey was sent out to the seniors with a return rate of 61. No one claimed to be in the "expert" range, while the remaining respondents fell into one of the following categories:

3. Describe the mechanism for determining the extent to which the needs outlined in Question 2 will have been met at the close of the project.

At the end of each of the four series of classes, both the seniors and eighth graders will be asked to fill out evaluation forms, which will then be reviewed by the district technology coordinator and the Park District's Senior Adult Supervisor.
 
 

4. Describe the specific learning need(s) of the students who will be providing service in this project.

Each student will be required to:

*possess a solid foundation in the area of his instruction (i.e. the basics of the Internet, how to make an address label, or the ins and outs of word processing.)

*know the steps to create a successful and meaningful lesson (i.e. creating useful notes and following the proper steps in teaching the technology.)

* reflect upon his experience by filling out an evaluation and keeping a journal of his experiences.

*develop communication skills necessary for a successful intergenerational exchange.
 
 

5. A. For the students providing the service, list the Illinois Learning Standards (by number) or list the elements in individual educational plans, individual optional educational plans, and/or state or national vocational skill standards to be addressed by this project.
 
 

STANDARD	DESCRIPTION
English/Language Arts
1.B.3a	Preview reading materials, make predictions and relate reading to information from other sources.
1.B.3c	Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).
1.C.3d	Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.3f	Interpret tables that display textual information and data in visual formats.
3.B.3a	Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
3.C.3a	Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, and correspondence) for a specified audience.
3.C.3b	Using available technology, produce compositions and multimedia works for specified audiences.
4.A.3a	Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.A.3c	Restate and carry out multistep oral instructions.
4.A.3d	Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).
4.B.3a	Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
4.B.3b	Design and produce reports and multi-media compositions that represent group projects.
4.B.3d	Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.
5.A.3a	Identify appropriate resources to solve problems or answer questions through research.
5.A.3b	Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.
5.B.3a	Choose and analyze information sources for individual, academic and functional purposes.
5.B.3b	Identify, evaluate and cite primary sources.
5.C.3c	Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.
Mathematics
6.B.3a	Solve one-and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.
6.C.3b	Show evidence that computational results using whole numbers, fractions, decimals percents and proportions are correct and/or that estimates are reasonable.
8.D.3a	Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities.
10.A.3a	Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
10.A.3c	Test the reasonableness of an argument based on data and communicate their findings.
Science
11.B.3a	Identify an actual design problem and establish criteria for determining the success of a solution.
13.B.3c	Describe how occupations use scientific and technological knowledge and skills.
Social Science
15.D.3c	Explain how workers can affect their productivity through training and by using tools, machinery and technology.
17.A.3b	Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.
18.B.3a	Analyze how individuals and groups interact with and within institutions (e.g. educational, military).
Fine Arts
26.A.3e	Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.

5. B. Discuss briefly the three most important of the standards/goals listed for Question 5A. How will these be furthered or met specifically via this service-learning project?
 

The three most important standards from the list are 3.B.3a, 4.B.3a, and 4.B.3d explained below:

3.B.3a - Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence

Students will be acting as trainers for these workshops and will be involved in the planning, design, and implementation of the course. They will be designing handouts, determining what information to include and emphasize and how to present it in a manner that will be easily understood by the participants. In short, they will be functioning as teachers.

4.B.3a - Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

Students will need to prepare presentations for the participants. They will need to use and define vocabulary that may be new to the senior citizens. They will need to prepare step-by-step instructions with graphics and explanations for each class to facilitate understanding for the class members.

4B3d - Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.

Training any group of people to use technology requires patience and ingenuity. Students will need to be creative, patient and resourceful when assisting the senior citizens. They will need to demonstrate, listen, and inevitably calm some frustrated people.
 

6. Describe the mechanism for determining the extent to which the needs outlined in Question 4 will have been met at the close of the project. How will student learning achieved via this project be assessed? What methods will be used to determine how the proposed project successfully connected with the listed Illinois Learning Standards, individual educational plans, individual op-tonal educational plans, and/or state or national vocational skill standards?

The tools utilized to determine whether the needs have been met on the part of the students would include the following:

*Assessments of the lessons prepared for the senior citizens (by the technology coordinator)

Practice run-thoughs of the lessons will be completed by other students to check for accuracy.

*Evaluation questionnaires completed by both students and the seniors.

*Review of the reflections completed by the students after the tutoring sessions

*Observations by the senior adult supervisor and the technology coordinator during the tutoring sessions.
 
 

7. If this is a request for renewal or continuation of grant funding, indicate here how many years service-learning funding through this grant has received.

This is our first year.
 

8. Whether this is a first-year proposal or a renewal proposal, describe why the LEA needs (additional) funds to begin/continue/generally) into the curriculum of the school or district permanently? When is a grant independence expected to be established?

While this is only the first year, the principle planners would like to see this project become an ongoing project, linking the school and the community for the following reasons:

*It provides the community with an opportunity to see their "tax dollars" at work.

*It is a logical extension of Park View's annual Grandparents' Day.

*It contributes to the very necessary intergenerational experience- an "eye opening" event for all involved.

*It lends itself to the notion that the school's facilities, in this case, the computer lab, are open to all in the community.

*It supports the "Community Involvement" component of the district's technology plan.
 

As to the duration of grant dependence, it would be ideal for the school district to become self-sufficient by the end of a three-year trial period.  The district would apply for the grant funds in smaller amounts each year.  Year Two would still require grant funds for busing and supervision, with the school district picking up the tab for supplies and the park district paying for refreshments.  Year Three, the grant would only fund supervision, with the school district funding supplies and the park district paying for refreshments and busing expenses.  After Year Three, the remaining expense (supervision) would be added into the school district budget.
 
 

9. What external partners will be involved in this project, and/or with what other programs, initiatives, etc., will this project be associated? Describe the role of this partner(these partners) in the project. The principal partner should complete the appropriate section on the Proposal Cover Sheet.

The park district Senior Adult Supervisor will conduct registration for the senior participants, provide publicity in the senior newsletter and local papers and will distribute flyers to community organizations. The park district will provide the bus and driver.

Prior to each session, the Senior Adult Supervisor will conduct a program to educate the students about possible physical and communication challenges they may encounter with the elders, e.g., hearing and vision impairment, manual dexterity problems.
 
 

10. Who are the principal staff administering this project and what are their qualifications and/or experience related to service learning?
 

Catherine Dean: Senior Adult Supervisor

*MA Health Senior Service Management (Gerontology Emphasis)

*Presented and coordinated educational programs for seniors

*Planned and conducted intergenerational programs with elementary and preschool children
 

Susan Cooper: District Technology Coordinator

*Interviewed others who have developed successful service learning projects

*Worked with the Morton Grove community and Park District as Student Council advisor

*Taught adult computer classes

*Feels intergenerational education is an integral part in the education of adolescents.
 
 

11. What is the timeline for activities connected with this project?
 
 
 
 
 
 
 
 
 

B Initial Budget Budget Summary and Payment Schedule
The funds requested through this grant are $2500.  The district will match these funds in the following areas:

  *Salaries (Technology Coordinator salary)
  *Purchased Services (Networking Consultant/Printer Maintenance)
  *Supplies and Materials (Technology Supplies)
  *Capital Outlay (Computer Hardware)

Itemize and explain each expenditure account amount that appears on the Budget Summary. Provide justification if the total amount requested from Learn and Serve exceeds $10,000. (Duplicate additional pages as necessary).
 
 

Function Number	Object Number	Itemization	Total Learn and Serve Total Local Match
3000	300	Transportation	360	360
1000	400	Supplies: paper, toner, disks labels	775	775
1000	400	Refreshments	100	100
1000	100	Supervision: 18 hours x $25 per hour	450	450
2210	300	Annual Illinois Learn and Serve Statewide Meeting: conference, registration, meals, gas, lodging	315	315
1000	500	Printers: 2 @ $250	500	500

 
 
 
 
 
 
 
 
 
 

Public School District: Obtain appropriate nonpublic school verifications. Submit verifications and completed nonpublic school involvement information with the proposal.

If no nonpublic schools are located in SCHOOL DISTRICT 70, please check here X sign below, and submit this form with the 2000 School-Based Learn and Serve Proposal.

We have chosen the following: NON-PARTICIPATION
 
 

Non-Participation	Signature of Nonpublic School Official	Nonpublic School Name		Total Enrollment
	X	MCC Full Time School		203
	Attempts have been made to contact, with clergy and principals with little success in two remaining schools. They are not participating.	(Tim Gustafson) Jerusalem Lutheran		46
	X	(Anthony Riciti) St. Martha School		150

 
 
 
 
 
 
 

Intergenerational Studies and Related Projects

The web was a useful tool in gathering information for this grant.  First, sites on intergenerational experiences were located and bookmarked.  Secondly, sites that would be appropriate for seniors were found, which will be useful for the computer tutors to share during the Internet class.