2017 Grant Recipients

Advocates for Youth, DC

$35,000
To support teachers to deliver a new and comprehensive sexuality education curriculum in schools across the country.  The curriculum is age- and developmentally-appropriate, sequential, LGBT inclusive and mapped to the National Sexuality Education Standards (www.advocatesforyouth.org/3rs-curriculum). This enables educators in any school district, with any budget to have unfettered access to a high quality sexuality education curriculum and supporting resources from which to tailor to meet their unique needs

KQED, CA

$35,000
To support KQED in creating a series of self-paced and synchronous online professional learning courses, produced alone and with partners, that will be free and accessible for educators to help them learn and practice the digital media literacy skills and strategies they need to be excellent teachers – engaging students in collaborative, meaningful learning experiences and developing their communication and technology skills. These skills will impact learning across all subject areas. The courses will be offered in an online environment that tracks user progress, awards open badges for achievement, and encourages sharing and feedback through an integrated online community space.  UPDATE: KQED has received  the Media Literate Media award from NAMLE, the National Association for Media Literacy Education for this project.  It’s in recognition of KQED Teach, their service to help teachers bring media literacy skills and tools into the classroom.

NACA, NM

$35,000
Support for NISN (NACA Inspired School Network) Fellows to launch new schools in three New Mexico communities. Schools will be community-designed and led, responding to and nurturing Native culture and sustained by the collective vision of their community. These schools will be part of NISN’s national educational reform demonstration project, sharing best practices and expanding successful educational approaches for Native students across the United States.  The schools will provide a rigorous education while integrating Native American culture, identity, and community investment.

Community Guilds, GA

$35,000
Support for a classroom model STE(A)M Truck program in the Metro Atlanta area. The STE(a)M Truck is a blue and green van filled with things like band-saws and 3- D printers, and can set up a mobile innovation lab at any school property.

urban college of boston, MA

$35,000
To support The High School to Teacher dual enrollment program which is a career-focused study in high school that leads to an early-career certificate and accelerates students’ completion of an Associate’s degree in Early Childhood Education (ECE) at UCB, The students are then qualified to work as a paraprofessional in Boston Public Schools (BPS) classrooms. Students who continue their studies and earn a Bachelor’s degree will be qualified as full classroom teachers. The program is designed for juniors and seniors reflecting the diversity of BPS students. Participants for this spring’s inaugural class are from our target audiences: 50% African-American, and 50% Hispanic. The program is free to students, including their books.

2016 Grant Recipients

PROJECT H, OAKLAND, CA

$35,000
To support Studio H, a rigorous and nationally recognized design/build academic program for high school students.  Studio H applies core subject learning to teach creative fundamentals, industry-relevant design and construction skills, community development, and service through the lens of public architecture. Each year, Studio H students research, prototype, design, and construct a full-scale piece of public architecture for their community. Over the past five years, students of Studio H have constructed a farmers market pavilion that created 4 new businesses and 15 new full-time jobs, shipping container classrooms and their own school library, tiny homes for the homeless, and more. With integrated science, technology, engineering, math, and social science content, Studio H elevates high school learning for students through relevant social projects and prepares them for the rigor and research-based inquiry of their college education, careers, and beyond.

STORY SHARE, BOSTON, MA

$35,000
Support foran outreach campaign to partner with more schools, educators, and students. Story Share exists to help struggling readers beyond elementary school. Their goal is to improve literacy skills, and therefore academic and life outcomes more broadly. To do so, they are training and motivating authors to create content that is appealing to older readers who read below level and distributing the content to teachers and students on an accessible digital platform with built-in supports and assessments.

SUNDOG THEATER, STATEN ISLAND, NY

$35,000
Support to expand 3D LIT during the 2016-17 school year, the 6th year of the program. Sundog’s 3D LITERACY (3D LIT) is an integrated theatre/literacy program designed to help students who are behind in literacy learning to improve their ability to read, write, learn, and communicate. Rooted in brain development science, 3D LIT makes literacy learning a physical experience by incorporating novel ideas and whimsical games that stimulate brain neurons to help students better retain information. By boosting their capacity to learn, 3D LIT builds students’ confidence, empowering them with skills needed not only to master language, but also help create successful and meaningful lives.

2015 Grant Recipients

COMMUNITY RESOURCES FOR SCIENCE, BERKLEY, CA

$35,000
Support for a partnership with UC Berkeley’s Natural History Museums and the Lawrence Hall of Science to develop a project designed to increase the quality of science teaching and quantity of STEM learning experiences to teachers and students in 6 cohort schools in the West Contra Costa Unified School District.

KENNEDY KRIEGER INSTITUTE, BALTIMORE, MD

$35,000
Support for Project UNITE (formerly referred to as Classroom Interventions).  Kennedy Krieger seeks to demonstrate that evidence-based educational interventions can be effective for improving outcomes in school-aged children who are at risk for placement in special education programs.  The Institute believes that if these at-risk students receive proactive support via targeted classroom modifications and adapted instruction, based on expert developmental and neurobehavioral assessments, their behavior and academic functioning will improve; they will be more available for learning; and many will be able to avoid placement in special education services. These interventions, initially targeted toward specific students, are also expected to have broader effects on instructional practices of the teacher and ultimately on the entire classroom, thereby reducing the risks of special education placement for multiple students.

UNIVERSITY OF MICHIGAN, ANN ARBOR, MI

$35,000
Support of work with social studies teachers in one middle school department to design and pilot curriculum materials that will systematically support their students as they learn to read critically, think historically, and write arguments over time. The curriculum materials will help students within and across grade levels work on two main learning goals: (1) reading and analysis of historical and current sources and (2) writing effective arguments.

ORLEANS SOUTHWEST SUPERVISORY  UNION, HARDWICK, VT

$35,000
Our Food Matters Project of the Orleans Southwest Supervisory Union of Hardwick, Vermont to support and work with a team of six diverse grade level educators from around the district in designing and implementing innovative, standards aligned, science curriculum. This curriculum will use food systems and agriculture as a lens of learning that is inherently relevant and incorporates tenants of effective learning and 21st century skills: inquiry, applied technology, whole-child wellness, and project-based, real-world problem solving.