SOUTHINGTON EDUCATION FOUNDATION, INC.

Instilling a love of learning.

Grants Awarded

Learn more about the grants we have awarded since 2010

2024

Building Thinking Skills in Math Classrooms, Grades 3-5

Southington Public Schools Math Coordinator Alica Naleway brings thinking skills in math to all elementary students in the SPS District, by building on two previously awarded grants.

In June 2024, the SEF awarded funding to Alicia Naleway for a grant providing materials for classrooms for the nearly 1100 SPS students. The $9,800 grant is called Building Thinking Skills in Math Classrooms, Grades 3-5. Its implementation will begin September 2024.

Alicia Naleway stated in the grant application: “As part of the districtwide elementary math vision/plan, we are always looking for ways to help increase opportunities for student discourse. One of the most effective ways to do all these things is to incorporate the ideas of author Peter Liljedahl from Building Thinking Classrooms. In Building Thinking Classrooms, Peter advocates for the use of vertical erasable whiteboards, random collaborative groups, and quality thinking tasks.”

Previously, Hatton and Flanders Schools received funding from the SEF for their Building Thinking Skills programs. To provide equity among all grade 3-5 students, the SEF Board recommended an expansion of this project and this grant application be submitted. All in all, the total project funding results in 1,392 students in the eight (8) elementary schools being impacted. Furthermore, SPS’s Vision of the Graduate is for students to be problem solvers.

This grant, as in the two previous grants, refers to the need for students’ application of problem solving skills to both noncurricular and curricular tasks. It then goes on to explore how teachers will be supported with this new project, such as with coaching, co-planning, and modeling. Professional development will be independently provided by the school system.

Teachers report the frequency of use of strategies throughout the year. Staff analyze data to determine whether the achievement of grade level proficiency and or the reach stretch growth goal.

Outreach
This project will be shared with the community through an interactive SEF/Southington community presentation of the Building Thinking Classrooms.

Building Thinking Skills in Math Classrooms, Grades 3-5

Sabina Vance transports thinking skill strategies in math classrooms to her school.

In April 2024, the SEF awarded funding to Sabina Vance for a grant impacting nearly 150 Flanders School students. The $1,000 grant called Building Thinking Skills in Math Classrooms, Grades 3-5 would expose students to a nontraditional approach to math that focuses on critical thinking skills.

In her grant application, this math coach/specialist stated that she wanted students to be problem solvers. She observes that in math classrooms, students frequently apply a formula or mimic a technique modeled by a teacher.

Like Eleck, in the previous grant, Vance proposed that her project would allow the Flanders teachers to use innovative instructional practices, that would lead to increasing student problem solving. Vance also recommended that she and the teachers use a text called Building Thinking Classrooms in Mathematics by Peter Liljedahl. She would provide teacher support. In order to implement this project, classroom teachers would need the texts and materials (typically white boards and markers).

What would the classroom activities look like?
Vance, like Eleck, called on students to stand to work on complex math problems at vertical whiteboards in visibly random groups of two or three students, based on their grade level. The vertical work space allows groups to view other students’ thinking which spreads knowledge around the classroom instead of focusing on knowledge from the teacher.

Non-curricular Tasks are intended to encourage students to collaborate with a peer group in a student-directed problem solving task. With non-curricular tasks, students are learning how to think and how to problem solve as they engage with creative problems. Students may then be exposed to standards-based curricular tasks that they have not been taught yet.

Curricular Tasks: After students have learned how to collaborate and how to problem solve, they can then apply their current knowledge to the “new curriculum-based tasks” as problem solvers. As students collaborate around the classroom, again the learning shifts from teacher-directed to student-directed. The students will increase thinking and engagement with mathematical problem solving. As thinking increases, student achievement will also increase.

How to get teachers ready?
The enthusiasm from Hatton School has spread to Flanders School teachers. Here too, an important part of the project was the need for teachers to receive support. The grant application stated that within the half year, there would be at least three (3) coaching sessions about the instructional strategies from the text, Building Thinking Skills in Math Classrooms. The math coach/specialist was ready to model strategies, observe teachers, and provide additional support as needed.

With this support, Flanders teachers would be ready to integrate the instructional strategies for both curricular and non-curricular activities.

What is the expected impact on students?
Students will be assessed in Spring 2025 to determine individual whether student’s performance is at grade level and/or at the expected growth goals as compared to the Fall 2024 scores. Students should be able to think critically about math, problem solving, and collaborating with peers in a confident and independent manner.

2023

Building Thinking Skills in Math Classrooms, Grades 2-5

Stephanie Eleck is excited about helping classroom teachers use thinking skills in math classrooms.

In December 2023, the SEF awarded funding to Stephanie Eleck for a grant impacting more than 200 Hatton School students. The $1,000 grant called Building Thinking Skills in Math Classrooms, Grades 2-5 would expose students to a nontraditional approach to math that focuses on critical thinking skills.

In her grant application, this math coach/specialist stated that she wanted students to be problem solvers. She proposed that her project would allow the Hatton teachers to use innovative instructional practices, that would lead to increasing student problem solving. Eleck recommended that she and the teachers use a text called Building Thinking Classrooms in Mathematics by Peter Liljedahl. She would provide teacher support. In order to implement this project, classroom teachers would need these texts and materials (typically white boards and markers).

What would the classroom activities look like?
Non-curricular tasks: Students stand to work on complex math problems at vertical whiteboards in visibly random groups of two or three students, based on their grade level. With small groups of two or three students, the students become resources for each other. Students share one marker to assure they are resources for one another. While sharing the marker, the expectation is that one child speaks while another child records the information. With visibly random groups, students are unsure of the social dynamics of the group. As students collaborate around the classroom, the learning shifts from teacher-directed to student-directed. The students are expected to increase thinking and engagement with mathematical problem solving. As thinking increases, student achievement will also increase. Students having taken on the challenge of non-curricular tasks, whereby learning how to think and how to problem solve creative problems, they now move on to standards-based curricular tasks that they have not been taught yet.

Curricular tasks: Students now apply their current knowledge to the “new curriculum-based tasks” as problem solvers. As students collaborate around the classroom, again the learning shifts from teacher-directed to student- directed. The students will increase thinking and engagement with mathematical problem solving. As thinking increases, student achievement will also increase.

How to get teachers ready?
It is important to note that before this grant was awarded or project implemented, many Hatton teachers had expressed an interest in being part of this project. An important part of the project was the need for teachers to receive support. The grant application stated that within the half year, there would be at least three (3) coaching sessions about the instructional strategies from the text, Building Thinking Skills in Math Classrooms. The math coach/specialist was ready to model strategies, observe teachers, and provide additional support as needed.

With this support, Hatton teachers would be ready to integrate the instructional strategies for both curricular and non-curricular activities.

What is the expected impact on students?
Students will be assessed in math achievement in Spring 2024 to determine individual student’s performance whether at grade level and/or the expected growth goals as compared to the Fall 2023 scores. Students are expected to be able to think critically about math, problem solving, and collaborating with peers in a confident and independent manner.

Postcrossing

Kim Padroff was awarded $500 for the grant, Postcrossing. This project will allow all 80 Hatton School fourth graders to ‘travel’ to other parts of the United States and the world by sending and receiving postcards from. Students will develop their writing skills and communication skills as they write postcards to students. The postcards they receive will provide them with information about other countries and their cultures. Students will learn about geography, map reading, geographical regions, landforms, economic units, and climates. They will be exposed to different beliefs and ideals. Students will demonstrate their new learning by creating a World Wall with postcards, maps, and pictures that they can share with their peers. This innovative project provides opportunities for learning in a multifaceted way.

Diving into History Wig First

The grant Diving into History Wig First was awarded to Amy M. Perry, of JFK Middle School for the amount of $1,000 by the Southington Education Foundation. This program involves 6 teachers and all grade 6 and 7 students. The funding provided costumes and wigs for 500 students. Ms. Perry explains in her application that this project is a step away from how history is traditionally taught in the classroom, and, instead, the focus is on students reenacting historical moments. More specifically, students write scripts with their peers based on historical documents, later wearing costumes and wigs so to immerse themselves in the lessons, and provide opportunities for their classmates to learn from the skits. The information the students glean from the presentations are to become lasting memories of such figures as Thomas Jefferson, Patrick Henry, or Harriet Beecher Stowe. Students will have available differentiated texts to read and do research. They will need to think about the connections between the achievements of these historical figures and their lasting impact on our society. This project provides an opportunity for students to develop and creatively use their writing, communication, and research skills. Students are required to collaborate and use their critical thinking skills. The project allows students to work with their strengths and opportunities to improve upon weak areas, increase knowledge, while learning in a creative way.

KIDS’ KOOP

In late spring of 2023, the Main Street Community Foundation offered a partnership grant application to the Southington Education Foundation. The SEF grant committee in turn offered this opportunity to Southington educators: a nonacademic project that enriched students’ lives, and built their self-confidence and emotional well-being. The funding would come on behalf of an MSCF donor. The SEF collected all applications, and then forwarded them to the MSCF who in turn reviewed them.

The $900 mini grant was awarded to Christopher Palmieri, principal of Depaolo Middle School in July 2023 for his vision for Kids’ Koop, both an agricultural and business venture. The chicken coop was built by an Eagle scout, and the chicks are cared for by the Garden and Helper clubs. By spring 2024 there were baby chicks!

The SEF is thankful to the MSCF for thinking of us, our teachers, and our students.

Book Tasting: Read, Rejuvenate, Refuel Your Read Alouds

The Southington Education Foundation awarded a $1,000 mini-grant to Jill Chapman and Carrie McDougall, literacy coaches for the Southington Public School system. They submitted a grant application for the project Book Tasting: Read, Rejuvenate, Refuel Your Read Alouds.

Chapman and McDougall’s grant focused on the need for primary-aged students to be immersed in literature that reflects their own cultures as well as the cultures of others around the world. Through this grant all kindergarten through grade 2 classes received books intended to increase the size and diversity of their classroom libraries.

This project also will support teachers in their planning meaningful student experiences using interactive read aloud books that emphasize diverse or multicultural texts.

To begin, the project leaders created a list of multicultural books for the classrooms using reputable resources for primary level multicultural literature. At about the same time, classroom teachers reviewed their classroom libraries to determine the needs and/or gaps of their present read aloud selections.

Next, the project leaders planned and invited teachers to an after school “Book Tasting” Social Event that was held courtesy of Paul Gregory’s Cafe. On the day of the “Book Tasting” teachers found coffee, delightful pastries, and a wonderful selection of books set out for their review.

During the next couple of hours, the teachers leisurely browsed and selected new read aloud books that promoted diversity, books that they thought would best fit their students’ classroom needs.

In the end, each teacher left with four new books, books they were enthusiastically ready to share with their students.

In the future, the project leaders plan to provide teachers with time to review and share with their colleagues, any questions and talk prompts that reflect the goal of this project.

A valuable project indeed! All 20 classes of students will have the opportunity to see themselves in the books read aloud in their classrooms. The teachers will continue to be excited to read books to their students that promote respect and empathy for many years to come.

Celebrating Children’s Artwork Through Art Shows

The Southington Education Foundation awarded a mini grant of approximately $1,000 to Melissa Grego, an art teacher at Kelley and Flanders Schools, for her project, Celebrating Children’s Artwork Through Art Shows.

Who will be impacted? The First Annual Art Show was held in both schools in May 2023 and an annual show will be held subsequently every year after. The 435 students in grades K-5 were impacted; they were involved in creating artwork for this project. A custodian from the maintenance department created the custom black panels for these young artists.

What do the classroom assignments look like? Students began with a draft and continued to refine their art work until it became a finished piece. They checked their work for composition, creativity, and craftsmanship. Through group work, students not only practiced offering positive criticism, but they also had the opportunity to practice accepting positive criticism from peers.

How will students benefit? Students learned the process for completing art work for display; they also felt a sense of pride while viewing their finished piece in the gallery setting.

How is the project valuable? The class assignments allowed students to learn about art, collaboration with others, and self-worth. The art show provides the community, parents, and family members the opportunity to appreciate the work of Southington’s hardworking, young artists.

2022

Research and Programming

The Southington Education Foundation awarded a mini-grant of approximately $500 to Caitlin Kelley, a teacher at Strong and South End Schools, for her project, Research and Programming. 

Who will be impacted? More than 160 students will be introduced to the initial project; however, it is expected to continue during subsequent years.

How will students benefit? Fourth and fifth grade students from each school will extend and connect their current classroom learning with historical figures they choose to research. For example, students may choose to research people from the American Revolution, or World War II, or learn more about famous inventors, just to name a few.

What do the classroom assignments look like? Collaboratively, the students do the research, create a poster with text and visuals, and then program a Dash robot. Using online resources, they record key facts about their person's life and then illustrate a timeline. At the conclusion of the project, the student’s Dash robot tells the story of the famous person's life using movement, sound, and lights for their class presentation. Students may choose to create a costume for their Dash robot.

How is the project valuable? While engaged in this project, students have the opportunity to link their programming and researching skills while collaborating with others and presenting their new learning in a highly engaging and unique way. In the end, students will explain the research, programming, and presentation process, as well as understand the importance of how they are all interconnected and impact each other.

Robot Programming

The Southington Education Foundation awarded a mini-grant of approximately $500 to Sarah McKenney and Debbie Mauro, Flanders Elementary School teachers, for their project, Robot Programming. This project provides students the opportunity to gain experience about basic coding skills. 

How will students benefit? For this project, 277 students in grades K-5 will learn the creative process of coding. Educational robots bring complex science and engineering into the classroom, in a very tangible way. 

What do the classroom assignments look like? Using robotics, students recognize and program patterns, ensuring that robots repeat their commands.  They will learn to identify a problem, develop solutions, construct a product, revise using feedback, and reflect on learning.

How will students advance? Students begin at the novice level and as the skills become more complex, they focus on thinking that involves algorithms and computations. Student skill sets are tracked, and instruction is adjusted as needed. 

How is the project valuable? Students get a chance to see their work come to life when the robot conducts the assigned tasks. Robotics education offers an environment where all students are able to develop a level of critical thinking skills, master advanced concepts, find success and develop confidence. Student learning is evaluated and assessed for critical thinking, communication, collaboration, and creativity, all imperative for 21st century teaching and learning.

2021

Diversifying our Shelves

The Southington Education Foundation has awarded a $438 mini-grant to Elizabeth Curtin, DePaolo Middle School teacher, for her project, Diversifying our Shelves. Curtin’s grant requested a selection of culturally diverse books.  During the 2020-2021 year, the SEF responded to administrators’ suggestion for mini-grant opportunities to expand the diversity of teacher’s classroom libraries.

What is the inspiration?  In her application, Curtin stated that she was “applying for this grant because when I look at my students in their desks, I see a diverse set of learners hungry for new novels and realistic storylines about the world that is blooming around them.  When students are presented with more diverse book choices, they will explore characters whose struggles may be similar or different than their own, which is an important reminder that each person’s life, whether fictional or real, is one of value.  This will help our students craft a more inclusive, compassionate view of the world around them.”

How will students benefit?   For this project, students are able to access age-appropriate, award winning fiction from minority authors and/or about a character from a minority background.  By June 2021, 94 Grade 7 students will increase their awareness of minority authors and/or characters from a minority background and are able to explain the importance of purposefully reading diverse literature as shown by the results of a digital student survey and anecdotal data from a classroom reflection.

What do the classroom assignments look like? To prepare for a Flipgrid video, students complete weekly written responses to teacher prompts that include an analysis of the author’s life, the text’s big issues, and the theme. They organize and write the script for their book review. Students then participate in a digital sharing activity, which allows them to leave positive feedback for their classmates’ videos while expanding their knowledge of diverse authors and book titles.

Why is the project valuable? Students are able to reflect on the experience and understand the importance of reading diverse young adult fiction.

Who will be impacted?   This project will last as long as the books do, which will be many years.  As students provide feedback about the books, their teacher is able to develop book recommendations for future students getting more “just right” books into the hands of students. As Curtin stated, “this classroom library upgrade is the perfect complement to the district’s diversity curriculum, emotional intelligence goals, STEPS program, and Vision of a Graduate”.

Windows & Mirrors

The Southington Education Foundation awarded a $499 mini-grant to Lenore Butler, Strong Elementary School teacher, for her project, Windows and Mirrors. Butler’s grant requested a selection of culturally diverse books to not only enhance her students’ literacy skills, but also expand their perception of the world today.

What is the inspiration? “My classroom library includes many grade-level appropriate texts that act as mirrors. This grant would help expand my library to include a collection of diverse books that would act as windows for my students,” says Lenore. During the 2020-2021 year, the SEF responded to administrators’ suggestion for mini-grant opportunities to expand the diversity of teacher’s classroom libraries.

How will students benefit? Butler proposed that through this grant, fifth graders will see that stories can be like windows and mirrors. The study of texts that reflect their own identities, experiences and motivations act as mirrors. The study of texts that provide insight into the identities, experiences and motivations of others act as windows.  The world looks different depending on who and where you are. Students need practice understanding multiple points of view.

What do the classroom assignments look like? After reading a book, students share how the book was either a window or a mirror for them. They write about how it either made them feel connected and why, or how it helped them build understanding and/or empathy.  The books can be used during read-alouds, reading workshop, independent reading time, whole class reading, and book club. Responses are displayed on a hallway bulletin board.  Students also record these responses via Flipgrid videos to share reading experiences with each other and the wider school community.

Why is the project valuable? Reading about diverse cultures can move students towards more nuanced perceptions of the world around them. Reading and responding to stories of varied cultures can help students expand their knowledge of their world and other cultures and therefore feel more connected to others in the world, and perhaps feel less alone, while also building empathy for others.

Who will be impacted?  The books acquired through this grant will last for many years and effect many students.

Multicultural Mentor Texts

The Southington Education Foundation awarded a $495 mini-grant to Jessica Fletcher and Gina Krar, Oshana Elementary School teachers, for their project, Multicultural Mentor Texts.

The two first grade teachers are collaborating across two grant requests - this one for mentor texts, and another for classroom library books. They consulted with Stephanie Lawlor, Language Arts Coordinator, as well as searched a variety of sources and other online teacher sources to create this mentor text list. 
As they noted in their grant application, “Southington’s classrooms are growing more diverse each year and we want our mentor texts that we read aloud to students to reflect that diversity.”

Who will benefit? Each year this award will provide anywhere from 30 to 40 children in the combined classes and for that matter, years to come. With books lasting for decades there are hundreds of students that can be impacted by this project.

Why is this project valuable? This project will create opportunities for rich group discussions on making connections with characters of all races and ethnic backgrounds and celebrating student uniquenesses as well.  By complementing classroom libraries with multicultural ‘just right’ leveled books, students will have multiple exposures to a variety of characters and experiences.

What is the broad reach of this project? Currently the teachers are reading 2 mentor texts that lend themselves to group discussions about cultural competence.  The project objective is to increase to a goal of reading 20 multicultural books across one school year which in turn will spark whole class conversations.  These discussions will increase students’ cultural competence and allow them to feel comfortable discussing similarities and differences. This is one aspect of this project. Read on to learn about the second aspect.

Multicultural Libraries

The Southington Education Foundation awarded a $524 mini-grant to Jessica Fletcher and Gina Krar, Oshana Elementary School teachers, for a second project, Multicultural Libraries.

As they noted in their grant application, “We want our students to have a variety of characters with different cultural, racial, and ethnic backgrounds in their independent reading leveled books so that our students develop cultural competence even at a young age”.

Who will benefit? This is a multi-layered project whose goal is to impact first graders over as many years as these books last.

The teachers, with Stephanie Lawlor’s help, found comprehensive realistic fiction, multicultural, leveled set of 72 books that will be shared across the two classrooms. By adding this collection of books, the percentage of multicultural books will increase from 10% of diverse books to over 15%.

The award provides anywhere from 30 to 40 children in the combined classes yearly and for that matter, years to come. With books lasting for decades there are hundreds of students that can be impacted by this project.

Why is this project valuable? Using the multicultural read aloud books (reference the Multicultural Mentor Text mini grant information), students will be more apt to choose a multicultural book at their ‘just right’ level.  Once again this will create opportunities for rich group discussions on making connections with characters of all races and ethnic backgrounds and celebrating our uniquenesses as well. 

How do first graders read these books? Students apply the daily strategy taught in their ‘just right’ books. They turn and talk to their partner, stop and jot their thoughts and reactions, make connections to the characters to their books, and predict what might come next. Students also retell their story. They apply all their new learning in these realistic fiction books.

Video Equipment for Remote Learning and 21 st Century Literacy Skills

The Southington Education Foundation has awarded a $498 mini-gran to Ryan Hartt, John F. Kennedy Middle School teacher, for his project, Video Equipment for Remote Learning and 21 st Century Literacy Skills. The application states that technology has always been an integral approach to Hartt’s teaching social studies. He further states, “Timeless skills such as analyzing primary sources and geography are blended seamlessly with 21 st century literacy skills to create projects like podcasts, public service announcements, videos and movie trailers”.

What was the inspiration? Since the pandemic, teachers have come to using remote learning and thus relying on technology. Unable to take field trips to a museum or a historical site, Mr. Hartt shared with the SEF his belief that the creation of virtual field trips and other immersive videos for classroom use was the
answer to this challenge. Working at the Connecticut River Museum and the Mystic Seaport Museum during the summer provided him an opportunity for such a project.

How will the project work? Not only will Hartt be able to create meaningful videos, but he will also be able to teach students how to use the equipment to create high quality projects and use real word skills in audio and video production. The equipment he requested will provide for higher quality videos than what can be achieved with an iPhone.

What do the classroom assignments look like? Hartt states that technology skills will prepare students for future careers. They will develop real world skills that are applicable to virtually any job. Students will learn about technology by creating blogs, news reports of historical events, debates, or speeches through videography.
Other opportunities are historical narratives, public service announcements, dramatic interpretations, or music videos.

Who will be impacted? The grant funding supports digital needs. The project serves students whether in the classroom or in distance learning environments. Mr. Hartt’s project will impact nearly 100 students this year and
years to come. He expects to share his expertise and equipment with his colleagues. It is a win-win for students!

More than technology, a preparation for the future: This proposal combines all the components of the Vision of a Graduate, as well as 21 st century literacy skills. In addition to academic content, it includes building skills in collaboration, critical thinking, communication, and creativity.

2020

Illuminating the Essential Power of Diversity, Amy Perry, JFK Middle School - $498

The Southington Education Foundation has awarded funding to Amy Perry, John F. Kennedy Middle School curriculum specialist, for her project, Illuminating the Essential Power of Diversity. Perry’s project will enhance the social studies curriculum by providing students opportunities to read fascinating stories about people of color who were American trailblazers.

Principal Rick Terino (far left) and Vice-principal Sue Vitcavage (far right) serve as bookends to members of the JFK Social Studies Department

Who will benefit? The award provides all JFK students in grades six through eight access to a variety of carefully-chosen books related to four units taught throughout the school year: Black History Month, Asian-Pacific American Month, Hispanic Heritage Month, and Women’s History month. During each unit students will choose a book to read about a hero they would like to learn about. The reading materials are at varying levels and will be available to students to explore throughout the year. The teachers of the JFK social studies department are committed for they see this project as valuable for many reasons.

Top from left to right: Teagan Jean, Emilia Rzadkiewicz, Caylee Phelps, Makayla Nelson, and Jacob Savage Below: Mikayla Rodriguez and David Thurston Artists (Makayla Rodriquez, David Thurston, and Tegan Jean) beautified the diversity library with illustrations depicting book covers of books donated by SEF

Why is this project valuable? In the grant application Perry emphasized the value for students to understand the story of those who do not look like them. Perry pointed out that the national reckoning on race was occurring as she wrote this application. She emphasized the importance of students having books that will tell the story of the people of color, not only about their struggle for equality but also about the impact they personally had on America.

What is the broad reach of this project? As Perry’s application indicated this project impacts JFK students in many ways. The project supports the Southington Public Schools' goals for diversity and inclusion. The district strives to prepare students to become productive members of society, teaching them to respect diversity while creating a sense of community. Enriching conversations will allow students to develop cultural competence and a positive racial consciousness, essential aspects of Southington’s Vision of a Graduate.

TechBot Design Collaboration Center
Amanda Newland, Oshana Elementary School - $2,973

The goal of the TechBot Design Collaboration Center is to introduce and open the door to technology, robotics and STEAM* to ALL students in grades 3 -5 during their Library Media class time at Oshana Elementary.

The Importance of Reaching More Students in Elementary Classes:
Robotics and programming offer elementary level teachers an exciting way to address the "T" of technology and "E" of engineering that are most neglected in elementary STEAM education. Research indicates that robotics is an effective tool for improving 21st century skills, including students' creativity, collaboration and team-working, self-direction, communication skills, social and cross-cultural skills, and social responsibilities. Having said that, robotics can be used as an effective tool to prepare students for the 21st century.

The Plan:
All involved students complete an assessment to determine where they will start the design-build-test experience: the initial basic concepts and challenges of building and analyzing "robotics" mechanisms. Next, students apply and extend what they have learned in the classroom (science, math, art, and technology) to hone their understanding of mechanisms, building skills, and their ability to solve open-ended design challenges. Finally, students work collaboratively in an authentic design-build-test experience that simulates real-world engineering and incorporates elements of teamwork.

The Materials:
A Cubelets Creative Constructors PLUS Pack is used to teach everything from design thinking to engineering, collaboration, complexity, math, and more. Advanced ideas like abstract modeling, systems thinking, and emergence can be explored with these simple robot blocks. The Edison V2.0 Robots will help to tackle this objective while enriching the students STEAM education experience and promoting creative problem solving through interactive engineering and programming projects in correlation with classroom curriculum.

The Project's Impact:
Pattern Recognition: Using robotics, students can recognize and program patterns and they can repeat commands.

Understanding Technology: Giving students an early understanding of technological concepts will set them up for success, whether they are introduced to programming, hardware, and software.

Inclusive Learning: Robotics education also offers an inclusive environment where girls and boys can both master advanced concepts, even though the fields of technology and engineering tend to be dominated by male workers.

Empowerment: No matter how students use robotics to learn, they can come away feeling empowered STEAM education and robotics easily demonstrate to young learners that the work they do in school can have an impact in the world around them.

*STEAM is the acronym for Science, Technology, Engineering, Art, and Mathematics.

2019

21st Century Skills - Middle School Robotics
Sarah Brown - $4,943

Lego robotics is a highly successful educational program that promotes innovation, critical thinking, problem solving skills, creativity and collaboration. It also provides connections to mathematics, science and real word applications. This $4,943 grant will provide all the students involved an opportunity to design, create, code, and program a Lego Robot after school. It would also allow for an annual district wide Lego Robotics competition to be created.?

Lego has created the next generation robot, the EV3. It is technologically advanced and user friendly. This grant will be used for the purchase of Lego EV3 Robotic kits. It will ensure all students have the opportunity to participate in a technologically advanced, 21st century program, for years to come.? 

The school does currently have a robotics team preparing to participate in the First Lego League Competition (FLL). However, the team is only allowed to have a maximum of 10 students (per FLL regulations) and the school only has 3 working robots. Those limitations, combined with high student interest, has resulted in a student selection process. Interested students must have prior experience with robotics, complete a questionnaire, and write a brief essay in order to be considered for the team. Unfortunately, a large majority of students (within the school) will never have an opportunity to design, code or program a robot.

The purchase of more robotics kits will allow for an additional school team to be created, impacting up to 36 students initially, beyond the FLL competition team. The additional team will ensure that all students with an interest in robotics have an opportunity to join. The team will meet after school throughout the year to prepare for an annual school or district wide Lego Robotics competition. The competition will serve as thew culminating event for the school year. It will involve the students rotating through 3 challenges relating to a specific theme. The students will need to complete each challenge in a given time (20 minutes). The students will not see the challenges before the competition; it will showcase their ability to program, collaborate, and think critically in “real time.” This is unlike the FLL competition where everything is programmed beforehand (during practice) and students simply “run” the program they have already created.

The competition will start school-based. However, other robotics teams from Southington will be invited to attend; with the intent of creating a district wide Lego robotics competition for grades 4-8. The use of Lego robotics will provide hands-on, activity-based learning experiences related to automation and coding. Including robotics in after school activities will align Southington with surrounding towns, including Cheshire and Bristol, where all middle school students are given the opportunity to create and program a Lego robot.

March 30, 2022 - More than 50 local middle school students participated in a robotics competition at John F. Kennedy Middle School, which was judged by the high school’s "CyberKnights" robotics team. This program was made possible through this SEF Grant.

STEaM Lab:
Principal Robert Garry Hatton School - $5,000

The goal of the STEaM/Robotics Lab is to create a dynamic learning environment that supports student learning across the curriculum, engage all students in tasks that support 21st Century Learning Skills, and provide opportunities for experiences with a range of technologies to reach and teach all students.

The creation of a STEaM/Robotics Lab presents an opportunity to guarantee that all students can access important higher-level thinking and learning experiences. The STEaM Lab presents a year-long learning opportunity for all students in pre-K though grade 5. It also presents opportunities for parents with skills related to STEaM/Robotics. Finally, it is expected that veteran secondary level students will work along-side their younger peers to share their knowledge and inspire the elementary students.

Above all, learning should be fun! STEaM Robotics activities are fun, engaging and inspiring, and build on concepts and learning styles that are developed in traditional class environments. Students apply critical thinking skills and problem-solving strategies to a variety of real-life investigations and learn to function independently and as part of a team.

STOP! Create and Animate:
Ellen Roy, Strong and South End Elementary Schools - $3,657

This project provides an opportunity for students to work in a Makerspace setting housed in the Media Center to create stop motion animation videos with iPod Touch technology. The students will create a storyboard of their movie, use legos, backdrops and other scenery to create their finished products--videos. Advanced learning involves students being motivated by choice and creation. The fourth and fifth grade students will have choice in the type of movie that they want to make and to do that, they will need to use problem solving and critical thinking skills to create their final product.

Prospector Theatre:
Jessica Monson SPS 18-21 STELLAR Program - $320

Jessica Monson emphasized that a major focus of the SPS STELLAR program for ages 18-21 is job exploration and the transition into the workplace upon exiting the school system. The Prospector Theatre program was a perfect fit. The beliefs and mission of Prospector Theatre directly align with the goals of the STELLAR program, which is the development and creation of meaningful employment for all adults with disabilities. With the SEF grand funding, students visit Prospector Theater and engage in a private tour of the premises. Students learn the mission and values of the Prospector Theater, the background and history of the business as well the goals and overall vision of how to increase employment opportunities for adults with disabilities. The students view a Prospector Theatre-made film after the tour. This film is created and developed by the employees of the Prospector Theater themselves, which further supports the creation of jobs for adults with disabilities.

Prospector Theater in Ridgefield CT is dedicated to meaningful employment experiences for adults with disabilities within the state of CT. Currently, the staff at Prospector Theater consists of 70% adults with disabilities.

Interactive Alphabet Books:
Sarahlyn Wright Plantsville School - $493

Saralyn Wright described this format of interactive books as innovative and geared toward students who may need a different way to learn their ABC's. Many students in Ms. Wright's class are reluctant to read books because it is difficult for them. Many enter kindergarten not sufficiently prepared with the needed knowledge of letters. These creative books allow students additional exposure to ensure successful learning. Wright stated that technology does not take the place of books but is designed to be utilized in conjunction with books and the new Smart TV's at Plantsville School.

Applying Research Skills:
Robot Design: Ellen Roy South End School - $1,910

This grant's importance is two-fold. It integrates research, ELA, coding, and technology, but it also promotes collaboration and speaking skills. This project will inspire kids by giving them tools to imagine and invent the future. Artificial intelligence and automation are changing the skills required of employees in profound ways. Research suggests that the strongest growth in demand will be for technological skills. This includes basic digital skills as well as advanced technological skills such as programming. This project-based learning will expose children to tackle problems effectively, take innovative approaches to problem solving, and work together as a group to problem solve.

2018

Extending Student Engagement in Mathematics through the SHS Math Team

The SEF awarded a $1,220 grant to Karin Isner at Southington High School for "Extending Student Engagement in Mathematics through the SHS Math Team".

The existence of the SHS Math Team is a valuable activity for the students who are passionate about Math. The town of Southington fully supports athletic teams. For many of these students this is their sport, their passion, their competition; their chance to belong. The team provides the opportunity for the students to compete in at least 6 math competitions at local high schools. The practices and the competitions provide individuals the opportunity to explore mathematical concepts in great depth. The students are exposed to Mathematical theory that is far more advanced than they encounter in the classroom. They have the chance to develop their critical thinking skills while also developing the patience to stay on task solving problems.

The Math Team will provide students the opportunity to deepen their understanding of complex mathematical concepts. Students will be able to advance their mathematical skills through a fun and collaborative platform. The formation of the Math team provides a venue where the students can represent their high school in a competitive setting. The team will showcase the mathematical talents of the students at SHS. For some students this may be the only activity they participate in at SHS. Involvement on the team may further a student's interest in a Math career and help them as they apply to college.

The team is made up of all grade levels, freshmen, sophomores, juniors and seniors. There are 15-20 students involved in the Math team. The actual meet is about 2 hours. The practice meeting is about an hour.

Students will work together during meetings in order to prepare for actual competitions. It is typical that the older students will guide and tutor the younger students. The students must work together during the team round at the competitions. They prepare for individual tests as well as the team test question. The topics are given to the students a month before the actual competition. They independently study the topics in preparation for the qualifying test. The week prior to the competition the team is given a test similar to the competition test. The 6 students who score the highest will be on the "A" team. The remaining students will be placed on the "B" team.

The grant will fund buses so students can attend meets in Newington, Windsor Locks, Glastonbury, Wolcott and Suffield. The meets are once a month beginning in October, 2018. There is usually a practice held after school a week before the meet. If the team does well, they may be invited to the state competition. The team did qualify for the state competition the last two years. This was a significant accomplishment for the SHS team.

Merging Augmented Reality (AR) with Writing To Bring Writing To Life

The SEF awarded $500 to Molly Pritchard, Amy Gennaro, Kelsey Peluso at Plantsville School for a grant titled "Merging Augmented Reality (AR) with Writing To Bring Writing To Life."

This project will help to support students in writing. For many students writing can be a challenge, and they find no interest in it. This project will take a passion many of our students have, video games, and integrate it into writing. Through a device called a Merge Cube, which is a holographic cube that allows users to physically hold and interact with 3D objects using augmented reality (AR) technology, students will be able to bring their writing to life. Students will use a site called Minecraft EDU, similar to the Minecraft games many students are familiar with, to create a world that represents their writing. MinecraftEDU is a game-based learning platform with standards-aligned content across K12 subjects and special features designed for classroom use. This will encourage students to include detail within their story, so that what they create on the site mirrors what they have written on their paper. This could be used in both narratives and informational writing units.

Through this project. teaching and learning will be enhanced by taking the standards and aligning them with an interest many students have. Through this creative and innovative learning experience students will be able to bring their writing to life. It will take what they have written on their paper and allow them to collaborate and share with other classmates. It will also help to promote different learning styles. Many of our students are visual learners, so if they are able to create what they are going to write about first, they can use that model to help in their writing.

Students from grades 2, 3, 4, and 5 that receive additional support in the resource room will be the students served. The anticipated learner outcomes are that students will be able to construct an online setting that correlates to what they have written or create an online setting for inspiration and then write their story, collaborate with teacher and other students to share what they have written and created, and combine student's writing and augmented reality together to bring their writing to life.

The grant money awarded will be used to purchase an iPod Touch, AR/VR Goggles, and software to support this program.

JFK Students & Southington Seniors Creatively Collaborating to Rock Our Community

The SEF awarded Amy Perry & Bobby Verderame from JFK Middle School with a $1,567 grant to allow JFK Students & Southington Seniors Creatively Collaborating to Rock Our Community.

Students and senior citizens will take informed action to make a difference in their community by creating an activity that promotes health and wellness both physically and spiritually. Students and senior citizens will work collaborate to develop inspirational quotes. Students and senior citizens will work together to design and paint rocks.

Students will hide rocks on the linear trail. Citizens of the community will be motivated to exercise and explore their community.

This project is meaningful because it reinforces our district's goal of the Vision of the Graduate. It is informed action that will fulfill the need to promote citizenship within our community. Students and seniors of the Calendar House will collaborate to brainstorm inspirational quotes and to design and paint rocks together. These rocks will then be distributed along the Southington Linear Trail. The rocks will act as motivation for members of the community to get out to explore the trail, to exercise, and find these inspirational rocks. This project will advance teaching and learning because it fosters students' creative thinking, inspires others through art, promotes exercise, brings youth and the elderly together to form friendships and bonds, promotes leadership by teaching the students to become active and caring citizens engaged in their community. The project is win-win-win for the students, the senior citizens, and for the community. It is our dream that this project inspires others to get involved and to create their own rocks to contribute to the community as well.

On the first day of this two-day program, Senior citizens will be transported from Calendar House to JFK. Transportation will be provided by the Calendar House. Students will meet with seniors in cafeteria to design and paint rocks. Rocks will be set to dry. On day two, students will be escorted by teachers to the Linear Trail and will place the rocks on the Trail.

All students in grade 6 at JFK will be included in this project. Approximately 15 senior citizens from the Calendar House will be invited on a first come, first serve basis. Anyone from the community is invited to search for inspirational rocks on the trail and to paint rocks on their own and donate to the project.

The grant dollars awarded will be used to the purchase supplies needed to create the inspirational rocks.

Culinary Foundations

ALTA teacher Jess Levin received a grant of $1,780 in May for the project Culinary Foundations, which will be coordinated with Melissa Cipriano of Southington Bread for Life.

The project provides a six-week program to students who are interested in employment in the culinary field after they finish high school. The course will teach cooking skills and techniques that will prepare the students for employment in the food service industry. In addition, the students will be educated about food safety as well as applicable state and Federal regulations.

Students who participate in the program will be taught to plan, budget, schedule, cook, and serve a meal. The culmination of the class will be the students putting what they have leaned into action by planning, cooking, and serving a meal at Bread for Life. The students will be learning culinary skills and working together as a team to prepare for employment in the culinary field. The clients at Bread for Life will enjoy a great meal prepared by the future chefs.

The six-week course will be offered in both the fall and spring. Classes will be held twice a week: 1.5 hours on Monday as a theory/planning class; 2.5 hours on Friday for developing skills in food preparation.

Each student will receive a certificate of completion along with his/her own apron, knife, and cutting glove. In addition, students will receive training and testing to become Safe Serve certified.

This program will provide twenty students at ALTA the opportunity for a creative learning experience that expands upon their existing educational experiences. These students who are interested in a job in the culinary field will be given a head start in their future endeavors.

Greg Tang Family Math Night

In May 2018, Amy Zappone, Southington Public School's Math Coordinator, was awarded $5,890 for a project titled Greg Tang Family Math Night. At Family Math Night, while elementary students are reinforcing important mathematical content through games, parents and community members will be enthralled by an innovative and powerful instructional presentation from Greg Tang, Sr.

Zappone reported a great interest from the Southington community to learn more about how math is being taught in school now, as compared to the past. There are many misconceptions prevalent regarding the intentions and philosophies behind the Common Core State Standards for mathematics.

In response, earlier this year the school system hosted a K-5 Family Math Night, featuring Greg Tang. While parents and community members were learning from Greg Tang, K-5 students participated in a math Game Night with their peers. Students played age appropriate math games that related to the standards being taught in the classroom.

Overall, this event was a successful evening that brought in close to 500 adults and students from the community. Feedback from stakeholders was very positive and there has been much interest in replicating the event.

Zappone's grant proposal builds upon that initial work. It is intended to reach even more students and community members by increasing awareness and understanding around mathematics teaching and learning.

The November 2018 program will allow for up to 400 students in grades 1-5 and their families to attend the ultimate family math night experience. There is no limit on the number of adults in attendance. Greg Tang, Sr. will work with parents while Greg Tang, Jr. and teachers work with students. The night will include shared learning activities, friendly contests, and more family fun. In addition, Southington High School students will serve as volunteers to work with the students who attend the event. It will be a math night to remember!

Parents will benefit
This proposal will serve as a response to the parents and community members in Southington who are eager to learn more about 21st century mathematics education. The more we can educate and inform the community about mathematics teaching and learning, the more support students will receive at home. School and community partnerships can be powerful in supporting student success and commitment to life-long learning.

Teachers will benefit
This project will provide our educators an opportunity to attend an afterschool event that can increase their own professional capacity. Without incurring additional professional development days, teachers will be able to take the learning from Greg and apply new strategies and tools in their classroom instruction.

Students will benefit
Using games to promote mathematical concepts and skills will allow students to make meaningful connections and transfer knowledge from the classroom to the world around them. The game night portion of this event requires students to communicate with one another and use social skills to succeed in the games while increasing their understanding of mathematics. Bringing in high school students to volunteer for the event will also give our secondary students an opportunity to interact with the community and engage in a leadership experience outside of the high school.

This project connects to the "Mathematics" component of STEM. The Southington Education Foundation is committed to bringing increased awareness and recognition to the importance of STEM-based experiential learning within our school district. Greg Tang Family Math Night will reinforce the skills and concepts that students are being taught in grades 1-5, through engaging and complex math games. These activities will require problem solving and collaboration, which are essential skills for 21st century learners.

2017

Building the Next Generation of Scientists with the Next Generation Science Standards

Southington High School teacher, Keagan Radziwon received $3,626.97 in November 2017 for the project: Building the Next Generation of Scientists with the Next Generation Science Standards.

Radziwon related in her grant application that in 2015 the state of CT officially adopted the Next Generation of Science Standards with the goal of full implementation by 2020. The standards require a shift from teaching students about science to helping students do science. Students are required to grapple with tough questions, make sense of information, and design ways to answer their own questions. In addition, many survey of employers indicate that they are looking for skills such as sense making, adaptive thinking, computational thinking, and creativity. These skills are supported through Next Generation Science Standards. Radziwon considered how curriculum needs impact teaching and learning; she realized that teaching skills need to advance.

This project turns a biology classroom into a science lab through the use of probeware, a new generation of high-tech instruments for collecting and analyzing data from the physical world. These tools can include digital scientific probes or sensors that collect data on temperature, motion, gas pressure, light, and other characteristics. In this project students are guided to use probeware to gather real world data on a variety of life science topics including but not limited to: photosynthesis, bacteria, genetics, ecology, environmental science, and biochemistry. Students not only design their own investigations using this technology, but are able to see it to completion and share their findings with their classmates and beyond. By focusing on real-world applications students will be able to see how this type of work impacts the world they live in and their own lives.
The vast majority of high school students are enrolled in biology classes. It is expected that the probeware is easily shared with other teachers and can be used across disciplines. With proper care the probeware can be used for many years without any further costs.

Simply, students are now engaged in the process of doing science; teachers provide a more real-world atmosphere in the classroom. Classroom teachers have moved from teaching students about science to helping students do science.

Beehives - Apiculture in Agriculture:

The SEF awarded $4,398 to Jennifer Shields at Southington High School for this grant.

The current movement in agriculture is the localizing and greening movement, and beekeeping fits into both of those categories. Beekeeping is important to learn about because of their impact on the local environment (they will pollinate crops and flowers within a three mile radius), and it is important to teach awareness of bees because of their recent decline in population. Bees sustain agriculture because of their pollinating abilities, but also because of the beeswax and honey they produce themselves as a crop. Due to the limited space requirements, and their endless benefits, beekeeping is becoming a very popular hobby and farm crop.

This project will fill the gap in the curriculum for apiculture and beekeeping where there was none before. Students will not only learn about bees in the classroom but they will then be able to apply their skills by maintaining a beehive and performing hands-on work and skills.

This project will benefit the Southington community because of the accessibility of the hive location for educational purposes, it will be maintained by students, it will provide pollinating service to those nearby, and it will produce products to be sold to the public. Bees will benefit LEAF as well as all plants, gardens, and forest within 3 miles of the hive. Bees will travel up to three miles for food, and they will help pollinate Southington resident gardens, and wild plants to benefit many members of the town once they are installed. It is difficult to teach about beekeeping without being able to see and inspect a working hive. The products from the bees will teach students about entrepreneurship and how to market, package, price, and sell products.

Flexible Seating in the Classroom

The SEF awarded $2,576 to Gina Krar, Jessica Fletcher and Adriana Chiappelli at Plantsville Elementary School for this grant.

Research shows that students struggle with anxiety more now than ever. Part of the cause is that we are asking more of them than they are developmentally ready to handle.This includes sitting in a chair for long periods of time. We are proposing flexible seating in our first grade classrooms to allow our students to move throughout the day, which in turn helps them engage in their learning, increase their productivity, instill a love for learning, and it will do a small part to help combat childhood obesity.

Although we regularly include movement breaks throughout our day, flexible seating takes movement one step further. Students can move, engage their core, fidget, and more while they are learning. A student-centered classroom is one in which students will learn best. Imagine walking into a classroom during writer's workshop. You look around and see children  laying on their bellies with a clipboard or sitting up on their knees at a lowered table.  Some are standing at higher tables while their feet fidget with therabands and others are moving side to side on wobble stools or stability disks. 

All students are engaged in their writing because they were able to choose which style of movement and position helps them learn the best. We have read many studies by both teachers and professionals who have used flexible seating and they all have found positive effects on their students.

2016

Through a $4,993 grant awarded by the Southington Education Foundation (SEF), Math Conceptual Development kits have been purchased for every family day care provider, nursery school and child care center in town. These math kits were conceptualized and created as a partnership between the Southington Public Schools (SPS) Math Coordinator's Office and the Early Childhood Collaborative of Southington (ECCS).

Directors and staff at Southington's early childcare providers were invited Sept. 14 to a workshop to learn about math skills for young children and activities to do with the math manipulatives in these kits. Dale Reidinger, the SPS Math Coordinator, identified the components, purchased the materials and will do the training. The kits contents, which were assembled by volunteers from the SEF, ECCS and SPS, include Unifix Cubes, Pattern Blocks, Attribute Blocks, dice, instructions and more.

"The Southington Education Foundation is pleased to provide funding for the Arithmatricks grant requested by the Early Childhood Collaborative of Southington," said Jan Galati of the SEF. "The Grants committee determined this project as an opportunity to provide hands on experiences in math and reasoning skills to preschoolers who will later move on to the public school system."

"Young children experience mathematics all around them helping them to make sense of their world," said Dale Reidinger.

"Some basic mathematical concepts such as patterns and sequencing develop early in both infants and toddlers with simple early games we play with them. Recognizing patterns helps them to understand how the world works and sequencing helps to develop a sense of order, logic and reason. As they play, observe and interact with others, they learn to construct mathematical ideas in very informal but important ways. In these early years they will compare size and quantity, measure, build, recognize and create patterns and shapes, and sort and classify objects by their attributes. These early experiences show us that preschool children have a natural ability and interest to engage in mathematical thinking and problem solving."

The National Council of Teachers of Mathematics and the National Association for the Education of Young Children issued a joint statement: "High quality, engaging, and accessible mathematics education for 3-to-6-year-old children is a vital foundation for future mathematics learning. Studies have shown that having knowledge of basic math concepts is strong predictor of later achievement of both math and reading.

An important educational goal is for children to have "good number sense." Children need a wide variety of experiences and activities to help them construct many ideas about numbers. They must see relationships between numbers with connections to the real world using simple tasks. Conceptual understanding of numbers includes seeing relationships between more, less or equal in a group of objects; counting and numeral recognition. Counting tells how many items there are in a group. Young children must count with objects and while counting they need to associate one number count with every one object.

Click here for photos!

Walking Trail Murals

While walking the trail through Plantsville, make sure to stop to admire the work of our talented third graders. Their mural, unveiled May 25, 2016, is located by Dean's Stove and Spa, and depicts various attractions throughout Southington.

A big shout out to the the art teachers who oversaw this project, especially Barb Szymanski, Art Teacher, Kelley, Thalberg, Plantsville and Derynoski Elementary Schools.

The project was funded by the Southington Education Foundation (SEF) and the Community Foundation of Greater New Britain in collaboration with Southington Public Schools and the New Britain Museum of American Art.

Click here for photos!

2014

Third Grade Artist in Residence Program

Together with the Community Foundation of Greater New Britain the Southington Education Foundation funded a cultural experience that reached nearly 500 third graders in the Southington Public School system during the school year 2014-2015.

The Third Grade Artist in Residence Program began with conversations among representatives from the CFGNB, SEF, school administrators and art teachers. This project was seen as a wonderful opportunity to enhance the arts experience of younger children by integrating Southington history and landscape art and, in doing so, grow students' cultural knowledge.

Through this program teachers received professional development to increase their skills and knowledge in photo collage. Students worked with their art teachers and a specialist in the art of collage to produce at least one piece of art per school. The planned field trip to the New Museum of American Art allowed young learners to view real art and align it with their learning in the classroom. The photo collages hang in all eight elementary schools where students, staff, parents and all visitors can enjoy the work of these young artists!

Click here for photos!

A special Thank You to the Art Teachers who were involved in the Photo Collage Project:

• Dana Baldwin
• Joelle Castonguay
• Luciana Florio
• Lauren Klein
• Jessica Leiss
• Barbara Szymanski

Kudos also to Karen Smith, past Southington Assistant Superintendent and Jan Verderame, Derynoski Elementary School principal, who together initiated and oversaw this project throughout its duration.

Jessica Leiss will join the art teachers as they take part in the 2015-2016 Artist in Residence Project, jointly supported by the SEF and the CFGNB.

First LEGO League

Chanel Curtin, a teacher at Thalberg School was awarded a grant which allows her to start a robotics team next fall through the national program First Lego League. The interest among fourth grade students was so amazing that Curtin needed to devise an application process to narrow the field of candidates. The FLL team is comprised of 10 fourth-grade students whose mission is to construct a robot that will maneuver through an obstacle course. Each year a new challenge is presented to FLL teams and next December a competition will be held in Berlin. According to competition rules, points are awarded for each robot's performance which ultimately results in its placement in the competition. Curtin explained that robotics fosters independent thinking and problem solving skills and team members will be able to continue their interest in robotics at the middle school and high school levels.

Indoor Organic Vegetable Garden

At South End School Marion Virello, the food services manager, and Ellen Bellinger, a first grade teacher, combined to create an indoor organic vegetable garden, an activity that they had heard about in New York City schools. Virello reported that it took about 20 hours to complete assembly of the eight-foot long raised beds that are housed in the cafeteria for all students to view. Once the construction was complete the students in the garden club set to work to plant seeds in soil cubes placed under fluorescent lighting. Each day at lunch students are able to hop up on benches to view the changes. The grant recipients expect students to learn where vegetables came from, plant and maintain a garden, and enjoy vegetables. Right now Bellinger said that the growth is slow and that there is a bit of a learning curve. However, she said it is a garden that will go on and on.

Each grant incorporates at least two of the STEM disciplines (science, technology, engineering and mathematics) and together $4,000 was awarded to the educators for their projects. To date the SEF has awarded $78,000 in grants and written $130,000 in checks for various grants, programs and initiative over the past five years.

Read the following news stories about these grants:

• Foundation Hands Out More Grants (Southington Observer)
• Southington Education Foundation celebrates grant-funded projects (Record Journal)
• Grants Awarded to Innovative Projects in Southington (Hartford Courant)

2013

The SEF is proud to have awarded close to $6,000 in grant funding to our Southington educators to help them in their mission to provide the best educational opportunities to our school children.

Hands-On Learning in Science and Technology: Producing Biofuel from Algae

Richard Niro, Dave DeStefano, Jesse Quinn, Justin Mirante, Patrick O'Keefe, Troy Schinkel and Sal Spagna
Southington High School

This $3,300 grant will engage students across the spectrum and teach the fundamentals of science and technology.

The program will involve the study of alternate energy sources - specifically, the use of common algae as biotechnology to convert the radiation of the sun into energy-rich oils and ultimately biodiesel.

"While the science, vocational, agriculture and technology education students at Southington High School are well grounded in classroom learning, they lack such a broad, engaging, collaborative project to apply their knowledge and skills in the context of relevant, real-world problem," states the grant application.

Several classes will be involved in the program. AP Biology students will cultivate algae, honors and AP Chemistry classes will remove the desired oils from the algae and AP Environmental Science students will produce biodiesel from the algae-grown oil. Also involved will be technology education students, including Project Lead the Way, who will work to increase the biodiesel production into large batches. Vocational agriculture students will test the products in diesel engines in the motor laboratory.

The entire project will be coordinated by a group of interested students, the BioEnergy Project, who will liaison between the various teachers, students and classrooms.

The SHS grant was supplemented by a school-designated grant funded by the Peccerillo family, who donated monies during the SEF's Fan of the Foundation Gala in October.

2012

The SEF is proud to have awarded another round of grant funding to our Southington educators to help them in their mission to provide the best educational opportunities to our school children.

Four grants were awarded totaling nearly $10,000:

1. APP-TITUDE for ELL's SUCCESS
   Linda Clock, Town-wide ELL Coordinator
2. Sustainable Learning in an Outdoor Classroom
   Linda Bass-Reilly, Thalberg School
3. Good Morning Strong School
   Lenore Butler and Paula Knight, Strong Elementary School
4. What's Cooking at Thalberg?
   Michelle De La Rosa, Nhi Michaud and Chanel Curtin, Thalberg Elementary School

More than 50 teachers have received grants and each school in our district has been the recipient of at least two grants.

The Southington Education Foundation, Inc. awarded a fifth round of grants at a reception January 19, 2012 at JFK Middle School:

2011

The Southington Education Foundation, Inc. announced the names of four teachers who have been approved for grants during the organization's fourth round of grant funding at a Grant Awards Reception, May 26, at Southington High School:

The Southington Education Foundation, Inc. awarded a third round of grants at a reception January 20, 2011 at Plantsville Elementary School:

2010

The Southington Education Foundation awarded a second round of mini-grants at a reception June 10, 2010 at Kelley Elementary School:

Welcome to Genevieve's Teaching Garden! Read an article from the NOFA (Northeast Organic Farming Association) School website, submitted by Linda Reilly, the teacher and coordinator of the Teaching Garden at Thalberg School. Download the article.

I just wanted to send you a quick note to let you know how a grant from the SEF has changed not only my entire classroom but also our school. In the Spring of last year I received a grant to compost in my classroom and it is going wonderfully. In addition to the compost my class challenged the school to help us recycle. As of this week we have recycled over 3,000 bottles and our class purchased the Earth day tree that we are planting tomorrow morning. Our goal was to lessen the amount of garbage we put in our landfills. NBC has been in touch with me and may cover our story. I wanted to THANK all of you for supporting our classrooms and making these types of activities possible. Thank you! Regina Albee.

The grant impacted the children in many ways. I feel that by writing the interviews then applying the pictures and music really made the children connect with the character in the book they were reading. They were able to get a deeper understanding of the book and they were excited to read the book and participate in the project. The grant also impacted the children because of the other projects we are able to do with the i-Pods. Some of the children are using the i-Pods to create newscasts by videotaping themselves then making a podcast from it. I also use them to put soothing music on them for a student who has trouble focusing. It really calms him down and helps him complete his work. The children have really enjoyed using the i-Pods and I will continue to use them to help impact all children. - Michelle DeLaRosa

The Southington Education Foundation funded three innovative and constructive grants following an anonymous donation of $10,000.

With $5,000 of the donation, Southington High School will be outfitted with a TI-Nspire Classroom, which combines learning handhelds and computer software with assessment tools that gauge student understanding within an interactive classroom. The technology will be utilized extensively in five sections of precalculus classes and at least one section of advanced placement statistics at SHS. Additional math classes will also benefit from the technology, which includes SmartBoards, LCD projectors, computer software and calculators, because at least two classrooms will be equipped with the apparatus, according to SHS Math Department Chairman Robert Lasbury.

The Kennedy Middle School Music Department received $2,500 to be used to promote and inspire jazz music. Specifically recognized by the donor was Tim Johnson, who directs the school's band. The money will go toward the purchase of sound equipment, which students will learn to set up and operate for school concerts. Students will also learn how to make CDs after recording their concerts.

The final $2,500 was earmarked for the SHS Construction and Manufacturing Career Advisory Board, which sponsors expos for students to meet representatives from different trade industries to discuss career options. The donation specifically cited John Ellsworth and Nancy Cheiro for their respective service to the school system and its students.

On February 5, 2010, SEF awarded the first round of mini-grants to educators during a reception at Thalberg School:

Click here for photos!

If you have further questions regarding applying for grants through the Southington Education Foundation, click here.