Grant Category: STEM
Funding Goal: $2884
Amount Funded: $2000
in partnership with
Students will design and build programmable robots using high-quality motors, sensors, gears, wheels, axles, and other technical components. By using hands-on robotics, students will gain a better understanding of how technology works in real-world applications.
The solution enables students to understand and interpret two-dimensional drawings to create three- dimensional models; build, test, troubleshoot and revise designs to improve robot performance; Gain practical, hands-on experience using mathematical concepts such as estimating and measuring
distance, time and speed.
The grant would be used in Mr. Mosely's targeted class comprised of 14 male students with a variety of at risk factors such as: poverty, race, gender, academics, social/emotional behaviors, and transiency in home settings.
At risk factor: poverty
73% of students attending Deerfield Elementary School qualified for a free and/or reduced meal benefits. The FaRMS eligibility is an indicator used to determine students living in poverty.
2018/2019 FaRMS data ranked Deerfield as the third highest FaRMS Title I school among the eight school-wide Title I elementary schools.
All but 1 of the 14 students did not qualify for FaRMS, so the free and reduced meal eligibility of the 13/14 students poses poverty as a significant at risk factor. Students living in poverty would greatly benefit from innovative programs that they may not necessarily have access & opportunity
outside of the classroom setting due to financial barriers.
Academics: The 14 students who have not met proficiency on state assessments as well as using multiple selection criteria data sources were identified as needing alternative methods of teaching. The goal is for the strategic alternative classroom methods to increase academic achievement using research based methods of teaching as well as infusing college/career experiences for the students.
Schedule Flexibility: The 14 students have a different schedule with job embedded careers, social/emotional components, and competitive and cooperative learning. A program could be easily integrated into Mr. Mosely's schedule since he does not have to coordinate co-teaching partnerships, schedule transitions, etc.