Academic Year 2007 - 2008 Team Report

Entergy Team Report


Entergy MST SUNY Oswego Grant Project Report 2006-2007

Carol Burch Hannibal HS

Project Goals:

  • Expansion of wind turbine blade project with RSP9 students- develop inquiry skills, experimental design, data collection and analysis using Vernier probeware

  • GIS/GPS/Mapping unit with RSP9 students

  • Science Trail*- ‘Woodsy Walk” revitalization of existing nature trail with Science IS for Girls! group.  Create brochure, develop GIS based trail map, create interactive web map with natural features, trail highlights, activity stations, etc.

Project Activities and Reflection:

            Fall semester:  I began working with the SIFG! middle school girls to plan an extended project to revitalize the school’s nature trail.  We identified trees and plants, worked with GPS units to collect trail location data to use with ArcGIS 9.2 software, planned some stations for inquiry activities for elementary kids, completed winter tree ID activity, captured spring wildflower images and location data.  (*NOT FINISHED)

            In January Dave Wallace spent 2 hours working with my college physics students on a real world problem solving, failure mode analysis activity which was enjoyed by the kids.   They expressed positive feedback about the experience and saw that problem solving and process analysis applies across a wide range of everyday situations.

            Spring semester:  My skill-building RSP9 classes began the semester with a set of activities designed to prepare them for the wind turbine blade design project that I expanded this year.  The kids started out with hands-on experiments where they learned to form hypotheses, identify dependent and independent variables, establish controls, test and collect data, graph data for analysis, and draw conclusions.  They really enjoyed the activities and I believe gained some critical foundation skills.

            An extended unit on energy followed to lay a foundation of energy knowledge for the turbine project.  The students studied types of energy, energy sources, energy careers, and more specifically: NY State energy.  Presentation skills were another goal I worked on with these students.  They showed considerable growth as the semester progressed in their class presentations and slide shows they created.

            The wind turbine project was revamped to include much more math, computer data collection using the Entergy funded Vernier Lab Pro unit.  Kids were more focused, worked in small teams, used CRISS strategies to organize their thoughts, and created meaningful graphs from their data collected.   I was very pleased with the growth shown this year and the graphing skills especially.

            I introduced a unit on GIS and mapping of our area and state.  We studied map projections, types of maps, satellite imagery, GIS data online, and topography of our region.  We included watersheds, environmental quality concerns, land use issues, and worked on class discussion skills.  Darfur satellite imagery was the focus of one excellent class discussion on the use of remote sensing and GIS information for social causes.  The wrap up discussion was about the impending arrival of a Super Wal-Mart in Granby.  It was amazing the depth of thought and breadth of concern these students had for the impact of Wal-Mart on the environment and the local economy.


Pre/Mid/Post testing on experimental design skills. 

Pre:      The two groups of students had a universally low ability on the pretesting- could not graph data and create a line graph, could not properly match terms for specific types of variables, nor could they write hypotheses.

Mid:    The students showed the highest gains in graphing skills where all (!!!) could graph data to create a line graph, properly label axes, give title, and draw some conclusion from the graph.  The next area of growth was the matching of terms for variables with some confusion between dependent and independent variables, and the lowest growth was in writing good hypotheses.  This test was given immediately after experimental design unit.

Post:    As part of their final exam, students graphed data, matched variable terms, and answered questions about experiment improvement.  The graphing skills were still very strong in all but three students of the two classes.  Independent and dependent variable identification was confusing for more than half of the group, but their ideas of improving the quality of the experiment showed string understanding of sample size, constants, and good procedure.

Over the course of the semester I observed the changes in student oral presentation skills.  All students had learned to use PowerPoint as a tool, to use more bullets and less chunks of text, to prepare for the presentation, and to make it visually interesting.  I was very satisfied with the growth in the low ability students overall.  By the end of the semester all had eliminated sounds from their slide shows, animation effects, and showed good choices (in general) for text size and color.

The students showed better behavior when completing the hands-on activities and projects than at other times.  Students learned to delegate tasks within a project and to work together to check on calculations.  They expressed their enjoyment of science class and took a real interest in the local and regional topics we studied, especially energy and satellite imagery.

Project Future:  Expand GIS and GPS projects, finish Science Trail, and incorporate more solar energy study into our project work with RSP9 students.

SMART 2007 Team Reports (2006-2007 Academic Year)

Team Members: 

Carol Carroll, Stacy Dawson, Nicole Freebern, Courtney Carroll

Team Name (e.g. Delaware Elementary):                   ENTERGY

Write the number of Teacher participants for each period.

Academic Year number

Summer Institute



Team Location and Focus (e.g. Delaware—ESL literacy)

Oswego, Math, Science, Technology, ELA

Data analyzed on teacher learning and results (e.g. Faculty surveys, teachers reflective journals)

  • Teacher reflection journals
  • Student input/ evaluation

Data analyzed on student learning and results: (e.g. annual literacy assessments/NYS report card disaggregated data for 4th grade ELA, analysis of rubric scores on students writing samples each quarter for students in v.s. not in the program):

This year we analyzed the following data and we will continue to analyze it in the future.

·       6th grade NYS ELA and Math

·       4th grade NYS ELA and Math

·       2nd grade DIBELS (ORF – Oral Reading Fluency)

Next year 3rd grade will analyze NYS ELA and Math in place of 2nd grade DIBELS.

Revised May 2007

Entergy Project – Data Analysis 2006-2007

The Entergy Project includes nine (9) area teachers who focus on math, science and technology (MST) in their classrooms K-12.  There is a career component to this endeavor as well and is infused in all projects.  This highly successful group works on diverse curricular units, activities and field excursions.

These teachers compiled various types of data to reflect their work and the achievements in their classrooms.  While different forms of data was interpreted, all participating teachers incorporated “classroom observations” into their analysis.

A short synopsis of each group or individual teacher follows and their full analysis and evaluation is attached.

Carol Burch, Hannibal High School:  Carol chose to do a survey in addition to observing the classroom.  She found growth in presentation skills, graphing skills, and problem solving.  She also had positive feedback from students regarding science in general.

Dawn Battles, Hannibal High School:  Dawn observed an increase in enthusiasm during lab experiments.  Her data also showed a 42% decrease in absences for this lower ability applied chemistry class.

Carol Carroll, Stacy Dawson, Nicole Freebern, OSCD different grade levels and elementary schools:  This group of three (3) teachers worked closely on this project.  They found that the 2nd graders involved passed the benchmark for oral reading fluency (ORF) by 10 points and showed significant growth over the year.  The 6th grade scores on the NYS Math Test increased from 44% in 2006 to 71% in 2007.  In 2007, 80% of the 4th graders involved scored a 3 or a 4, which met the NYS goal of 80%. There was also an increase in the number of students who scored a 3 or a 4 on the test in 6th grade students.  Additionally, 83% of the 4th graders scored a 3 or a 4 on the ELA and no children scored at level 1.

Karen Griffin, Norma Griffin, New Haven Elementary:  Karen and Norma work together on several different activities and projects for 4th grade students.  All 4th graders earned either a 3 or a 4 on the NYS Science Assessment in 2007 with 12 out of 19 students receiving a score of 4.  Teachers use a website extensively with and for their students through out the year.  There were over 12,000 hits this year.  The class is 10 points above the district average in the Tech Literacy Assessment.  In house/Cross District ELA benchmark testing shows high percentages in the results.  Additionally, parents had an overwhelming positive response to a survey indicating that they felt their children were “becoming” mathematicians and scientists and enjoyed the experiences.

Robert Jones, DMK Middle School, Hannibal:  Bob chose to look at “school plans” for his data as well as observations.  He set out to become more familiar with GPS and GIS systems to be able to use the information in his classrooms and school, which he did through attending workshops.  Bob also made a curricular partnership with Cayuga Community College (CCC) through representatives visiting Bob’s school and through several high school students visiting CCC.  Lessons and activities were infused into an already busy curriculum and Bob reports an increase in student interest in his class.  His activities and projects lend themselves to teamwork, problem solving, real world applications, creativity and fun.

Kristie Tonkin, Oswego Middle School:  Kristie used a “teacher made assessment” and observed and talked with her students to look at her project.  She also looked at feedback from a pre/post-test.   Students made connections to MST through the use of a tool called “The Real Game” and participation in a Career Fair.  This work helped these 8th graders connect to the larger community, gender roles/ stereotyping in careers in our society, as well as financial choices and responsibilities in the real world – just to name a few.

In conclusion, hundreds of students in area schools have benefited from this team of professionals reaching their goals to bring in a stronger emphasis on MST and career choices into their classrooms. The end result will be seen in the coming years as these children become our leaders and consumers who understand and appreciate MST in their professional and daily lives.

Assessment Data

Entergy Grant 2006-07

New Haven Grade 4 Inclusion Team

Norma Griffin

Integrated Ornithology program goals:

  1.  Encourage family involvement in learning
  2. Get children interested in and excited about learning
  3. Help children take an active role in their own education
  4. Instill a sense of environmental awareness
  5. Create life-long learners


          74% of the families returned the parent survey, 100% of the students completed the student survey. Survey responses indicated that 93% of parents and 80% of students felt that all 5 stated goals had been met.

   Goals achieved: (% based upon “agree& agree strongly” responses to questions):

  1. Families were involved in student learning:                                    Parents: 85%  Students 70%
  2. Students were interested in and excited about learning                 Parents: 92%  Students 85%
  3. Students took an active role in their own education:                      Parents:  92%  Students 81%
  4. Students had an increased sense of environmental awareness       Parents : 98%  Students 88%
  5. Students were becoming life-long learners                                    Parents: 100%  Students 75%

Technology: Moodle Site:

            On average, my Moodle site, with its weekly extra credit challenge, was accessed 84 times per week by students and guests (primarily parents) 50% of students completed over 1/2 of the extra credit challenges. 78% completed over 1/3 of the challenges. (supports goals1-4)

Bird sleuth Identification Game:

The independent use of the Bird Sleuth Bird Identification activity (see link on Moodle site) served as another assessment of goals 1-4. 100% of students could identify their own bird and at least 7 other common birds.32% of the students could identify 36 local birds. and another 32% were actively working on mastering the list. Parental involvement was evident in remarks made by students in reference to home practice with family members.

State Assessments: see K. Griffin’s report

Teacher Observation:

Based upon classroom observations alone, I feel that all of the above goals have been met. As the school year progressed, our students became more and more self-assured in their ability to ask questions and then progress to the stage of seeking out and investigating their own answers. Many of the children even brought “discoveries,” observations and “ah ha moments” from home to share and act upon in class.  They frequently came to me with spontaneous reports of interesting sightings and “I wonder” questions based upon connections they had made either at home or during class when working in other curriculum areas. This year much of the ornithology work was done during recess, bus time and “Lunch Bunches” when students asked to spend their time on it.

Some parental comments from survey:

  • Question #25 What do you feel were the highlights of the “Fledgling Ornithology” program?:

Intergenerational sharing opportunity. The program also gave Jake the opportunity to be both an instructor and an expert for our family.

Rusty’s ability to recognize birds. His desire to be part of the class’s booth at the Bird Festival. Rusty does not like to discuss his day at school. Which is the reason I did not know much about the ornithology project.  After seeing the work done by (New Haven) students at the Bird Festival and seeing his excitement at participating in it I was very impressed.

Ø      Going on “bird hunts” (to count the # of birds) in (our) yard. Learning bird facts.

Ø      Learning about the different types of birds and talking about them at home

Ø      I would continue this program I think its wonderful for kids

Ø      Our family has always had an interest in birds – I think this program made my child realize that other people are too!! Now she notices them more! And knows more about all the different habits and kinds of birds.


         Assessment Data

Entergy Grant 2006-2007

New Haven Grade 4 (Inclusion)

Karen Griffin


This May, New Haven Elementary was designated by New York Education Department and Commissioner Richard Mills as a

 High Performing/Gap Closing School due to our students meeting and surpassing state standards for ELA, Math and Science! 

Physical Science:  LEGO Simple Machines

            Objective:  The student will be able to:

  • List and define the six simple machines.
  • Identify ways simple machines make work easier.
  • Design and/or build a compound or complex machine to solve a specific problem or complete a specific job and explain how its components contribute to the solution.

Pretest: The students independently completed the “Knowledge” and “Wonder” sections of a modified KWL chart. 

Simple Machine

How does it make work easier?


Which examples might you make out of LEGOS?

At the beginning of the unit, only 3/17 of the students were able to name all 6 simple machines.  The majority of the descriptions of how work was made easier were vague.  For example:  “A wheel and axle is for a car.” “A wheel and axle lets us ride, not walk.” 

Teacher Observations Mid-Unit: At first the students stuck closely to the designs suggested in the LEGO kit.  By day 2, they became modifying designs or creating novel machines.  Among the novel inventions were, a fishing pole (lever, wheel and axle), comb (wedge), device to rescue someone who had falling down a mountain (pulley), a conveyor belt (pulley), a race car for frogs (wheel and axle), and a wishing well (pulley). Students were so engaged in the tasks that they sought extra opportunities to use the equipment. Students with minimal engagement in prior science units or who had exhibited low confidence in science tasks were actively involved in building and discussing.  The LEGO kits connected the familiar and fun with the new concepts and skills.  One child worked with his father to make a home school connection by comparing the simple machines in his LEGO car with those found in his dad’s construction equipment.

Post-Test: The students made oral presentations describing their LEGO machines.  The presentations included an identification of the simple machines and a description of the way work was made easier.  Many students also demonstrated their machines completing a task.  All students were able to identify the simple machines found in class inventions.  Descriptions of ways the parts made work easier were more specific and contained scientific terminology.  For example:  Matt shared, “I made a comb with LEGOS.  It contains a lot of little wedges.  The wedges make a downward force into a sideways force. 

Life Science:  Ornithology 

See Norma Griffin’s Report

General Science:

Objective: The student will demonstrate an understanding of the concepts and vocabulary required by the NYS science standards for K-4 as measured by the state 4th grade assessment.

Pretest:  2005 and 2006 NYS Science Tests Multiple Choice Sections

An analysis of the data indicated that the following concepts and vocabulary needed to be reviewed or reinforced:

·         Parts of a Plant

·         Stages of the Water Cycle

·         Habitat/Community/Population/Organism

·         Food Chains or Webs and Their Stages

·         Adaptations

Teacher Observations:  The class trip to Rice Creek Field Station was a real world opportunity to reinforce the identified concepts and vocabulary.  Students were given opportunities to observe and discuss the habitat’s plant and animal adaptations.  Physical features of the habitat were also explored and touched.  Curious children asked questions that led to use of vocabulary and “what if” discussions.  Example: Student: “Were the holes in the trail a snake’s home?”  Teacher prompts:  What do we know about snakes?  What makes a reptile unique?  What do you notice about the ambient temperature in the woods?   Would a cold-blooded animal prefer to live here?  Why or Why not?  Later similar prompts were used when a chipmunk was spotted.  The class concluded the holes were probably the chipmunk’s home.

Post-Test: NYS Science Assessment 2007

All fourth graders earned either a 4 or a 3 on the assessment. This included a student who had received no formal science instruction until grade 4.  It also included students who received no third grade science instruction due to AIS scheduling conflicts. 12 out of the 19 students received a 4. The weakest area was the hand-on measurement portion of the assessment.  This is an area not address by this year’s Entergy project.  Ways need to be explored for inclusion of these skills in the 2007-2008 project.

Technology:  Moodle Site

Objective:  The student will:

§         Demonstrate mastery the of the district K-4 standards as measured by the Tech Literacy Assessment.

§         Utilize Internet resources to research and/or apply content area vocabulary, skills and concepts.

Pre-Test:  None

Teacher Observations: Student accessed the Moodle site both from home and school.  Interactive games, self-checking activities, and video clips frequently used during free time as well as during centers or whole group lessons.  The Moodle site checks the number of hits per area.  As of 6/26,

The following hits were recorded:

Science:  979

Writing: 291 (This section included search engine links and graphic organizers that were used during report or poetry writing.)

Entergy Grant: 300

All Areas: 12,054

These hits included students, staff, and guests.  The guests were family, community members, and other staff.  Our site is frequently highlighted in Moodle training sessions for other district employees.

Post-Test: Tech Literacy Assessment

  • 10/19 students met the Elementary Proficiency Standard of 220
  • Our class average was 209.  This put us 10 points above the district’s average and 5 points below the average for all elementary schools.
  • Weakness included: Social/ Ethics and Spreadsheets
  • Strengths included:  Systems/Fundamentals, Word Processing, Telecommunications/Internet  (These 3 areas were above the average score of all schools.  They are also the areas most directly tapped by the Moodle site’s activities.

The Energy projects also included math and ELA connections and real world applications.

  • ELA Grade 4 State Assessment:

4= 0/18

3= 14/18

2= 2/18

1= 1/18 (This child entered the class a week before the test.)

  • Math Grade 4 State Assessment:

4= 2/19

3= 12/19

2= 5/19

1= 0/19

As with the NYS science test, the measurement strand is a weakness.

In House/Cross District ELA Benchmark Testing:

Areas that were weakness prior classes included main idea/significant details, fact/opinion, author’s purpose, and text structures.  Activities in our projects reinforced and applied these concepts throughout the year. 

This year’s testing showed:

17/19 mastered main idea/significant details

16/19 mastered fact and opinion

17/19 mastered author’s purpose

14/19 mastered text structures

As a result of this, more activities will be developed with nonfiction text to identify and apply the structures of texts.

In addition to the attached results, here are some other pieces of data

you asked about:  Note:  All students tested were white.

This is bases on the most recent school report card.

Math Grade 4:  Earning 3-4: 

                               75% (Female)

                               74% (Male)


                               85% (General)

                               14% (Disabilities)


                                71% (Economically Disadvantaged)

                                77% (Not Disadvantaged)

ELA Grade 4:  Earning 3-4:

                                57% (female)

                                53% (male)


                                60% (General)

                                29% (disabilities)


                               47% (Economic Disadvantages)

                               60% (Not Disadvantaged)

Norma Griffin
Summer SMART 2007

Robert Jones – Data Type – School Plans 6/15/07

           According to many experts the next decade will bring rapid growth in the following three areas biotechnology, nanotechnology and geospatial technology.  As educators we need the opportunity to gain knowledge and insights in how to infuse these technologies into our curriculum to better prepare the youth of today for tomorrows workforce. The focus of the Hannibal School District plan is to introduce geospatial technology to teachers so that they will feel more comfortable teaching about this new and emerging technology.  They will also identify activities and lessons that will support their curriculum. The following is an outline of professional development that has occurred for the 2006-07

school year and tentative plans for the 2007-08 school year.


  • Technology Teacher Robert Jones - attends a two-week session at James Madison University in Virginia. Located on the campus is the National Center for Rural Science, Technology, Engineering, and Mathematics Education Outreach Center. The workshop brought together teachers from rural settings across the United States. The emphasis of the workshop was to help teachers use geospatial technologies, such as geographic information systems (GIS), global positioning systems (GPS), and remote sensing, to help build their spatial reasoning and content knowledge in STEM areas.
  • Hannibal School District received a full site license from ESRI of ArcGIS 9.1 for 500 computers
  • Teacher Robert Jones - receives two supporting grants to purchase GPS units for his classroom and develop curriculum materials
  • Hannibal School District sent four teachers representing science, social studies and technology to the New York State GIS conference.  Teachers all came away from this conference with an appreciation on how geospatial technology is being used in the real world and saw the multitude of career options for students 
  • Hannibal School District established a partnership with Cayuga Community College 
    • Guest college students made a visit to technology education classroom
    • Several high school students made a visit to Cayuga Community College
    • Cayuga Community College hosted two full days of training in GIS and GPS technology for 12 teachers representing science, social studies, technology education, 5th grade, ELA, Hannibal Town Supervisor and a local volunteer fire department member
  • Hannibal School District sent four teachers to geospatial summit in Central New York, which included presentations by Goggle Earth, Microsoft State & Local Government TeleAtlas, The Nature Conservancy The New York Times, Directions Magazine and the Climate Project


  • Hannibal School District is sending five teachers to Cayuga Community College for a full week of geospatial training
  • Hannibal School District is providing two full days of curriculum work for 12 teachers with the following three goals in mind
    • Create a lesson plan for individual teacher content area related to geospatial technology
    • Discuss the opportunity to conduct interdisciplinary projects related to geospatial technology
    • Possibility of hosting a GIS day in the Hannibal School District
  • Teacher Robert Jones - attends follow up session at James Madison University in Virginia
  • Send new teachers to NYS GIS conference in Albany
  • Present at the National Science Teachers conference and the Oswego Technology Education conference
  • Write a Tapestry Toyota grant evolving around geospatial technology
  • Offer a college course in GIS through Cayuga Community College at Hannibal High School
  • Continue working with Entergy Corporation
  • Seek other outside connections

I have seen an increase student interest in my class as a result of incorporating geospatial technology. The activities and projects lend themselves to teamwork, problem solving, real world applications, creativity and fun. Which is underlying philosophy of my teaching.

June 2007

This year your child has been involved in our class “Fledgling Ornithology” program through which we have incorporated the study of birds (ornithology) into many of our activities and lessons. I have developed and implemented this program with Karen Griffin in an effort to: 

  • Get children interested in and excited about learning
  • Help children take an active role in their own education
  • Instill a sense of environmental awareness
  • Encourage family involvement in learning

and, most important to me, 

  • Create life-long learners

Attached you will find my report card for the “Fledgling Ornithology” program. This evaluation will be used to help me better serve our school community. Please complete the evaluation, as honestly and completely as possible, your names are entirely optional. Thank you in advance for your opinions and suggestions. I have very much enjoyed working and learning with your children here at New Haven Elementary and look forward to seeing them in the community in the years to come.  Have a safe summer.


Norma Griffin


SMART 2007 Team Reports (2006-2007 Academic Year)


Team Members


Carol Carroll, Stacy Dawson, Nicole Freebern, Courtney Carroll



Team Name (e.g. Delaware Elementary):                   ENTERGY

Write the number of Teacher participants for each period.

Academic Year number


Summer Institute



Team Location and Focus (e.g. Delaware—ESL literacy

Oswego, Math, Science, Technology, ELA

Data analyzed on teacher learning and results (e.g. Faculty surveys, teachers reflective journals)


  • Teacher reflection journals
  • Student input/ evaluation


Data analyzed on student learning and results: (e.g. annual literacy assessments/NYS report card disaggregated data for 4th grade ELA,


analysis of rubric scores on students writing samples each quarter for students in v.s. not in the program):

This year we analyzed the following data and we will continue to analyze it in the future.

6grade NYS ELA and Math

4th grade NYS ELA and Math


·       2nd grade DIBELS (ORF – Oral Reading Fluency)


Next year 3rd grade will analyze NYS ELA and Math in place of 2nd


grade DIBELS.



Revised May 2007


Kristie Tonkin

Oswego Middle School

8th grade 2nd Annual Career Fair


          I chose to support Entergy’s promotion of showing our students how math, science and technology are used in everyday lives by holding a Career Fair. 

 This year I made a point of incorporating some “unusual” careers to really drive the point home to the students that math, science and technology are used everywhere.

          The method of assessment was relatively simple; I used the Teacher Made Assessment, which would evaluate their knowledge, through feedback,

based on a pre and post test about different careers and their use of Math, Science and Technology. 


 The test was administered during the course of the 5 week rotations that I have for the 8th grade. There are 370 eight graders, of whom 211 took the test.


The number of students who took the test is based on the number of students that I saw this year.

Due to scheduling changes I only instructed two-thirds of the 8th grade this year. 

 Student attendance for the Career Fair was roughly 343. I also was able to change my 8th grade curriculum for Career Exploration by using a new progra


m called, “The Real Game.”


I was able to show the students, through role playing, that as they grow into adulthood they will continue to use math, science and technology.         


 My findings were as follows: 

 The students made connections to math, science and technology through the Real Game and the Career Fair

 Students were able to become aware of the responsibilities of the adult in their lives and to have a better understanding of where finances go as an adult. 

 Students also gained a greater respect for the adults in their own lives after seeing what the choices are that they have to make.

 Created a healthy school and community connection through the career fair.

 Allowed students to gain access to a variety of different careers that they may not be familiar with.

 Students were exposed to the problems that occur with sex-role stereotyping and gender inequity

 Females were exposed to women in “male” careers.

*    Students were able to plan “vacations” through researching travel destinations and speaking with a travel agent which connects to global studies as well as cultural differences.

*    Students were able to further develop their skills in team work, decision making and compromise by being in a neighborhood that they did not choose.


I hope to have the opportunity to continue this tradition in the middle school as it has been well received by all!