The majority of MTEF's funding is directed toward its Grants Program. Through the Fall of 2008, the Foundation provided over $426,000 to fund 150 exciting projects in several grant categories. The Grants Program provides grants or other resources to students, teachers and staff to fund innovative academic, artistic or vocational educational experiences outside the normal curriculum and extracurricular activities of the Manheim Township School District. Thousands of students in all grade levels have benefited from these grant projects.

Grant applicants must meet certain criteria to be selected for funding:

• Is this project one that would not normally receive funding through the school district's budget?
• Is the proposal new to the Manheim Township School District or individual school?
• Is it curriculum, school climate or community service related?
• Are the goals realistic and worthwhile?
• Does the proposal have the potential to impact the students, school and/or the community in a positive way?
• Can this proposal become part of the regular curriculum or school environment? Does it have the potential to affect large numbers of students?

Grant proposals span a range of topics such as reading and literature, plant history, character education, photography as self-expression, running a business, learning about the health care industry, history, math, computer, foreign language, dance, art, science, community service, music, physical education, leadership and job skills.

Many of the programs funded by MTEF are wonderful "extras" for the students of Manheim Township School District, since they would not otherwise have received financial support from the district's tax-generated budget. Other programs are important “basics” that require additional funding, which MTEF is pleased to provide.

The Foundation also coordinates four memorial fund grant opportunities:

• Jean Hoadley Peterson Memorial Fund
  
• Louise Weaver Engle Memorial Fund

• Artie Shirk Memorial Fund

• James Livengood Memorial Fund

Recent Grant Projects

April 2006

• Where in the World Global Positioning Systems in the Classroom, Kurt Enck, Middle School
  The goal of this project was to use GPS technology in many types of curricula. Students were introduced to mapping, GPS technology and how to use hand-held GSP units. They then applied their learning to real world situations such as data collection, geocaching and simulated emergency response and rescue. The use of the technology was hands-on and the program included hearing two speakers from the community who are experts in mapping, planning and the use of GPS units. The students moved on to using the GPS units in science, social studies, math and English. In addition, there was a community involvement activity built around the students’ newfound knowledge and the new equipment.

April 2007

• Sprouting Readers! Michael Bromirski, Reidenbaugh, Bucher
  This program is designed for students who participate in the Extended Day Kindergarten Program. The ultimate goal of the EDK program is to have all of the students in the program on grade level by the end of the school year. The school implemented this internet-based literacy program, HeadSprout, for all of the EDK students at Bucher and at Reidenbaugh. HeadSprout is a supplemental early reading program that ensures reading success for every child. It is designed specifically to address the needs of non-readers, struggling readers and beginning readers in the early grades. Students using the program each year have made incredible strides in improving their reading level.
  
• Computer Science Robotics Curriculum, Brian Ellis, High School
  This computer programming robotics curriculum complements the proposed robotics activities of the tech education department of the middle school. Brian collaborates with the tech ed department to share their Lego Mindstorms Kits. Then with instructional resource books, software and additional sensors he developed a one-month-long unit to use in Introduction to Computer Science and also gathered a core set of activities that fit into the existing units of Intro. to Programming and A.P. Computer Science. He even used the materials in his Advanced Topics class. Since computer programming is a very abstract skill that has generally been accessible to only the more advanced students, the use of robotics and other concrete representations makes the programming concept easier to grasp for many more students.

October 2007

• The Bard is Back! Shawn Robbins, Middle School
  Shawn introduces Shakespeare’s Midsummer Night’s Dream to the 8th grade Blue Team with a two-week residency by professional performers from the Fulton Opera House. Through theater games, modern day comparisons and hands-on text work, Shawn and the instructors from the Fulton made Shakespeare accessible, exciting and fun. After two or three days of introduction to Shakespeare, the actors worked with students to prepare scenes from the play for performance before an audience of their peers. Middle School students had not previously studied a Shakespeare play. Through this residency students experienced the play not only on the page but as they interpreted it on the stage. Their performances were amazing!
  

October 2008

• Bridging the Math Gap with Portable Interactive Whiteboard Technology: Jason Hoffman, K-6 Math Consultant
  The goal of this project is to enhance and maximize student learning by enabling students to become more actively involved in instruction through hands-on interaction with technology. Funds purchased two ONfinity CM2 Max Portable interactive whiteboard systems for use with the new math programs being piloted for elementary students. This technology allows students to fully experience the 3-stage transition from concrete to abstract that is required in mastering mathematical concepts.
  
• Turning Point Math Clickers: Jen Owens, MTMS and Mark Jordan, Neff 6
  The goal of this program is to increase student engagement in mathematics lessons by giving teachers immediate feedback on student understanding. During a lesson using Power Point or other technology, teachers incorporate continual questions. Student Response Cards, tiny credit-card sized remote controls, are given to each student. As the lesson progresses, students answer questions via the remote, giving the teacher instant feedback as to whether or not “they got it.” This grant purchased two Turning Point Response Systems and two Multimedia Video Projectors, one for Neff 6 and one for the Middle School.