Grant Recipients


We are proud to announce the 2018-19 HSSF grant recipients.  Educators from around the  district that put all of themselves into creating new learning moments.  They are what the Foundation is all about – investing in difference makers for all our students.

Vince Scott (TCE) Thorpe Creek Orchard
Student Impact: 900
This student designed outdoor learning environment will allow students to study plants and wildlife.  Fruit bearing trees can be utilized by students and staff at Thorpe Creek, as well as a dedicated outdoor workspace.  Students are motivated to ensure there is a snack available for all students.

Sherri Cline (FCE): Petite Printmakers
Student Impact: 631
Elementary artists will experiment with  the exciting process of printmaking through the use of Gelli printing plates.  Gelli plates are a durable, reusable and easy to clean printing surface made from synthetic gelatin.

Lauren Driskell (FCI): Magnify & Amplify Podcast
Student Impact: 55
Students will work to create, write, produce and edit weekly podcasts examining history through a lens of equity and social justice.  Students will learn to converse with each other in a meaningful, brave and safe way.

Daniel Renckly (FCI): Lost on Mars
Student Impact: 108
Students will design and program a robot to save a lost astronaut on Mars using problem solving, engineering and on board computer programming.  Students will be faced with an alien environment that contains the lost astronaut. As engineers at mission control, they will design and program a robot to rescue the lost astronaut.

Kate Spanke (FHS): Calming Room for Trauma-Informed Student Care
Student Impact: 50
The FHS Focus Resource program will create a calming area to support students with emotional disabilities.  These students will benefit from a space where they can utilize coping strategies and return to classroom activities more prepared to learn.

Adam Mitschelen (HSEHS): Cheating at Games with Nontransitive Dice
Student Impact: 500
Students will discuss probability using nontransitive dice to beat their friends at games and learn to make decisions based on logic and most likely outcomes.

Katie Norton (HRE): Endless Possibilities-Virtual Reality Technology for Student led Projects
Student Impact: 120
Inspired by the Unconference, student led topics will use virtual reality to allow students to be immersed in nature, a job/skill, or an experience.

Jeremiah Follis (HSEHS): Olio Road Productions in Film Making
Student Impact: 1,000
Olio Road Productions will utilize new film equipment to create an original feature length film, which will be shown at Hamilton 16 IMAX theater, Leonard Auditorium and submitted to film festivals.

Deborah Kletch (FJH): Invisible World
Student Impact: 550
Bringing in examples of digital microscopes and different types of specimen can increase student understanding and excitement related to STEM fields, especially public health and biology.

Carolyn Porzuczek and Maria Kussy (BSE): Books Should Include EVERYONE!
Student Impact: 885
This project will provide students with rich children’s literature that showcase stories of inclusiveness and strong diverse characters.  Student drives inquiry projects will guide this long term goal of inclusiveness. Collaboration with a Ball State University immersive learning project “Rethinking Children’s Literature” will prove Brooks School students opportunities to share books, discussions and reflections.

Jackie Renick (TCE): TCE Exploration Space
Student Impact: 900
To the naked eye, the basin outside Thorpe Creek may look like an overgrown area with plants and wildflowers.  But for this project it provides a home to countless opportunities to study birds, insects, plants native to Indiana, trees and water.

Janie Ulmer (HFA): Academy Enterprises: Learning Through Business and Philanthropy
Student Impact: 135
Alternative education students are often disengaged from the traditional school model.  To increase employability skills, Academy students are required to participate in work based learning projects.  This enterprise project will sell items that are chosen or created by Academy students and include a designated local charity for the profits.

Stacy Peters (NBE): K is for Coding
Student Impact: 140
Inspired by the Unconference, this project will provide naturally curious Kindergarteners hands on opportunities to code through active play. Coding promotes problem solving, logical thinking, sequencing, and experimenting to create paths and commands to be followed.

Jason Young (FCI): M&Ms-Musers and Makers
Student Impact: 65
This project will develop a collaborative play and STEAM center for students.  Students will use task cards to guide them in their “tinkering” and creating.  Students will have a safe place to explore, learn and make high-tech or no-tech projects that foster the development of 21st century learning skills.

Julie Alano (HSEHS): Cybersecurity
Student Impact: 115
The Internet of Things is all around us-in our homes, in our cars and in the classroom.  Smart devices are all over and they can be a threat to cybersecurity.  By working with connected devices, students will be able to understand the possible threats.

Heather Wing (DES): Empowering Students Through Diverse Literature
Student Impact: 430
Providing a collection of diverse literature for teachers and staff to utilize will help address topics such as diversity, racial bias, discrimination and social justice.  These books will support teachers and staff address these topics in a positive and powerful way.

Megan Ewing (HSEHS): Board Games to Enhance Learning
Student Impact: 180
Board games offer a unique and different way for students to not only learn new content, but also problem solve using critical thinking and teamwork.  These new, updated games offer amazing artwork, strategy and challenges that focus on themes such as weather, climate and space.

Daniel Reddan (FHS): Wave Demonstration Tank
Student Impact:400
This wave tank will give students a hands on approach to understanding properties of waves, wave motion, ocean currents and tsunamis.  The goal is to inspire students to understand the physical world around them using this state of the art wave tank.

Christi Thomas (Administration/GES): HSE Safe Schools: District Reunification and Building Level Safety Kits
Student Impact: 22,000
District level reunification kits and safety kits will aid in reunifying students and families, as well as provide resources such as immediate medical equipment and organizational resources to all schools, in the event of a crisis.  The master kit will provide essential management and communication tools to assist in streamlining the reunification process and minimize additional stress in a crisis situation.

Jennifer Suskovich (SCI): Classroom Makerspace for Pop Up Museum Creation and Real World Job Month in May
Student Impact: 120
Inspired by the Unconference, students will be running many different jobs and projects for a nature trail project. The makerspace will allow for small prototypes to be created and tested in the classroom.

Laura Moos (TCE): Barefoot Sensory Path
Student Impact: 900
This barefoot sensory path is an innovative approach to self-regulation.  Students will be free to explore this natural approach to learning and will be empowered to regulate through social and emotional wellness techniques.

Cristie Ondrejack (FES): Makerspace Treehouse
Student Impact: 484
Building a “treehouse”, along with a mural wall in the media center will divide the library from the MakerSpace from both visual and sound distractions.  This structure will be a collaborative learning space for all students.

Kelli Servizzi (Early Childhood): Fabulous Fidgits for Little Fingers
Student Impact: 360
Fidgit walls provide sensory input for students of all needs.  The walls are specially designed to combine a range of stimuli in helping children develop and engage their senses.  They can include lights, colors, sounds, soft play objects and aromas, all within a safe space that allows students using it to explore and interact without risk.

Sara Larkins (FES): In My Feelings Art Show
Student Impact: 41
Following a Guiding All Kids goal of bringing awareness to students about ways to reduce stress and cope with their feelings, this art show will include a service project that has students creating art to raise funds for mental health awareness.  Students will also experience an assembly from a local foundation promoting students managing their feelings and stress.

Todd Niswander (CRE): Imagination Playground at Cumberland Road Elementary
Student Impact: 600
Imagination Playground is a play system that turns any classroom or learning space into collaborative play experience.  These blocks encourage students to design their own play while developing skills in communication, collaboration, critical thinking and creativity.

Amy Heath (TCE): 21st Century Storytellers
Student Impact: 25
Students will use storytelling kits to create narrative stories with Lego manipulatives.  Students will make their stories come to life using apps to share with other students and families.  These kits help students develop characters, plots, character reactions and settings through oral storytelling and narrative plot structure.

Brooke Lawson (Administration): Social Emotional Learning-District Alignment
Student Impact: 750
Social emotional learning curriculum Second Steps will be expanded to align with the rest of the district and include students and staff at the new Southeastern Elementary School, as well as FOCUS programs and a training kit.

Janet Chandler (HSEHS): Civics Education
Student Impact: 50
Civics education is promoted  through Law & Government Academy interns, two mock trial teams, and the We the People class.  Mock trial teaches critical thinking and public speaking. We the People team is a co-curricular class that teachers legal research skills, critical thinking and public speaking.  Students gain networking opportunities with legal professionals and compete in regional and state competitions.

Adam Jahn (FCI): Our Students Strive to be a “CUT” above Mediocrity
Student Impact: 800
A GlowForge laser printer/plotter/cutter will enable students to create life-size 3D models, prototypes and masterpieces to bring alive entrepreneurial spirit to their own creations.  Along with the computer science standards covered with technology, this project based learning design will motivate students to excel through the creative disciplines of the arts intertwined with engineering.

Katie Luck (SCE): Amygdala First Aid Station
Student Impact: 23
This first aid station for the brain will help students figure out and reduce their stressors, learn what it feels like to be calm and focused, as well as develop strategies to get back to calm when a stressor is presented.  Giving brain breaks and focused attention practices will help students cope with stress, self-regulate and focus on their learning.

Wendy Holsman (RSI): Student Choice: Ukelele Edition!
Student Impact: 980
A portion of the music curriculum is based on student choice where classrooms are more like studios and students decide what instrument to focus on.  Ukuleles will be offered as a choice for students at Riverside Intermediate.  The opportunity for students to choose what interests them gives them freedom to move music of varying levels of difficulty, thereby learning at their own pace.

Jennifer Shuts (FCI): We Are One
Student Impact: 1,000
Members of the equity team at FCI want to embark on a journey to broaden their knowledge about equity and share their understandings with colleagues.  We Are One is an initiative partially funded by the Lilly Endowment Comprehensive Counseling Fund that will strengthen FCI’s identity safe environment by developing the cultural fluency of educators in the building.

Kimberly Pelton (RSI): HSE Deaf/Hard of Hearing Connections
Student Impact: 30
This project will provide successful events for Deaf/Hard of Hearing students that will give opportunities to connect with other students.

Brian Behrman (RSI): #HSEFutureReady Unconference Mini Grants
Student Impact: 300
Many times when teachers attend professional development, they find that the most valuable part of their learning is the time to interact.  Unconference is designed around teachers sharing and voting on ideas they want to learn more about.  Mini grants allow teachers to think about how they might take their own learning from the Unconference and apply it in their classroom in innovative ways.

Sara Curran (TCE): No Stress Chess
Student Impact: 900
Using this fun new way to learn chess without stress, these unique sets help students learn the rules of chess with an innovative deck of action cards.  Students play math games during balanced math workshop to develop conceptual understanding of mathematic principles.

Courtney Cohron (HPE): HP Engineers
Students Impact: 600
This project allows more Harrison Parkway students the opportunity to engage STEM education by participating in the HP Engineers Robotics Team.  This program will give students, including several female students, a hands on robotics program at a young age to ignite their curiosity and explore the fascinating subjects of STEM.

Lauren Doran (SCI): Podcasting- Listen and Create
Student Impact: 150
Using this new form of storytelling, students will have the opportunity to listen to and create their own podcasts.  They will analyze and critique podcasts in order to identify qualities that create engaging content for listeners.

Erin Duros (DES): Bags Galore!
Student Impact: 430
Art studio bags provide children the opportunity to create, explore and innovate with materials at home alongside their families.   The bags are multi-disciplinary and provide students more opportunities to experience nature and embrace curiosities.  This project also includes outdoor backpacks for students to use at Durbin’s outdoor nature lab and recess time.

Marc Williams (FHS): Tiger Music Producers Club
Student Impact: 3500
This program is designed to provide a structured space for emerging electronic music producers to produce their craft.  Through this adventure, young people can learn basic to advanced techniques of electronic music production.

Brooke Lawson (Admin): Bringing Mindfulness to RJH
Student Impact: 944
This project allows RJH to bring mindfulness implemented at the intermediate level to the junior high.  Mindfulness can then be implemented into curriculum either through social emotional learning, mindful moments or wellness.

Jagga Rent (HSEHS): Black Student Union
Student Impact:  70
The goal of the Black Student Union is to celebrate the African American culture, to educate HSE stakeholders about the culture and to unify our school campus through programming.  This project will support student programming and marketing efforts including a mentoring program with Hoosier Road Elementary.

Robin Young (HIJH): Mankind is our Business
Student Impact: 200
This student-driven, service-based learning project encourages students to see that they can have an impact on our world.   As future philanthropists, students will learn more about the world around them, see the needs in our community, and out of their abundance help meet the needs of those around them by creating their own non profits.

Kristen Faghih (RIS): Riverside Hawks: Save the Bees!
Student Impact: 1900
Two outdoor hives and one indoor observation hive and plants present an opportunity to enhance life science experiences & concepts that goes beyond a digital interaction. This brings ongoing opportunities for students to investigate and problem solve ecological issues that affect the bees and other species that support our ecosystems.

Meet our 2017-2018 Recipients

Kelli Servizzi (BSE) Making Math Child’s Play
Student Impact: 250
Fun, intentional, and engaging math experience in preschool matter.  For 3- to 5-year olds, most of their learning occurs through opportunities to play.  Math can be seen on the playground, during music and movement, in the dramatic play area, and at home.  Math take-home bags can extend learning and involve families in their children’s education.

Lori Smith (FCE) Mobile Learning Lab
Student Impact: 625
Students are future artists, mathematicians, scientists, architects, explorers, programmers, and specialist of the future.  This project creates an innovation lab to add to the related arts rotation.

Julie Vairo (FCE) Fall Creek Community Trail
Student Impact: 634
This will create an accessible trail in the wooded area behind Fall Creek Elementary.  Students will gather for instruction and create a wetlands area with board walk access.  Supported by Tri Kappa, Boy Scouts, and Hamilton County Parks Department.  This project may be eligible for district matching funds.

Lisa Harvey, Kristen Beinecke, and Susan Galliher (GES) Great Gator Outdoor Learning Project
Student Impact: 800
Student led project to create an outdoor “excavation” site.  Students will experiment with moving soil around to effect the path of water, using collaboration and cooperation.  Exploration will continue in the areas of environmental science, process in nature, and paleontology.   This project may be eligible for district matching funds.

Erin Duros (HRE) Anything you can dream, you can weave
Student Impact: 700
This project fosters confidence for all students to be artists while providing hands-on learning, critical thinking, visual thinking, and collaboration.  Students will unleash the inner artist in students – even those who don’t feel artistic.

Jamie Howard (HRE) Beekeepers
Student Impact: 700
Pollinators are vital to creating and maintaining the habitats and ecosystems that many animals rely on for food and shelter.  This student-led, inquiry project encourages students to investigate honey bees culminating in the three phases of project work.  Study will include developing questions, studying habitat and bee behavior, and documenting learning.

Lori Mankin (NBE) Nature’s Classroom
Student Impact: 300
Greenspace provides the perfect natural environment for tying together important work in the district.  Nature’s classroom promotes authentic play, inquiry, collaborative and community-based opportunities aligned with HSE21. This project may be eligible for district matching funds.

Angel Myers (NBE) I Want to Be an Engineer!
Student Impact: 25
This project welcomes young learners to the field of engineering.  Children will be engaged in collaboration, communication, creativity and critical thinking.  The hands-on experience will help students move through a design process creating a positive first interaction with STEM.

Bryan Alig (SCI) Shark for Sharks
Student Impact: 971
A 325 hundred gallon salt water aquarium has been installed for students to student a living environment.

Jennifer Suskovich (SCI) Light My Class with Solar Energy
Student Impact: 110
Student Led Philanthropy Project – Zimmerman Moeller Fund
Students will use solar energy to power the lights in the classroom.  Using knowledge of seasonal daylight movement, students will investigate the locations that provided the maximum amount of solar energy.

Amy Knerr and Michelle Bunnell (RSI) We the People
Student Impact: 160
We the People promotes civil competence and responsibility for HSE humanities students.  This project brings the famed program to the intermediate level.

Daniel Loomis (FCJH) Treadmill
Student Impact: 800
Regular exercise aids the classroom in that students who regularly exercise perform better academically, sleep better and are sick less often.  This project will begin to build a cardio room at Fall Creek Junior High.

Adam Brown (FCJH) Human Battlegrounds
Student Impact: 125
Students will explore the microbial world of viruses, bacteria, and parasites as well as how they interact with the human body and its defenses.  Students will have the chance to grow bacteria, learn how to identify them by real life lab processes and formulate testable hypotheses.

Nick Tschuor (FCJH) New Digital Media
Student Impact: 500
This project will facilitate the creation of a digital media class at the junior high level providing authentic classroom demonstrations, differentiation, and collaboration with fellow students and educators.

Cindy Baney (FJH) Operation Choir Festival
Student Impact: 700
Traditional choir contests do not foster a growth mindset among musicians as it is a “one and done.”  This festival approach is designed to encourage interaction between performers and vetted choral experts including Ryan Alwardt, HSE Alumni and Straight No Chaser performer.  The experience will culminate with a performance demonstrated what students have learned.

Elizabeth Good (FHS) Project Lead the Way Upgrade
Student Impact: 400
Through problems that engage and challenge, students explore a broad range of engineering topics including mechanisms, the strength of structures and materials, and automation.  The program’s courses engage students in compelling, real-world challenges that help them become better collaborators and thinkers.  Students take from the courses in-demand knowledge and skills they will use in high school and for the rest of their lives, on any career path.

Jennifer Pope (FHS) Focused Success
Student Impact: 50
One of the key factors in sustained focus is the need for body movement.  This project incorporates the use of standing desks, seating discs, and standing pads into the classroom to improve focus and alertness.

Janet Chandler (HSEHS) We the People
Student Impact: 60
We the People and Mock Trial team allow students to immerse themselves in the Constitution, law, government and civics education.

Jagga Rent (HSEHS) Black Student Union
Student Impact:  25 – 3400
The goal of the Black Student Union is to celebrate the African American culture, to educate HSE stakeholders about the culture and to unify our school campus through programming.  This project will support student programming and marketing efforts including a mentoring program with Hoosier Road Elementary.

David Young (HSEHS) HSE Student Media
Student Impact: 30
This project expands school and community connections by developing a streaming sports broadcasting program.  Students will gain hands-on knowledge of mass media, journalism, photojournalism, newsroom production and broadcast journalism.

Meet our 2016-2017 Recipients

Inviting teachers to lead innovations results in high impact projects that fuel student engagement.  With the support of the Fishers community, HSSF is proud to be able to support approximately 85% of proposals submitted by faculty and staff!  Please meet our 2016 teacher leaders and their projects!

Kelly Hogan, Robyn Stout, Jami Wiegan (DES) for Sphero- yeah!
Student Impact: 400
Sphero is a robotic ball that introduces various apps and coding to students. Students can program the device through a wide range of motions such as tilting, rolling, and turning at various speeds and angles. Spheros are a collaborative way for students to authentically investigate the HSE 21 initiative and apply S.T.E.A.M. (Science. Technology. Engineering. Art. Mathematics) concepts. Students, kindergarten through fourth grade, will have learn through a hands-on 21st century experience.

Erin Duros and Danielle Thompson (FCE) for 3rd Teacher
Student Impact: 110 kindergarten students annually
Third teacher is an expansion of an outdoor learning environment. Erin and Danielle believe that all children are capable, competent, and curious. It is their mission to empower our learners, through investigation, inquiry and play, to believe that all things are possible. Borrowing from the Reggio Emilia approach, this program asserts that the environment plays a vital role in the development of the child. By constructing intentional learning spaces, we are providing choice and engaging the students in our curriculum. In line with HSE21, the outdoor classroom will allow for meaningful learning opportunities for our students through: classroom engagement, healthy living, problem solving and cause and effect, student-led inquiry, multi-sensory approaches, and social play.

Will Hurst (HRE) for Climbing to Success
Student Impact: 750+ annually
Climbing to Success allows students the unique opportunity to reinforce learning activities in all curricular areas while navigating a traversing wall. The magnetic traversing wall would span an area of forty feet in one of HRE’s cafeteria hallways. This is a high traffic area that all HRE students walks by every single day. Students would be able to place, remove and arrange magnets while climbing for a truly interactive experience. Teachers could set routes, play games and lead cross-curricular activities while having their students traverse the wall. This project also allows for physical movement breaks and helps build fine and gross motor skills. In alignment with HSE21, HRE is attempting to provide our students with non-traditional learning activities in non-traditional learning spaces.

Sara Cherry (LRE) for Classroom to Learning Lab
Student Impact: 24-30 annually
In support of HSE21, this project is designed to transform traditional classroom space into a learning laboratory. The reconfigured space will pilot flexible seating to allow students to collaborate more easily in small groups yet quickly pull seating together for large group discussions and research. This new style of classroom will also free up more space around the room for maker-space areas and to lay out and design projects. A learning lab environment with various choices of seating will allow students to take more ownership of their learning, students will explore the seating options and determine what environment allows them to learn and work more effectively both individually and collaboratively.

Joni Curia (LRE) for Intensive Assistance for Struggling Readers
Student Impact: Approximately 24 students annually
Fountas and Pinnell Leveled Literacy Intervention Kit expands on the benchmarking kits provided to all elementary schools by the Foundation and will enable third grade classroom teachers at LRE to provide structured, systematic reading/writing remediation for struggling readers. These are students scoring 30% or lower on NWEA – Reading. These students may also be at risk for failing IREAD and/or ISTEP – Language Arts. We do not currently have a methodical, skill based reading remediation program that supports student growth in phonics, fluency, comprehension, and writing all in one. The LLI Kit provides the logical “next step” to the Benchmark Assessment Kit previously mentioned. Once a child is determined to be at risk for failure in reading, the teacher can initiate a plan of remediation geared specifically to that child’s needs.

Lori Silbert (LRE) for Let’s Go Osmo, Let’s Go!
Student Impact: 750 annually
Spring 2016 is a fantastic time for elementary teachers to promote the learning that HSE21 focuses on. With the 1:1 iPad rollout coming in Fall 2016, we can become cheerleaders for critical thinking, creative problem-solving and working together to find solutions while using technology. We do not want instruction to be just about using devices. However, because the iPad is going to be a part of our students’ lives, this project will blend effective instruction with communication and technology skills. Osmo is a product that allows the iPad to become interactive with physical items in the real world. Using this learning tool will excite and inspire students to explore, collaborate and learn in a 21st century mode. Osmo works with the iPad camera. The five learning activities can be used in general education classrooms, FAP (Functional Academic Placement), ENL (English as a Native Language), resource room, art class and the library media center with individuals or for small group learning. These activities are “learner-led” so student direct their own learning.

Brad Lowell (FCI) for Taking Engineering and Coding to New Heights
Student Impact: 110+ annually
Imagine taking coding to the skies! Coding and programming has become a needed skill for our students. 5th grade science students will be able to use their IPad and the free app, Tickle, to program their drones to fly simulated missions. Maybe they are coding their drone to rescue a stranded Martian miner or they are engineering an attachable device to pick up and deliver medical aid to victims of a hurricane! With the on-board camera they can even gather snapshot evidence along the way in their search for new species! The applications are endless. Coding is an important skill of the future that cannot be found in a text. Pairing Ipads with apps and codable devices provides students with a fun way to gain needed 21st century skills. The learning is really disguised within the fun!

Brad Lowell (FCI) for Ozobots
Student Impact: 110+ annually
Thanks to a generous gift from FCI parent, students at FCI will embrace the future by becoming a maker of technology, not just a user. In the 21st century, computer science is often where child’s play meets learning and skill building. Our students will be able to connect directly with their own powers of creation and problem solving.

Adam Jahn (FCI) for PBL Aerial Drone
Student Impact: 120 directly, but 1000’s of kids will use the grasslands as part of cross country course
What started as a classroom challenge has evolved into a project that would enhance learning through HSE21’s PBL (Project Based Learning) initiative. FCI students wanted to re-vitalize the grassland ecosystem that sits between HSE High School and Fall Creek Intermediate. Initial surveys revealed we have 12-acre plot that has a ½ mile cross country course loop weaving through it. Drone technology has and will expand students’ ability to use aerial geospatial telemetry and data to construct models of the grasslands. Technology helps invigorate students and prepares them for the 21st Century. Along with the academic standards covered with technology, drones motivate learners to excel through the creative disciplines of the arts. Students not only learn, but retain knowledge when they are motivated and have a personal involvement in its process.

Laura LaCross (RSI) for Integrating Programming and Coding
Student Impact: 140
Engaging students in coding and programming can be a challenge. By using creative play and imagination with mini robots, block programming can be easily introduced into existing curriculum of all subjects. After becoming familiar with block programming, students can then be encouraged to advance into more complex programming. Though undeniably STEM, this project fully embraces HSE21 and engaged learning by not leaving the robots lonely in the science room. For example, students in social studies can program the robots to act out battles or conduct simulations. In math, students can use robots to plot x and y coordinates on a plan. Integration is the key and the ideas are endless.

Kimberly Pelton (RSI) for SERTOMA Hearing Support
As HSE Schools transition to digital content, students are utilizing fewer and fewer textbooks and relying largely on devices. It is critical that our ASL interpreters have access to the same devices as our hearing impaired students. First, interpreters often require access to curriculum in advance to adequately communicate with students, especially if the content is dense or complicated or contain lots of metaphorical language (like poems or songs). Second, during classes, deaf students who are skilled users of interpreters, ask to pause while they write or process content, and then pick up the interpreting again. If the interpreter has the content available, s/he can wait and be effective in filling in the gaps when the student is ready to proceed. Last, iPads contribute logistically to interpreting. If an interpreter lacks a device, they must share the screen with the student, in essence standing behind the student to look over the student’s shoulder. However, to be seen by the student for instruction, the ASL interpreter must stand in front of the student. Dual devices resolve this issue.

Kristen Distler (FCJH) for Makerspace
Student Impact: 750 annually
MakerSpaces will be created in the Media Center which would increase the availability of STEM education to all FCJH students. Makerspaces are DIY areas where students can gather, create, and learn together. The spaces focus on science, technology, engineering, and math (STEM) as well as creative learning for everyone involved. Spaces include but are not limited to woodworking, robotics, electrical engineering, and coding. This project is a unique opportunity to allow students to be creators of information, not just consumers. It allows students to build critical thinking and problem solving skills while collaborating with others. These skills prepare our students for college or career choices after high school. This project also supports HSE 21 and 21st century skills by promoting inquiry based learning in an innovative environment.

Rachel Hiatt (FCJH) for Vernier LabQuest
Student Impact: 40+ students annually
Thanks to a generous gift from an FCJH parent, students in both grade levels will have access to an assortment of data collection and analysis tools including motion detector, pH sensor, voltage probe, temperature probe, light sensors, force sensor, pressure sensor, and magnetic field sensor. The lab starter kit can is a pilot to be used as a single station or demonstration piece with the hope of expanding hands on experiments in the future.

Nick Tschuor (FCJH), Kelli Collins (HIJH), Kris Gaza (FJH), Brad Bill (RJH) for Spheros & Coding
Student Impact: 400+ annually
A collaboration of all four Jr High Technology Education programs, this effort will purchase a classroom Sphero kits to facilitate authentic classroom demonstrations, and discussions; all key aspects to the HSE Technology Education curriculum and the HSE21 initiative. This will enhance the creative and differentiated instruction and performance-based student learning in all of our Technology classrooms by integrating robotics and programming into our curriculum.

Bob Rice and Greg McCord (HIJ) for Crazy Traits
Student Impact: 250 annually
The Crazy Trait kits introduces hands on activities and inquiry based labs into topics such as genetics, inheritance, adaptation, natural selection, and probability. Students will incorporate 21st century web based technologies and application of previous knowledge to solve open ended and critical thinking questions. The modular approach of layered learning boosts understanding of key concepts through science and engineering investigations. The project will also be able to incorporate web based digital learning tools in partnership with HSE21. Students will be interacting with the Crazy Traits Creatures believing it’s a fun game but in actuality they will be investigating complex scientific ideas. The mixture of learning and fun will increase their retention of the material and aide in mastery of the content.

Jill Mochler (HIJH) for Project Lead the Way (PLTW) Robotics
Student Impact: At first, 100; eventually all 5th graders at HIJH
PLTW is the nation’s leading provider of science, technology, engineering and mathematics (STEM) education programs. Students will use the project-based learning approach to study, build, test and program robots to solve a real world problem. During the first year of implementation, approximately one hundred 5th graders will participate in the curriculum. Once staff is trained, the goal is for all 5th graders at Hamilton Southeastern Intermediate and Junior High to participate.

Liz Paternoster (FHS) for We the People
Number of students this is expected to impact: 25
Though HSSF doesn’t typically fund student club and/or team travel, a generous grant from Church Church Hittle & Antrim supports the very successful We the People team which promotes civic competence and responsibility among the nation’s upper elementary and secondary students. The relevant content and the simulated congressional hearing make teaching and learning exciting for both students and teachers. The National finals take place in Washington D.C. on Capitol Hill. The twenty-five participating students will get the opportunity to testify in actual Congressional hearing rooms. In addition, they will get tours of museums, historical monuments, and other sites from local historians. This trip will bring all of their civic studies to life!

Janet Chandler (HSEHS) for Civics Education
Student Impact: 40-45
Though HSSF doesn’t typically fund student club and/or team travel, a generous grant from Church Church Hittle & Antrim supports the very successful We the People, HSE Mock Trial Team and the Law & Government Academy. These activities provide students with an in-depth study of the U.S. Constitution and its application to today as well as paying homage to its past; courtroom experience and hone critical thinking skills; and valuable work experience in addition to networking opportunities.

Phil Lederach (Central Office) for CybeRoyals and Code Red
Student Impact: 20+
Hamilton Southeastern High School and Fishers High School offer a course designed to use student expertise to support the implementation of technology called Computer Tech Support. These students, who are nicknamed “Code Red” at FHS and “CybeRoyals” at HSHS, have done an outstanding job with very little formal training. Our plan for the coming year is to use the summer to pilot more extensive training to these students. In order to meet this objective, HSE has partnered with Ivy Tech. In the summer of 2016, we hope to have at least 20 HSE students participate in training to earn the Comptia A+ certificate and three hours of college credit. Comptia A+ is an industry-recognized certificate, one that is in high demand in the business world—and by schools. These students will train this summer and then provide technology support to students and teachers at the high schools–and perhaps at other HSE schools.

Laura Rinderknecht (CO) for Excellence for ALL: Sustainability
Student Impact: 21,144 (potential)
Building off of a pilot grant received from the HSSF foundation in 2014 (Excellence for ALL), this grant is hoping to expand the work and bring it full scale to the district in order to address the “achievement gap” currently found in HSE. This would benefit all 21,144 students, but have a significant impact on the 5,175 students of color in HSE. Funding from this grant will build capacity in the form of internal trainers to lead the Dismantling the Strongholds of Racism two-day workshop. The train-the-trainer model would allow us to lead our own workshops, instead of having to rely on outside consultants and the ongoing costs associated with outside trainers.

Take a peek at our spring 2015 grant recipients