Life Skills & Health

Social Skills Curriculum Resources

Grant Applicant
Matthew Drexel
Grant Date
2018
Grant Category
School Site
Amount Funded
$1020.00
Description (10 points)

Research has demonstrated time and again the impact students' social and emotional wellbeing can have on their learning; consequently, as the Elementary Social Skills Teacher for the district, I serve students with some of the most significant needs.

Through implementation of the Why Try Resilience Curriculum (of which I am a trained, Level 2 Facilitator), I have helped students to grow critical learning skills, such as perseverance, dedication, group problem solving skills, and self confidence.

However, the curriculum is only so effective without the supplementary Learning Activities Kit, which costs $899.99.

The WhyTry Learning Activities Kit provides WhyTry facilitators with several of the materials and props needed to effectively implement WhyTry’s learning activities. The kit contains more than 45 props for over 75 of WhyTry’s learning activities. The kit also includes:

  • WhyTry’s Learning Activities Expansion Pack, which gives detailed instructions for 140+ WhyTry learning activities.

  • A Learning Activities Kit User Guide, where you’ll find a list of props associated with each activity and 5 BONUS learning activities that you won’t find in the Expansion Pack (props included!).

  • Processing Cards: A “recipe box” containing detailed processing questions for each activity in the Learning Activities Expansion Pack. The numbering and order of the question cards are identical to the numbering and order of the activities in the Expansion Pack, making activities easy to find and replace. You’ll also find a bonus section at the back of the box containing the processing questions for the 5 bonus activities included.

In addition to me using this curriculum, Why Try is also used in the middle school and high school social emotional classrooms.  As a result, vertical planning can ensure a continuum of support and common language from Kindergarten, through twelfth grade.

Benefits of Program (10 points)

The WhyTry Program is a resilience education curriculum that provides simple, hands-on solutions for dropout prevention, violence prevention, truancy reduction, and increased academic success.

The WhyTry curriculum utilizes a series of ten visual analogies that teach important life skills (e.g., decisions have consequences; dealing with with peer pressure; obeying laws and rules; plugging in to support systems). 

The visual analogies are reinforced through the creative use of customized hip-hop music, video, over 150 learning activities, journal activities that help students reflect on program concepts, and other multimedia. The WhyTry curriculum engages all major learning styles (visual, auditory, and body-kinesthetic). WhyTry is often used for RTI and PBiS.

And these resources would be available not only to students in the Truckee Elementary Social/Emotional classroom, but to the school as a whole.  As a Level 2 Facilitator, I can help coach my colleagues on the implementation of the curriculum, and hopefully someday conduct both tier two and tier three interventions for students across the whole K-5 spectrum at Truckee Elementary.

Success of Program (10 points)

Success would be measured in the reduction of Daily Office Referrals, as measured by School Wide Information Systems (SWIS data), and suspension rates.

Additionally, a happier, more dedicated and resilience student population will likely perform better on standardized tests, as well as in the community at large.

Implementation (10 points)

Early stages would see implementation of the curriculum daily, in the elementary social/emotional classroom -as well as both resource classrooms on an as needed basis.

Later stages would see implementation at both the tier two and tier three levels -helping general education students through targeted lessons based on SWIS data and teacher feedback.

Final stages would see the common Why Try strategies/analogies used in the tier one setting, allowing teachers to support all students socially and emotionally with common language, strategies, and supports. 

Sustainability
This would be a one time grant. Resources in the activity kit would be reusable and share-able.
Can you share this grant with your grade level or subject team?

The resources this grant would provide would be shared with the entire school.  At the least, it would be shared among the special education staff at Truckee Elementary.

Taxes
$71.18
Shipping
$50.00
Budget Notes

 Learning Activities Kit Props List

Props used for multiple activities

  • Toothpaste, Masking tape, Gallon can, Hacky sacks, Stopwatch, Dice, Ping-Pong balls, Mousetrap, Decks of cards, 10-inch ball, Balloons, Blindfolds, String, 3-foot rope, Rubber bands, Blue tape, Toothpicks, Wristbands, Cotton twine, String

Reality Ride

  • Poker chips, 3x5 numbered cards, Gift bag

Labels

  • 8-ounce can, Safe edge can opener, Super glue, Gold coins, Laminated sheet of 6.5x20 paper

Motivation Formula

  • Sheet protector, Letter-size cardstock paper with a big question mark (?), Letter-size cardstock paper with a big “NO”, 3 sheets of paper with a picture of a pig on each sheet

Defense Mechanisms

  • Funnel, Envelopes

Climbing Out

  • Puppets, Glass bottle, Matches, Isopropyl alcohol spray

Jumping Your Hurdles

  • 16-foot bungee cord, Cups, Straws

Desire, Time, and Effort

  • Throwing ring, Cones

Lift the Weight

  • 2 white jugs

Get Plugged In

  • Beach ball

The Wall

  • Sunglasses, Vaseline, Plastic bottles

Bonus Activity Props

  • 2-foot PVC pipes, 1-foot PVC pipes, Elbows, Straight couplers, T’s, Marbles, Ropes

Q Balls for Academic Discourse

Grant Applicant
Abby Osborn
Grant Date
2018
School Site
Amount Funded
$558.00
Description (10 points)

Over the 2017-18 school year, the TTUSD EL coordinators have participated as Pioneers of Academic Discourse. We have committed to videoing students on a monthly basis as they are in the middle of conversation to document their growth as confident speakers. Our obstacle with nearly all the videos has been that we are unable to hear the conversations in the videos. The Qball microphone will provide students with an engaging means to amplify their conversations and our class discussions. It will also provide other teachers with the opportunity to plan engaging academic discourse and have all students' ideas be heard. 

Benefits of Program (10 points)

The QBall will allow all students to be heard more clearly and effectively. It will help all students as they master our Common Core Speaking and Listening standards. In particular, it will benefit our English Learners who will have the opportunity to practice academic discourse both in ELD and in their classrooms. As the district continues its mission of increasing rigorous academic discourse within the classroom, speaking up in class will become more and more important and inevitable. Students who typically shy away from discussions will have the opportunity to have their voices heard in a fun and interactive way. When reviewing videos of their conversations, EL students will be able to clearly hear their successes and opportunities for growth.

Success of Program (10 points)

The successful use of the QBalls would be all teachers using them as needed for class discussion and academic discourse, in addition to the ELD class use during video recording of conversations.

Implementation (10 points)

The QBalls would be available for check out as soon as they arrive! I would be available to model a lesson in classrooms using the QBall during minimum days.

Sustainability
The QBalls would be a one time purchase.
Can you share this grant with your grade level or subject team?

The 3 QBalls will be available for check out to all teachers and grade levels.

Taxes
$0.00
Shipping
$21.00
Budget Notes

No tax was quoted on the website during checkout. 

Other funding sources

No other funding sources available at this time. 

Social Emotional Learning

Grant Applicant
Emily Hart (PE) and Jess Darkenwald (counseling)
Grant Date
2018
Grant Category
Amount Funded
$241.00
Description (10 points)

Physical Education Specialist and Counseling will work collaboratively with small groups integrating brain-based physical activities (cup stacking, juggling, hurdles and ladders) to enhance student focus. Cup stacking studies show cup stacking activities improve reading test scores and cross-patterning brain development.

A study, conducted by Shirlene Davis at the University of North Carolina, evaluated differences in STAR Reading Test Scores for those that participated in cup stacking and those who did not. The study found children that used cup stacking activities achieved higher scores in reading after the experiment was complete. The results concluded that the brain-based activity of cup stacking may have contributed to the increase in the achievement of reading development.

Benefits of Program (10 points)

Cup Stacking studies show cup stacking helps stimulate a child's brain and in turn helps with focus and improves reading test scores and cross-patterning brain development. Jean Blaydes Madigan, founder of Action Based Learning and author of Thinking on Your Feet says, “What makes us move, makes us think. New learning follows established motor patterns first before it is stored in the cortex. Therefore, if we teach our students to move better, the better thinkers they will become…Information that is arranged in patterns is more easily processed, retained and retrieved.”

Cup stacking develops an individual's ability to cross their midline. his fun and intense game actually “forces” the child to cross the midline with their hands as well as their eyes, which engages the right and left hemispheres of the brain needed for higher learning concepts. As more children participated in these activities in school, teachers and physical education specialists started to notice a difference in the students’ development of language skills, math sequences and problem solving. 

What many teachers and educators may not know is the impact cup stacking also has on a child’s visual processing skills and reading ability. Because the child is moving their hands so quickly, their eyes must also track the cups and the movement of their hands as they participate in the activity. The eyes naturally cross the midline to accomplish this task. These skills are very important for reading and writing development. “Eye-tracking exercises and peripheral vision development help reading. When students watch screens, their eyes lock in constant distant vision and the muscles that control eye movement atrophy…Tracking exercises, manipulatives, navigation activities and target games exercise the eye muscles, making the eyes fit to read.” (Madigan).

Sequencing and patterning are also elements of cup stacking that build math skills. When kids practice ordering and sequencing they build foundational skills for mathematical learning. As you learn more about the rules in cup stacking, there is an order and sequence each child must follow to correctly complete the exercise. Remembering sequences and patters helps students remember sequences and numbers within math problems as well, especially in geometry and trigonometry. It builds a strong foundation for problem solving and critical thinking. 

 

Success of Program (10 points)

At Kings Beach Elementary we are running a pilot program for Social Emotional Learning for students in small groups. Working collaboratively Physical Education Specialist and counselor are integrating movement and brain research to help students develop both social-emotional and academic skills. Utilizing brain based researched physical activities, such as cup stacking, children are guided through age and developmentally appropriate physical skills, which help students develop focus, increase their ability to control impulsivity and manage emotions and cope more effectively when frustration are triggered interpersonally and/or academically.

Implementation (10 points)

The Social Emotional Learning period is every day for 45 minutes. Team teaching the PE teacher and counselor bring their expertise to the focus of the SEL class. Students are selected by their classroom teacher to participate in a 2 day a week six week block. Teacher feedback on the current pilot program has been favorable. With the purchase of 15 sets of cups students in the program will be able to take sets home and continue practicing cup stacking progressions and teacher other family members how to cup stack.

Sustainability
Cups when used appropriately and stored properly last a long time
Can you share this grant with your grade level or subject team?

Students are selected (1st-4th) by their classroom teacher to participate in a 2 day a week six week block. 

Taxes
$16.00
Budget Notes

Shipping costs included if ordered through Amazon

Other funding sources

Additional sets of Cup Stacking Supplies will be purchased with Physical Education Measure A funds 

Heartmath Stations

Grant Applicant
Rachel Falk- School Counselor- Glenshire Elementary School- Tahoe Truckee Unified School District
Grant Date
2018
Grant Category
School Site
Amount Funded
$3000.00
Description (10 points)

I would like to implement a Hearmath station in every classroom and resource room at Glenshire Elementary School.  Heartmath was brought to TTUSD five years ago as another way counselors can help students self-regulate their emotions and calm down.  Heartmath is based on 25 years of scientific research of looking at the psychophysiology of stress, emotions, and the interactions between the heart and the brain.  Heartmath, through the use of an em wave pro sensor clipped on to the earlobe, enables a student to see their heartbeat on a computer screen and see right away if they are calm, getting calm, or not calm at all and get to a place of being calm in just a few minutes.  Once, calm the student is able to get back to learning in a positive state of mind.

Specifically, I would like to request 30 laptops in order to have a dedicated system available for the students to use the Heartmath equipment and games in order to self-regulate their emotions and ability to make positive choices.

Benefits of Program (10 points)

Currently at Glenshire, when students need to self-regulate their emotions, they are sent up to see me and use my Heartmath station or utilize the station in the hall outside of my office in order to calm down.  Teachers consistently say how much they love Heartmath, but wish the kids could do it in the classroom so they are not missing the lesson.  So last Fall I started speaking to my principal and PTO about having a Heartmath station in every room so kids are not missing learning time.  Both loved the idea but then the funding of this project was very high in cost.  So I called the Heartmath Institute and asked if they would help in this endeavor.  They invited me to apply for a scholarship.  I did just that and heard back last week that they will fund $4500.00 of the $6000.00 for the em wave pro sensors that go on the student's ear in order to monitor the heartbeat and see it on the computer screen.  The PTO said they would cover the remaining $1500.00.

Students love Heartmath for many reasons:  They feel comfortable utilizing technology; they see their own heartbeat and notice if they are calm rather than someone telling them to calm down; they have been taught to breathe in through their nose and out through their mouth since they entered GES and through the teachings of Second Step as a way to calm their bodies, so they are comfortable with this methodology; their teachers believe in it and actively utilize this resource at our school by encouraging kids to use it; their parents love it and have started purchasing home units and using it for the whole family.

Success of Program (10 points)

Heartmath has been very successful at Glenshire Elementary School.  I have utilized it one on one with many tier two and three students on my caseload who have a very difficult time calming down due to homelife, learning issues, relationship skill deficits. . .  Every student I have worked with over the last five years love Heartmath.  After the initial sessions to learn the Heartmath process occur, there are many games that can be played.  But the games only work when your body is calm.  The students feel a large sense of satisfaction knowing they are empowered to calm themselves down and are the only ones who have the ability to do that.  Adults in their lives can tell them to take deep breaths and calm down but they have to actively make that choice and then they can see and feel the results.  I teach the students that the purpose of Heartmath is to calm your heart down in order to calm your brain and then you can make good choices.  The other piece of Heartmath is to achieve a sense of well being by thinking of a peaceful, calm and happy time in your life while breathing in through your nose and out through your mouth.  This called heart emotion.  The ultimate goal is to gain coherence, which in layman terms is a calm body.  The administration uses our office station all day every day as a way for students to get calm before addressing issues that happened on the playground, in the cafeteria, or in class.  We all know that effective, problem-solving conversations cannot happen with people who are angry.  So kids will do Heartmath for 5-10 minutes, get calm, then have the ability to speak about what occurred and problem-solve what needs to happen next.

Implementation (10 points)

Implementation would be school-wide.  Every class would be given a computer, software, and an em wave pro heart sensor to set up in a place in the classroom.  All teachers would be trained at a staff meeting by Kim Bradley, Wellness Center Director for TTUSD at a staff meeting.  I would then go into every classroom and train all of the students how to use heartmath in a class presentation.  I would also provide a laminated procedural list to go next to each station to remind students how to utilize the program.

Sustainability
The program is sustainable on it's own. Over several years teachers may need new sensors, laptops, or training, which can all be provided by the school district or PTO. The initial roll-out is where the largest outlay of capital is needed.
Can you share this grant with your grade level or subject team?

Yes, please see above.

Notes

PLease go to Heartmath.com for an extensive overview of the Heartmath physiology and how it works.

Taxes
$448.00
Shipping
$0.00
Budget Notes

HP Stream 11 Laptops- $199.00 each

Nevada County tax- 7.5%

Shipping is free

times 30 Heartmath Stations=  $6418.00

Other funding sources

Heartmath Institute and Glenshire PTO- will provide 30 Em Wave Pro Heart Sensors- $299.00 each, discounted by volume and school discount to $6000.00

$4500.00 Heartmath Institute

$1500.00- Glenshire PTO

Heartmath Software provided by TTUSD District License, already paid for and in use

Justice and Equitable Representation through Reading: Social Justice Library

Grant Applicant
JenniferAnne Kavanagh, Edith Martinez
Grant Date
2018
Amount Funded
$4600.00
Description (10 points)

For children in primary grades, whatever literature a teacher presents is often the students' main exposure to both books and the greater world around them. For this reason, educators should consider the implications of the fact that while more than half of the children enrolled in U.S. public schools are people of color or Native American, only 22% of children's books published in 2016 portrayed characters of color, and only 13% were written by an author of color (Teaching for Change, 2018). As a bilingual, Title I school, Kings Beach Elementary is home to children of diverse socioeconomic, racial, and social backgrounds, all of which come together to make the school special and wonderful. It is important that the primary grades' classroom libraries act as mirrors, reflecting back the students' realities. The Social Justice Books Project well-explains what thought needs to go in to creating such reading lists: "It is not enough to simply diversify the characters in children’s literature. We are also concerned with who is writing the stories, what the characters are doing, how issues of power and activism are introduced, and representations of people in community rather than in isolation." Selecting books with these criteria in mind allows educators to bring awareness to children's differences, similarities, the realities of their day-to-day existence, as well as to dispel myths, stereotypes, and distortions of minorities. What is more, brain research shows that when children are engaged with a topic, when they consider it to be important to their sense of self, they learn more effectively. Thus, a library with a social justice orientation promotes social development, emotional development, social studies/historical contexts, and fundamental reading schools. 

The Social Justice Library grant would provide a set of books that feature quality writing and rich illustrations that also touch on a multitude of individual identities, communities, and cultures to 11 different classrooms, from transitional kindergarten through second grade, including a kindergarten/first combination classroom. The selected books are appropriate for this age range. By providing these books to each classroom, every child will be able to access the resources equitably, whether through a group read aloud or through individual exploration. If the whole list is purchased, every student in these 11 classrooms could have 1-2 books promoting social justice in his or her "book box" at any given time. What is more, having these books as a permanent staple in each classroom shows the children who can identify with certain individuals, groups, and communities portrayed in the stories that their identity matters to the teacher, the class, and to the school as a whole. Through this grant, we can promote both excellence in reading and value of our children's unique identities, a win-win for our school and our district. 

Benefits of Program (10 points)

The Social Justice Library in each classroom will allow students to directly access texts that promote empathy, self-esteem, self-awareness, a broader world view, and a multi-perspective view of history and current events. It will also promote fundamental reading skills, by directly engaging students; neuroscience shows that students who think a subject or skill is inherently and personally important will learn that subject or skill more effectively. 

Success of Program (10 points)

Social success of the program will be determined by observing students' increased empathy, emotional well-being, and self-esteem. In terms of reading ability and social studies content learning, success will be determined by students' ability to ask and answer questions about texts, ability to recall or retell a story, and ability to read parts of or whole texts alone. 

Implementation (10 points)

Each classroom at Kings Beach Elementary from TK through 2nd grade will receive a set of the book list for the Social Justice Library. Texts will be read in whole group and small group settings, for a variety of purposes, including social studies, social-emotional learning, reading fundamentals lessons, math lessons, and even art lessons. They will also be available to students for individual reading and exploration. If the entire book set is purchased for all 11 classrooms, each student can have 1-2 books in his/her book box at all times. 

Sustainability
As long as the bindings on the books stay together, the social justice libraries will be able to be used repeatedly for years to come. No additional funding will be needed.
Can you share this grant with your grade level or subject team?

The grant will provide access to all 11 classrooms from TK-2nd to ensure equitable access and promote valuing minority identities in the school. Teachers from 3rd and 4th grade will be welcome to borrow the texts. 

Taxes
$397.00
Shipping
$0.00
Budget Notes

Shipping is listed as $0 because Amazon Prime is available as a shipping option.

Other funding sources

PACE, Measure A, and Donors Choose are potential sources for funding, but most of those resources have already been allocated to other needs. Also, not enough funds are available to cover the cost of the grant which covers 11 classrooms. 

TIME FOR KIDS

Grant Applicant
Darcy Medina
Grant Date
2018
Grant Co-applicants
School Site
Amount Funded
$372.00
Description (10 points)

Time For Kids is a magazine subscription that provides students with information on current events and timely discussions.

TIME, the trusted name in journalism, offers authentic journalism tailored for students. TIME for Kids supports standards-based daily instruction while inspiring students to join the national discourse on current topics. The articles engage students with the world through authentic, rigorous texts worth studying. They empower students to read analytically and engage in rich discourse with supportive lessons and resources. They inspire students to respond, act, and grow as global citizens.

Benefits of Program (10 points)

This source of literacy covers current social, historical, science, technological and health related topics that are engaging and rigorous. TFK engages students in reading while provoking them to develop opinions on current debates (e.g. should it be a law that you are not allowed to cross the street while texting? Should toys be separated by gender in toy stores? etc. ) In my personal opinion TFK is especially beneficial to our students because of their focus on other countries and global issues. Because we live in a small town, intentional exposure to the larger world is very important. Students are able to see and use text features, understand the point of view and author's purpose in the TFK magazines. The magazines are beneficial especially for our advanced readers because of their rigorous content, but attainable for our students who are still developing their learning skills.

Success of Program (10 points)

This program will enhance the classroom by providing literature that is rigorous yet attainable, providing thought provoking content. This program meets numerous literacy standards and addresses current innovations in science, technology, health and social issues. Student success can be measured in improvements of student close reading and critical thinking skills.

Implementation (10 points)

Each month each classroom gets four to five magazines to share with the class. This gives teachers an opportunity to read a Time For Kids magazine at least once a week in a 30 - 45 minute time period.

Sustainability
It is a consumable item and is therefore not sustainable.
Can you share this grant with your grade level or subject team?

Yes, resources will be shared among three second grade classes. 

Budget Notes

The prices above are with a renewal discount of $4.50 plus $.45(shipping) equalling $4.95 per student. There are not Title 1 discounts for this item, but please see the attached letter to see how TFK aligns with Title 1 goals. 

Other funding sources

Classroom funds are not sufficient. 

TK/Kindergarten Educational Movement Equipment

Grant Applicant
Suzanne Beye, Gay Thomas, and Laurel Raymore
Grant Date
2017
Grant Category
School Site
Amount Funded
$1000.00
Description (10 points)

We would like to purchase a variety of movement and play equipment that are designed to promote fine motor and gross motor skills for our youngest learners. The traditional PE equipment is not available for our use. This equipment will be used within our classrooms, in the gym, and outside. 

Benefits of Program (10 points)

TK and Kinder students thrive when given opportunities for movement that enhance fine motor and gross motor skills. We have found that peaceful play and team work benefit problem solving skills and concentration in our early learners. By adding educational movement into our daily schedule, we hope to create a learning environment that promotes social and emotional confidence in our students. 

Success of Program (10 points)

Shortly after implementation of this program, we hope to see our students utilizing life skills such as team building, cooperation, sharing, and problem solving. We also believe with improved gross and fine motor skills, our students will gain confidence which will promote concentration and focus.

Implementation (10 points)

Each classroom will incorporate these movement tools/equipment into our daily schedule.

Sustainability
This will be sustainable for many years.
Can you share this grant with your grade level or subject team?

Yes, this grant is exclusively for our TK/Kinder team at Tahoe Lake.

Taxes
$67.00
Other funding sources

None.

The Egg Painting Compassion Project

Grant Applicant
Amy Meierotto, Jamie Schwartz, Michelle Green, Dave Goggin, Judy Dietz, Clair Boyle, Sarah Avery, Bev Roberts, Erin Robb
Grant Date
2017
Amount Funded
$1916.00
Description (10 points)

"Eggs are a perfect method to paint on when you are learning about things that can break.  When you know that something is really fragile, you take care of it.  When you see that the whole Earth and everything in it can be fragile. - well, you can imagine how that makes you feel.  If we all cared for each other and the Earth with our whole hearts, the work would be happy and we could relax and enjoy it together."  The above quote is a summary from a 3rd-grade student after completing the Egg Painting Compassion Project.  The objectives for this program is that students will paint their own stories around the three-dimensional, curved surfaces of a fragile eggshell.  The work is intricate.  It requires attention, commitment, and a great deal of care.  After creating a masterpiece work of miniature art, students write insightful poetry about their creation and perform in a professional-style reading before an audience.

"The Egg Painting Compassion Project was designed with fourth graders in mind, although it has been adapted for children and adults of all ages. It consists of ten gentle two-hour lessons that help students focus, find their center, paint their own stories on eggshell canvases, and write poems with messages that can only be found in the body of their completed work, messages that might help the rest of us navigate our world." http://www.compassioneggs.com/home.html

Benefits of Program (10 points)

This project gives students tools to navigate through life's challenges. It cultivates empathy and compassion in the classroom for ourselves and for each other. Students' literacy and language academic standards are supported through writing poetry and presentations. 

Success of Program (10 points)

Success will be measured by a completed egg masterpiece, a poetry piece, and a presentation.  Success is also measured by smiles on faces and a piece of artwork that lasts forever.

Implementation (10 points)

This project enables students to gain knowledge and skills needed to express ideas creatively in verbal and nonverbal ways.  The program is implemented over a total of ten days in which the teachers have already scheduled for the school year.  The schedule includes experiencing different eggs, story telling, directed drawing, designing, egg painting, poem writing and oral presentations.

Sustainability
This project is funded from a variety of sources including a GoFundMe site, individual donation with matching grant and fundraising. We hope to have only the supplies part of this project funded in cooperation with the EEF and other funding sources. This program will need minimal or similar funding from EFF in the future.
Can you share this grant with your grade level or subject team?

Yes, this program will be shared across the 4th grade California Content Standards including Science, Language Arts, English Language Development, Art, and Math. This program also can be shared with counselors to support character development curriculum and programs.

Notes

The three (3) above schools will be using additional funds from PTOs and donations to cover some costs of the program. This grant is asking to cover the cost of supplies, which is $8.05/student X 238= $1915.90

Budget Notes

Total supplies per student is $8.05 and we have 238 4th graders enrolled in three schools

Other funding sources

Funding for the remainder of the program will come from donations, grants and fundraising of varying sources. 

BPA Free Tableware for Truckee Elementary Classrooms

Grant Date
2015
Grant Category
Grant Description

As a way to reduce our footprint, each student and staff member would have a plastic plate, cup and three-piece utensil set. Each month, students and staff members throw away disposable tableware when participating in Harvest of the Month, cooking activities and/or class festivities. These sets would reduce the waste from these activities within the classrooms as well as teach the students to be a part of a larger community service project. This adoption is an extension of the schoolwide effort to reduce waste and recycle during lunch and snack times. 

School Site
Description (10 points)

Students and staff will use the plastic tableware whenever food or drink is consumed within the classroom. This includes but is not limited to the monthly tastings of Harvest of the Month, classroom festivities, math and science lessons which include food, and daily drinks of water. The teachers can use the tableware as tools to teach table manners when partaking of such foods. Fine motor skills will be honed as students use the utensils properly when cutting foods and eating them. 

Success of Program (10 points)

Success will be noted immediately as the students and the teachers will take note of their lack of waste after the first Harvest of the Month activity. This will be noted again as the class reflects upon their lack of waste every time they use the reusable plasticware rather than disposable tableware. Each class will get a Tableware Activity Log in which they will enter their dates and impact when using their disposable tableware instead of reusable tableware. As a class, grade level, and school, we will measure our impact in June of each year. 

Implementation (10 points)

Sets will be assigned to each grade level by color. Each class will be given one set per student, a teacher set and a few extra for additional members. Teachers will organize, store and clean the sets when necessary. Sets will stay with the grade level at the end of each school year. 

Can you share this grant with your grade level or subject team?

This grant is shared school-wide.

Taxes
$52.87
Shipping
$249.00
Comments

If it's possible the grant would not be funded because of the cost of shipping, I will drive to Sacramento for a Store Pick Up, no charge.

Adventure/Teambuilding Kits for Elementary and Middle School Students

Grant Date
2015
Other Applicants

Lily Christiano

David Manahan

Grant Category
Grant Description

As an Expeditionary Learning School, SELS is committed to building a strong community with students that value strong character traits. Building Character through teambuilding activites and initiatives gives students the tools they need to work cooperatively in groups and learn essential leadership skills. These attributes directly affect the way students learn in the classroom. Project Adventure is an organization that has mastered team building activities for all ages for over 30 years. This adventure/team building kit will aid in our efforts to build on our strengths by creating students with strong character values.

Amount Funded
$3616.00
Description (10 points)

Project Adventure has created a complete adventure based, teambuilding program in which every student will become an active participant. The adventure packs are aligned with National and State Physical Education Standards, but much more is achieved by having students participate in character building initiatives. According to the website "Understood for Learning and Attention Issues" team building activities ask kids to work together to accomplish a common goal and work together to gain communication and cooperation skills. There are 4 main types of team building activites,

  1. Commiunication Activities
  2. Problem Solving Activities
  3. Planning and Adaptability Activities
  4. Trust Building Activities

Each kit contailns a variety of these activities, designed and developed age appropriately for elementary and middle school students.

 

Success of Program (10 points)

Using this program in grades K-8, SELS will continue to build a strong community of learners. This program, in conjunction with our 2nd Step curriculum, will give students an additional opportunity to practice the skills learned in 2nd Step. While assessment tools are incorporated into the program, a strong sense of leadership in students and the ability to collaborate with crewmates, improving all around achievement in the classroom, but a drop in disciplinary referrals will be the true measure of success.

Implementation (10 points)

Implementation of this program uses clearly written lesson plans for all grade levels and is comprised of activites designed specifically to develop conflict resolution skills, leadership abilities and problem solving skills among students. Lessons include specific outcomes, briefing suggestions, rules and reflection questions. The elementary pack (K-5) includes 130 activities with 67 lesson plans and the middle school pack (6-8) has 71 activities with 44 lessons included. All materials and props are included in these kits making it convenient for teachers to plan and implement these activites with their students.

A few examples of activities included in the Activity Kits include Key Punch, Alphabet Soup, and Popcorn. These are just a few examples of game scenarios for students to complete a set of expectations to solve a given problem. In Key Punch, there are 24 numbered dot placed in a random order in a given area. Students must work cooperatively to tap or step on each number in sequential order. The group is timed and then given time to strategize and devise a new, more effective plan to complete the task. The team building efforts give students a chance to speak up and share ideas. Alphabet Soup and Popcorn are also cooperative actibities that take mulitple people to solve. It's stresses the importance of effective communication and collaboration. Everyone must work together to solve the task at hand.

Can you share this grant with your grade level or subject team?

The Elementary and Middle School Adventure Pack will be used school wide to support our Character Education program at SELS. All students will benefit from this program

Notes

All students at Sierra Expeditionary Learning School will benefit from team building activities and initiatives that will build strong character and leadership skills.

Taxes
$0.00
Shipping
$0.00
Other funding sources

Sierra Expeditionary Learning School is a relatively young program. A majority of our funding is used for academic purposes. Our school values character education and the development of the whole child, but the funding for these types of activity packs is not readily available.

Comments

The Elementary and Middle School Packs may be purchased separately, but the activities included in each kit is age appropriate for K-5 and 6-8. As a tax-exempt school, there are no taxes and shipping is FREE.