Grant Applicant
Edith Martinez
Grant Date
2019
Grant Category
Amount Funded
$6352.00
Description (10 points)

This grant would provide our Kindergarten and K/1 team the ability to provide our students with dramatic play tools. These tools include; a sink, refrigerator, stove, hutch cabinet, stainless steel cookware, doll house set-up and multi-ethnic baby dolls. In addition, this grant will provide our team with culturally sensitive loose parts: glass beads, mirrors,  jars, cups, stones, boxes baskets, fabric, etc.

Benefits of Program (10 points)

“Play is one of the most important parts of childhood. It is through play that children gain information about the world and increase their cultural awareness. When children play, they engage in complex sequences of symbolic representation and figure out how social rules work. Children also learn to negotiate and understand each other.” -Miriam Beloglovsky

Pretend play is characterized by children’s exploration and interpretation of the world in terms of symbols and images, fantasy, make believe, expression of emotions, and their capacity to understand different situations in an imaginary context. Dramatic and pretend play cross cultural  boundaries by allowing children to learn to respect and be responsive to children who are different from them.

Overall, pretend play builds essential core development areas; social and  emotional, language skills, thinking skills and nurtures children’s imagination.

Success of Program (10 points)

Through imaginative play children’s language, social skills and social competence expand. In addition, children can learn about equity by practicing collaboration and conflict resolution.  Providing our youngest scholars with rich creative & dramatic play tools will, in turn, lead to greater academic and emotional success for all of our students. Student’s academic success is measured through ESGI, teacher observations and individual behavior goals.

Implementation (10 points)

The Kindergarten KBE daily schedule provides a 60 minute block for students to engage in uninterrupted pretend and symbolic play. The kitchen set would support us in re-creating a space that is common in all of our children’s daily living experiences. Then, we will promote and support children’s play through meaningful social interactions by providing loose authentic parts reflective of them. We will also support students when necessary with sentence starters and language modeling. 

Sustainability
The Lakeshore Hardwood Kitchen Set & Doll House are built from durable wood materials and should have a classroom life of 10-15 years. The additional materials we purchase will be carefully selected to be durable and represent our student population.
Can you share this grant with your grade level or subject team?

Yes, the loose materials purchased can be exchanged and rotated.

Notes

We have written this grant surrounding our TTUSD First 5 Early Educator Conference. At this conference, we had the amazing opportunity to access the text Loose Parts 3 Inspiring Culturally Sustainable Environments. This knowledge has provided our team with a new lens to view dramatic play and the academic and social opportunities it provides our scholars. 

Taxes
$361.84
Shipping
$748.63
Budget Notes

Cultural Misc. Loose Parts (4x 250); we did select a vendor for this amount because in order to find authentic tools representative of our students we must step away from traditional education vendors. The teams feels that we may be able to purchase a plethora of authentic Tahoe living tools at our local stores. 

Other funding sources

There are no additional funding resources that would cover the cost of these materials.

Grant Applicant
Kim Krengel - Kindergarten TES
Grant Date
2019
Grant Co-applicants
School Site
Amount Funded
$783.00
Description (10 points)

In Kindergarten Science  (K-LS1-1) we use observations to describe patterns of what plants and animals (including humans) need to survive.  The needs of plants for light, soil, water and space to grow is observable.  We would like a hands-on experience, an outdoor classroom in addition to the use of media,  to grow plants and observe.  We are asking for a community garden, specifically a raised garden bed for our new kindergarten playground.  We (all 4 classrooms will team up and create a garden twice a school year.  All children will be a part of the process.  We would plant twice in both September and again in the spring. Each child will have the opportunity to plant, compost, water/ tend to the garden and harvest both vegetables and flowers!  We would be able to extend our observations with activities including math, science, writing, art, reading and celebrating with a harvest of hopefully good food to eat!

Benefits of Program (10 points)

Students will benefit from an outdoor classroom experience.  The hands on value is so important, as the kids will be part of the process and gain life-long learning skills.  Students will be taking care of this community classroom space as a cooperative group.  They will be able to observe the life cycle and needs of plants firsthand.  The cross-curriculum amazing teaching that will occur in both our indoor classrooms as well as this outdoor classroom is beneficial.  They will develop skills and gain knowledge to continue growing plants and become amazing gardeners and possibly grow their own food one day for sustainability.  An outdoor garden bed is healthy living and goes hand in hand with our Harvest of the Month program.  Our students will be joyful and get their hands dirty and be thrilled to have a garden!   I remember my class garden from 50 years ago :).

 

Success of Program (10 points)

The opportunity for students to work in an outdoor classroom is an overall wonderful concept.  What is learned in our outdoor class joins our indoor learning of science and plants. We will participate in many great activities that will be based on our garden including math and calculating space, to being an artist of the plants we've grown.  All of our gardening will naturally connect with Earth Day / Every Day concepts throughout the year, and help take care of our environment.

Implementation (10 points)

All 4 Kindergarten classes will be part of the planning process, set up, and will start planting in the Fall when school begins.  Our principal agreed that the facilities department would be able to put our garden together and we have a space for it planned.  Soil would be delivered and planting would begin right away.

Sustainability
Regular care to maintain this garden bed will happen. It will be securely covered in the winter snowy months and reopened when ready. Any repairs would be taken care of in a timely manner. (Composting and nutrients, fresh topsoil etc. can be added using class funds in the future).
Can you share this grant with your grade level or subject team?

Our entire grade level will be part of the entire process for years to come.  This will be our Community Garden.

Notes

www.Hayneedle.com      item # OLT028        Raised Cedar Garden Bed 8'x12' . -free shipping

Soil prices from Rock n Rose, Truckee .  + delivery fee

Taxes
$131.88
Shipping
$300.00
Other funding sources

No other funding available

Grant Applicant
Marguerite Paras
Grant Date
2019
School Site
Amount Funded
$196.00
Description (10 points)

Purchase the PeaceJam Junior Curriculum for our school. It is accessed online with videos, lesson plans, and downloadable information. 

Truckee Elementary School received an award for our Blended ELD model. When I attended training last summer in Sacramento, I learned of ways to enhance our Blended ELD program and our school  by incorporating the United Nations' Global Goals. The PeaceJam program is one way to expand our global awareness and add to our character education program. The PeaceJam Foundation offers a curriculum for elementary schools. The curriculum includes information and activities so students may learn about Nobel Peace Prize winners. There are also service learning and project based learning components. 

From their website:

The PeaceJam Foundation is an international organization whose mission statement is to create young leaders committed to positive change in themselves, their communities, and the world through the inspiration of Nobel Peace Laureates who pass on the spirit, skills, and wisdom they embody. The PeaceJam program was launched in February 1996 by co-founders Dawn Engle and Ivan Suvanjieff to provide the Nobel Peace Prize Laureates with a programmatic vehicle to use in working together to teach youth the art of peace. This foundation supports young people working for change through peaceful acts, giving them a platform by which they can be heard.

 

 

Benefits of Program (10 points)

Truckee is a small rural town and our students have limited exposure to other cultures and regions of the world. Students will increase their global awareness and their conflict resolution skills by utilizing the PeaceJam curriculum. The curriculum "introduces young learners to the world through engaging literacy-based lessons that explore the lands, lives, cultures, and lessons of 14 heroes of peace with a step-by-step guide for engaging young students in service." 

 

Success of Program (10 points)

Students will have increased awareness of global issues, an understanding of social justice, increased compassion and empathy, an increased acceptance of diversity, and responsible decision making. The PeaceJam curriculum enhances our SecondStep program by broadening the scope from school to the world. 

Implementation (10 points)

The curriculum contains 15 chapters with biographies of 13 Nobel Peace Prize winners and Alfred Nobel. One chapter is for a service learning project. PeaceJam suggests that each grade study Alfred Nobel,  2 different Peace Prize winners, and a service learning project.  PeaceJam hopes to educate, inspire and create action. Each chapter contains suggested activities and literature across all subject areas, an assessment rubric, and links to more resources.

I hope to create a sequence for grades K-5 by utilizing the current state standards and determining which biography fits best. Teaching only 2 biographies in each grade will be doable. 

Sustainability
This is a one time purchase.
Can you share this grant with your grade level or subject team?

This grant will be shared school-wide. 

Other funding sources

Truckee Elementary received a grant for our Blended ELD program and those funds are for teacher training and collaboration. At this time these grant funds are not available for curriculum.

Grant Applicant
Margie Lapoint
Grant Date
2019
School Site
Amount Funded
$15000.00
Description (10 points)

We are requesting grant funding for cross country skis, bindings, boots, and poles for Glenshire Elementary  School that will be used by the all students in the primary grades including transitional kindergarten, kindergarten, first, and second grades. Over twenty plus years ago, an Excellence In Education grant helped Glenshire Elementary purchase its school's first cross country equipment.  That equipment has been loved, cared for by teachers, well used by thousands of students and used far beyond its life expectancy! The binding system on our old skis is outdated rendering them unable to be repaired, as well as the ski themselves have the wood bases now protruding through the ski surface. The crown pattern on the bottom is worn down to the point of the skis not able to get grip as it  is too smooth from all of the use. 

We thoroughly researched the best cost and options for purchasing new ski equipment for our school and are requesting $15,000 in grant funds for 80 sets of Fischer skis, bindings, boots and poles in a variety of sizes that will be shared by our four grade levels. Details of the equipment are listed below in the budget section. 

Our school has a rich history of blending classroom learning and outdoor learning in our large greenbelt area adjacent to our school in all seasons. This grant funding allow us to continue to our 24 year tradition of introducing our youngest learners to cross country skiing both around our campus and on field trips to Tahoe Donner Adventure Center.

Benefits of Program (10 points)

WHO: All 260+ students (over half of our school student body) in our four primary grades (TK, K, 1st and 2nd) will use our cross country ski equipment many times per season. Our primary grade teachers share the equipment in an organized sign-up system so that our program coordination runs smoothly. Each class skis either at school on our large field, in our adjacent greenbelt area, at Tahoe Donner Adventure Center or at all three! Having equipment enables us to go at a moment’s notice on campus when conditions are right and for short periods of time to take an exercise break, as well as taking “planned in advance” half day field trips to Tahoe Donner. 

BENEFITS: Our youngest students are often first introduced to all winter sports through our cross country ski program at school, and we are thrilled to be able to offer that introduction for students of all socioeconomic groups since many do not learn to ski outside of school. Historically, we are a community of outdoor enthusiasts, but sedentary activities such as video games and interactive electronics have given rise to a new generation of students who often don’t spend much time outside in winter. Our teaching staff integrates our local hospital’s BeFit Program throughout learning inside our classrooms, but we also know that gross motor activities such as cross country skiing help students develop balance, coordination and sensory awareness. Because our students ski repeatedly each year we see not only their physical skills grow but also their confidence and pride in their improvements.The cross country equipment would tie in with the California State Standards for for PE and gross motor elementary requirements. Happier confident students are more enthusiastic learners. 

Research shows that children who have positive experiences in nature grow up to be adults who care about the environment. Studies show that individuals who advocate for protecting the environment are typically people who were introduced to outdoor activities at a young age. In summary, the benefits of learning cross country skiing at a young age are many from physical growth such as developing balance, coordination and sensory awareness to building confidence and helping to create a new generation of lifelong outdoor enthusiasts.

Success of Program (10 points)

We’d like to write jokingly here that to measure the success of over two decades of enriching education with cross country skiing at Glenshire School, one only need to look at the delaminated skis, poles with missing baskets or straps and worn out boots! The serious response however, includes the idea that in the six (or seven) years a student attends Glenshire School they are provided an incredibly rich classroom experience with integration of visual and performing arts, science, technology, math and language arts. As a whole school our high quality academics are focused on providing 21st century learning components such as critical thinking, collaboration, creativity, communication and citizenship. Still, our staff values looking at the whole child and making decisions based on what is best for the whole child developmentally. To achieve those 21st century components we must have well rounded joyful students. Cross country skiing is one way we balance a well rounded education for our students, especially with our youngest learners. Skiing enhances our existing curriculum and strengthens a Glenshire student’s overall experience. 

On a recent ski field trip to Tahoe Donner Adventure Center a Glenshire teacher (with 20 students behind her) was stopped by a former GES parent, whose daughter now races on a college cross country team, and the parent profoundly thanked the teacher for continuing to teach students cross country skiing “all these years”. Her daughter was introduced to cross country in kindergarten at Glenshire and has maintained her healthy active ski habits for over twelve years - it is safe to say she’ll be a lifelong athlete. Students and parents appreciate teachers taking time to “go the extra mile” to give students rich experiences such as skiing in addition to all they receive in the classroom. 

It is important to note that our third through fifth grade students also cross country ski but they are not requesting new equipment at this time as their equipment has been replaced recently. Likewise all of the equipment we purchase can now, and in the future, can  be interchanged with their existing equipment should the need arise since the new product has a universal binding system that works on all brands of boots and skis. It worth mentioning that all graduating Glenshire students move comfortably into the popular and successful Alder Creek Middle School Nordic Team. Exposure to cross country skiing throughout the elementary years best prepares the students for success at the middle school team level. 

Implementation (10 points)

Our current program is already implemented and has been successful for 24 years at our school. We will continue the program as always with the new equipment taking place of the old. Pacos is our local ski shop which will be ordering and receiving the equipment, as well as  preparing the skis for us. There is a charge, which is included in this grant, for their shop's services.   Upon approval of the grant, skis will be ordered asap, and received in the fall through the shop. We will be ready to use them late fall or right after the New Year. 

 

Sustainability
Our estimate for sustainability of this equipment is a 20 to 22 year lifespan. However, it is possible that it could last longer. We selected durable equipment that will last. Nordic equipment has certainly evolved over the years and it is finally at a place where pieces and parts are much more easily interchanged between companies than before. Now the two main ski companies are using the same binding system which allows for all boots to fit into the new bindings, should boots or bindings need to be replaced. Skis last a very long time if maintained properly. All that is needed is a simple roll-on Swix wax which should be applied each season, or more often should the conditions be wet. All teachers using the equipment will help maintain and store the equipment in an organized fashion so it is always ready for the next class to use. We are researching for a storage cart that will help us stay organized. Yes, if funded, our grant will be fully sustainable. We should not need additional funding from EEF to continue our program.

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

This equipment will be shared by all students in four grade levels, transitional kindergarten, kindergarten, first and second grade. Many Glenshire kindergarten classes have a second grade "Buddy Class” where second graders are partnered with kindergartners for a variety of projects throughout the year. Meaningful relationships develop from having Buddy Class mentors help younger students. Having this equipment allows for two classes, such as a kindergarten buddy class and a second grade class to ski together. This year when classes attempted to ski with their  Buddy Class we had to rent equipment to do so. We also hope that two kindergarten classes can go together as well without renting additional equipment and with the just right ordering of sizes, we should be able to do this. 

The skis will be housed in a central location so our PE teachers could also use the equipment out back in our Greenbelt. This supports our California State Standards for PE for kids of all ages. 

Notes

Thank you for reading this grant. Our TK-2 teaching teams are very grateful for every joyful moment our students have experienced on cross country skis since our last ski grant over 20 years ago.  When implemented, we invite any Excellence In Education board members to join us for a cross country ski adventure at Glenshire School.  

 

Taxes
$1072.00
Shipping
$0.00
Budget Notes

The grant total cost (equipment, tax, shop charges comes to a total of $14058.30. 

For the remaining balance of the grant we hope to purchase some Wax, brushes and ski straps to help maintain and keep our new equipment organized. 

Other funding sources

To increase the lifetime sustainability of all of our new equipment we are also planning to purchase a large rolling storage cart that we did not include as part of this grant in order to keep the cost down.  We plan to ask Glenshire School’s PTO for funding for the cart. Therefore, we do not wish to ask them for funds for the equipment, just the cart.  We do not have a manufacturer source for this cart yet- we are researching what companies might make something that will fit our need. 

We do not currently have other funding sources for cross country ski equipment. We checked with our principal and our site does not have funds for this ski equipment. 

For the remaining balance of the grant we hope to purchase some Wax, brushes and ski straps to help maintain and keep our new equipment organized. 

Grant Applicant
Stephanie Blume
Grant Date
2019
Grant Category
School Site
Amount Funded
$665.00
Description (10 points)

Numerous studies have shown that indoor plants provide a number of benefits for health and wellbeing, including decreases in illness symptoms, increases in work performance and job satisfaction, and lifting of spirits (for review, see, eg., Burchett et al., 2010). One specific study, conducted in Norway (Fjeld, 2002) found that potted‐plants reduced sick‐leave absences among primary school children. The second report was from a Taiwanese study (Han, 2009), which found that both class marks and behaviour in elementary school students were improved when plants were installed in the classrooms and in the hallways. 

Plants in the school setting have also been found to improve performance in middle school and highschool students (eg Shibata & Suzuki, 2004), and lower their feelings of physical discomfort (Lohr & Pearson‐Mims, 2000). Schools with planted classrooms and hallways rated their school experience more highly than those in the group without plants, indicating perhaps that both staff and students were happier with plants in their workspace.

Taking this information into account, I would like to request funding to support the purchase of several large planters, rolling base platforms for the planters, and large interior house plants so that we may "green" our hallways and entryways at Truckee Elementary. I have established a contact person in Reno who specializes in the selection of inside plants based on light and temperature variations. He is willing to donate his time to visit our school site, give recommendations, advice, and help us in purchasing plants as he owns a small garden shop in Reno theplantagenda@gmail.com. Eric at the Villager Nursery in Truckee has also offered to assist in helping us find large planters. 

Benefits of Program (10 points)

First, research has shown that plants can significantly improve indoor air quality in office buildings (with or without air‐conditioning). Research has shown that two or three plants in an office can significantly reduce levels of CO2 and air‐borne volatile organic compounds (VOCs) that are continually outgassing from plastic/synthetic surfaces (furnishings, fittings, equipment eg computers, copiers etc). Such benefits could be significant in closed classrooms with flueless gas heaters on in winter, since raised CO2 levels cause loss of concentration and drowsiness.

Additionally, other research shows that plant presence is directly linked to improved performance and productivity in students (Lohr et al., 1996; Bringslimark et al., 2007). Also, a recent study with 55 participants showed that plants in an office setting resulted in 30 to 60% reductions in feelings of stress, anxiety and depression. Other research indicates that nearby greenery resets our calm’ button (Kaplan & Kaplan, 1990), and that indoor plants are also directly attractive, evoking positive responses among building occupants (Dijkstra et al., 2008)). In one study researchers found upon visiting schools, that teachers and students showed great interest in having plants at their school sites. 

With our school re-model due to be completed by Summer, it would be a wonderful addition to our school setting to have several large planters with various plants. I would like to invite and support a group of students in becoming stewards of the plants which would involve watering, trimming, and general care of the plants. Kelly Akins would like to also support this with students that she will be seeing. 

Success of Program (10 points)

Items being requested:

10 large planters - about $90.00 to 100.00 each

Selected interior house plants - range $30.00 to $70.00 each

10 Rolling racks for plants - $20.00 to $30.00 each

Rocks, moss, and soil for planters - about $ 200.00 total

 

Implementation (10 points)

I would like to review colors with the school site staff for the large planters before June. Once color and design options have been presented and staff and janitorial feedback have been given, I would like to do a site walk with Ken from the The Plant Agenda in Reno to gain his insight and advice by the end of June or early July. Planters, soil, plants and misc. material will be ordered by July or August and installed before the start of the 2019 school year. 

Sustainability
Once the plants are installed they will be an enduring gift to our school site community. During the summer when staff are not on site, automated watering systems can be installed in the planters to support ongoing watering. Perhaps in the future additional funding could support additional planters on site.
Can you share this grant with your grade level or subject team?

I feel that this grant could be shared with my team and shared across grade levels. I would also love to include our school site Green Team to help and participate. 

Budget Notes

I do not have exact pricing on planters and plants as we will need to decide on both. I would like to be able to research and find the best pricing on large planters perhaps traveling to Sacramento to purchase planters in bulk and at bulk pricing. 

Other funding sources

It is my understanding that school site funds do not exist for this specific type of school beautification project. 

Grant Applicant
Dan Dickerman
Grant Date
2019
Grant Co-applicants
School Site
Amount Funded
$2953.00
Description (10 points)

We are seeking funds to purchase drum equipment for the Truckee High School marching band. The marching drumline's snare drums (the highest in the drum line) and the tenor drums (carried in sets of 4 as a "quad") that the THS band uses have taken a beating for decades. They are showing distressing signs of wear and have become a hazard to the students. All of these drums are carried with shoulder harnesses, which are currently largely broken and held
together with duct tape, and the drums themselves are in need of replacement heads and hardware, along with other maintenance issues common in drums of this age. In the words of a student, “​the painful awkwardness of this equipment is significantly impacting these students' enjoyment of marching band”. ​Or as another student put it bluntly, ​“they are uncomfortable and simply sound bad”​. The hardware that connects the harnesses to the drums is nearly all
jury-rigged and the drums have been known to fall from the harness onto the ground in the middle of a parade, or a half-time show.

We hope to purchase 3 Pearl snare drums with carriers, along with 2 Pearl quad sets with carriers. This will outfit half of the overall drumline, with the other half of the drumline (the bass drums) being addressed through other funding sources and grants. Other possible funding sources include TEMPO (Truckee HS music booster group), Measure A, community donations, THS Boosters, and a grant request from TTCF.

Benefits of Program (10 points)

The Truckee High School Marching Band would use this percussion equipment at all marching band events. This year's marching events included home football games, basketball games, the homecoming parade, the Dr. Seuss Day Parade at Truckee Elementary, and the "Day of Bands" at UC Berkeley. The snares and tenor drums outfit five percussion players with marching instruments, taking their place alongside the rest of the percussion section in support of the entire marching band.

Success of Program (10 points)

Having new snare and tenor drums would allow the Truckee High band to retire its aging equipment, allowing all percussion students to continue to play, and the drum parts to maintain coverage as existing equipment continues to ages beyond use.

Implementation (10 points)

Once funding is secured, we would be able to place the order with Absolute Music, and hope to take delivery before in time for next year’s marching season. This would allow players to have equipment in place for summer's marching band training and home football games, which usually precede the start of the academic school year.

Sustainability
This is a one time purchase, and we hope to gain many decades of use of this equipment, as we had of the previous sets.
Can you share this grant with your grade level or subject team?

The Truckee High School band spans all of grades 9–12 and the marching band is a unique program within the school, yet it is an integral part of school-wide and community events such as sporting events and parades.

Taxes
$373.00
Shipping
$0.00
Budget Notes

Details of the pricing from Absolute music are attached, including options from other drum manufacturers, and quotes for additional equipment. Note that these quotes already include applicable taxes and delivery, which are not detailed separately on this form. After comparing many options and
quotes, the school pricing Absolute Music has extended to us offers a substantial discount, and we have a long-standing good working relationship with them.

Other funding sources

We have requested additional funds for the replacement drumline through Truckee High School Boosters, and a grant request with TTCF. We will also utilize community donations, TEMPO (THS Band Boosters), and Measure A funds to supplement the cost of the drumline.

Grant Applicant
Diane Welch
Grant Date
2019
Grant Category
Grant Co-applicants
Amount Funded
$691.00
Description (10 points)

Creating mindful students enhances the educational experience for individual students and the entire class. When students are able to think and reflect, their learning improves. Providing students with reflection journals to keep their thoughts in one space will provide them with the skills needed to share and think in appropriate ways leading them to become better students.

My Meaningful Life Journals, A Book of Self-Discovery for Kids allows students to put their thoughts down on paper inside a journal of their own. Students learn to communicate with the bright, fun pages within this journal that gives them a place to share their ideas.

Benefits of Program (10 points)

Giving all 2nd and 3rd grade students a place to write down their thoughts to help them communicate clearly is essential to a healthy way of thinking. Giving each student, across the grade level, the tools to practice mindful thinking strategies will help relieve anxiety throughout their lives. This journal clearly begins the habit of writing down your thoughts, good and bad, in order to clear your mind to think productively. Giving students a few minutes each day to calm their minds and set intentions will help them succeed academically.

Success of Program (10 points)

Students on our grade level will learn life-long skills of sharing their thoughts and ideas in a journal designed for kids. This essential skill will allow students to calm down following high-energy times during the day to mentally prepare for learning within the classroom.

Implementation (10 points)

Each student will have their own journal and keep it in a safe place within the classroom for two consecutive years. During the week, when students need to refocus on learning, time will be given to allow students to reflect in their journal. Some days we will select a page to complete as a class, other days students will be free to choose their own focus.

Sustainability
This is a consumable item that will need additional funding every two years since students loop in our grade level. Upon successful implementation of this program, additional funding sources and grants will be considered.
Can you share this grant with your grade level or subject team?

Yes. This grant is written for all 2nd and 3rd grade students and will be used in both classrooms.

Notes

I have used these books in the past and students love them. It's a great way to start young students on a path of self-reflection.

Taxes
$53.00
Shipping
$-160.00
Budget Notes

Quote is from Word After Work bookshop in downtown Truckee. The -$160.00 in shipping accounts for a 20% educator discount.

Other funding sources

Books must be directly related to curriculum. Since these journals are more geared towards self-expression, curriculum funds cannot be used.

Grant Applicant
Sierra High School- Alicia Lampley-Gebel
Grant Date
2019
Grant Category
School Site
Amount Funded
$1010.00
Description (10 points)

Description

 

During the 2018-2019 school year, Excellence in Education Foundation funded a Sierra High School Sources of Strength grant oriented around student wellness. During the 2017-2018 school year, students used their Sources of Strength training to support school wide wellness. Because of student interest in building wellness and culture in their school, Sierra High School applied for a grant with Excellence in Education in order to fund activities for the following school year. As a result of expanding success with the program, we are applying again in order to further support our partnership with Makerspace and fund other year long activities envisioned by students.  

 

Sources of Strength is a TTUSD adopted comprehensive wellness training. Program designer’s characterize it as having, “a true preventative aim in building multiple sources of support around individuals so that when times get hard they have strengths to rely on” (Sources of Strength). Sources of Strength’s mission and vision is aimed primarily at suicide, violence, and substance abuse prevention by building upon the many strengths underlying wellness. At the beginning of the 2017-2018 school year, ten Sierra High School (SHS) students attended a Sources of Strength training at the TTUSD Office. For the first time since SOS implementation, students at SHS decided to form a Sources of Strength group at SHS in order to promote ongoing wellness and build upon a positive school climate and culture.

 

Students meet about once a month during their lunch to discuss wellness related issues and concerns, and to organize monthly activities and/or educational opportunities that relate to and promote the SOS pillars of wellness: mental health, family support, positive friends, mentors, healthy activities, generosity, spiritual wellness, and medical access. SOS has become an integral part of our school community. Activities (which are held after school, and/or during 5th and 6th periods) bring students together and promote well-being and connectedness. SOS also collaborates with community partners, like the Truckee Library and Tahoe Forest Hospital , to affect a broader understanding of mental health issues in the community.

Benefits of Program (10 points)

Benefits

 

Sierra High School prides itself on a safe and welcoming space for students who have a variety of learning needs and goals. Some of the goals outlined by Sources of Strength training include: overall adult-youth connectedness and bonding, youth help seeking from trusted adults, and coping skills and health promotion of youth based on protective factors. Sierra High School is able to support such goals by providing an environment that is conducive to fostering connections and help seeking. The SOS group on campus works hard to promote protective factors related to wellness and increase such opportunities for connection.

 

Benefits to students are directly related to the pillars of wellness (refer to description). Other benefits include increased positive feelings related to school safety and culture, and increased opportunities for bonding and connection to staff and peers.

 

During the 2018-2019 school year students provided insight into their experiences and how wellness this year has benefited them personally and how it has benefited their school as a whole. Sasha Nicole Del Principe, a new student to our school, and a student whom has participated in Makerspace and other SOS led activities feels that “these activities are important to us because it gives us a chance to get closer to our staff and our community. Before I came here, people said that this school (Sierra High)  is like a ‘family’ and now I know why, because of things like this”. Dilan Cizana, an SOS leader states that “students need experiences that get them to try new things because it has connections to real life”. Giselle Escobar comments that activities put on by SOS are important because “it is what separates us from other schools and helps us feel like we have the same exposure to activities as the comprehensive high school. Also opportunities like Maker Space give us experience in building our skills in other areas.”

Success of Program (10 points)

Success

 

Students consistently state that they feel the need for other types of enrichment and wellness Since the implementation of SOS in September of 2017, students have organized routine monthly activities for Sierra High School students (and even families of students) to participate in. Activities may vary year to year based on need and availability of resources, but in the 2018/2019 school year students organized: baking pan de meurto for school wide celebration, a school-wide Thanksgiving potluck and gratitude practice, school door art, healthy eating education and hands on cooking for wellness classes (6 sessions) in partnership with Tahoe Forest Hospital, and two sessions of Maker Space, one 5 week session and one 10 week session where students learned woodwork, ceramics, textiles and metal work.

 

The structural nature of Sierra High School is such that students do not have a plethora of extra-curricular activities on site. Students are welcome (and encouraged) to join after school clubs, sports, enrichment, etc. at Truckee or North Tahoe High Schools, but this presents challenges for many students. Knowing that our structure is different and knowing the challenges our students face, the staff creates a safe and unique school culture in which students have access to different types of activities that promote wellness and enrichment. SOS is a primary on-site option for students who are interested in bettering their school community, and who want to engage in leadership activities.

 

SOS is one of many ways that, through student voice and advocacy, students support one another and build upon the welcoming and family-like climate that is Sierra High School. As one student describes it during the student update at the TTUSD Board Meeting “the SOS club is what we use to bring students together, like a family in school”.

 

Participation varies from activity to activity. It ranges from whole school/community participation to smaller groups of 7-15 students. Turn out among students is routine. Activities are planned in such a way the barriers to attendance (like transportation) are resolved. Those who do not directly participate have an understanding of what is offered and know that is a part of a positive school climate, as it is announced at our school circle meetings that occur twice a week.

Implementation (10 points)

Implementation

 

At the start of the year, students undergo a Sources of Strength training at the district office. In this training, students gain a greater understanding of the pillars of wellness, what wellness means to them personally, how it looks school wide, and how to support one another. Following the training, student then meet once a month to continue organizing activities that will further the SOS mission and vision.

 

Students meet monthly to voice their concerns for school and community issues, to organize activities that reflect the current wellness needs of the school, and to promote broader awareness within the community.

 

The 2019-2020 budget is based off this year’s activities, projected projects, and collaborations. Grant monies will be used to support monthly activities and supplies (primarily consumables) determined by students and staff in the 19/20 school year,and to fund a Makerspace partnership (one 5 week course for 10 students. Makerspace offers matching funds, so the grant would pay for half of the funds and Makerspace would pay for the other half. Activities vary greatly depending on student input and interest.

 

SOS at Sierra High School is overseen by the Alicia Lampley, the school counselor, Cindy Maciel, STEPP program director and SOS trainer, and Kim Bradley, TTUSD Wellness Coordinator and SOS trainer. Students do not have to be Sources of Strength trained in order to join or participate. Activities are open to all student at Sierra High School.

Sustainability
Sustainability

The TTUSD Wellness Program, coordinated by Kim Bradley has monies set aside to train students annually and to contribute to related activities for all three high schools. See budget for expected income. SOS also relies on some school funds, community partnerships (like with the library and the hospital) and staff donations of time and resources for activities and coordination. Excellence in Education funding would help expand and support future wellness endeavors and initiatives.
Can you share this grant with your grade level or subject team?

yes

Budget Notes

See budget proposal 

Other funding sources

Sierra High School site ops and TTUSD Wellness Program

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
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. 

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