Grant Applicant
Kat Newell, MinBorg classroom parent
Grant Date
2019
Grant Category
Grant Co-applicants
Amount Funded
$527.00
Description (10 points)

The classroom learning is greatly enhanced by times where the crew (class) is gathered on the carpet at several times throughout the school day. The carpet currently in use desperately needs to be replaced as it is in a state of disrepair.

Benefits of Program (10 points)

24 Students in the MinBorg classroom (crew) will benefit from this item at multiple times throughout each school day and, ideally, for many years to come, as well as Summer Scholars during the summer. We intend to purchase a rug of good quality and durability so that it can withstand the daily wear and tear of classroom life for students in the Sierra. The carpet currently in the classroom is thin and so it buckles, bunches and rolls constantly, is worn very thin and is in disrepair to an extent that it can be distracting for some students and needs to be tended to and "fixed" multiple times throughout the day, disrupting the flow of classroom learning. This carpet, however, is highly recommended for quality, strength and durability. 

Success of Program (10 points)

The carpeted area in the classroom provides an invaluable space for learning that really cannot be easily facilitated in any other way. It has proven to be a special place for the crew to gather and collaborate in their learning at multiple times throughout the school day.

The MinBorg 2nd and 3rd grade combined classroom is a dynamic place that facilitates many types of learning for many types of learners. Over the course of the school day, some of their most important work as a crew (class) takes place on the carpet. There, the crew leaders (teachers) help students start each day centered and calm through a facilitated Moment of Peace and collaborating as a crew through a Morning Meeting. Other important learning times spent on the carpet include poetry and mathematics instruction, discussion around learning targets and presentations from guest speakers. The teachers in this classroom have found that effective instruction daily incorporates a variety of environments, postures and class configurations with consistency. Having a carpeted space in the classroom fosters confidence, curiosity and collaboration that is unique and important for 2nd and 3rd grade students. For this reason, and because their current carpet on which they rely is in disrepair, they are requesting funds to pay for a replacement carpet. 

Implementation (10 points)

This carpet can immediately replace the one that has been used to the point of disrepair.

Sustainability
This is considered a consumable item; however, we will be thoughtful in purchasing a durable carpet at a good value.
Can you share this grant with your grade level or subject team?

Definitely - all 2nd graders at SELS will benefit from this carpet as they receive math instruction in that part of the classroom. 

Taxes
$40.18
Shipping
$0.00
Budget Notes

Thank you for considering a contribution to our classroom learning with a new carpet - we really appreciate any funds you can allocate toward this important cause!

Other funding sources

Since this is not a durable/furniture item, it is not easily covered by the school as a classroom expense.

Grant Applicant
Jen McMaster
Grant Date
2019
Grant Category
Grant Co-applicants
School Site
Amount Funded
$301.00
Description (10 points)

There are students in every classroom who benefit from being able to move while learning.  Often, this is seen in tapping feet which can be distracting to other students as it can be noisy, and cause desks to move.  This grant would allow us to buy fidget bands that attach to chairs. This allows students who benefit from moving while learning to bounce their feet on the band which has been shown to increase focus while not impacting their neighbor.

Benefits of Program (10 points)

The use of the Fidget Bands will lead to increased focus for all students; therefore to increased learning!

Success of Program (10 points)

Measured by increased focus and productivity.

Implementation (10 points)

These are easy to use, and can be put on select chairs in each classroom to allow students who need to move access.

Sustainability
The Fidget Bands are guaranteed to last several years.
Can you share this grant with your grade level or subject team?

Yes, they will be accessible school-wide.

Taxes
$21.00
Shipping
$0.00
Other funding sources

None available at this time.

Grant Applicant
Cindy Maciel
Grant Date
2019
Grant Category
School Site
Amount Funded
$3500.00
Description (10 points)

The STEPP Program has been participating in the Early Quality Matters, EQM, program through the California Early Learning and Care Division to assure quality in our early learning programs throughout the state. We are in a partnership with Nevada, Placer, and Sierra Counties in participating in this wonderful opportunity for our program to measure the quality of care we are providing for our infants and toddlers enrolled in the STEPP program. 

We are asking for $3500.00 to purchase materials to help enhance the areas in our center that will help enrich experiences around language, nature and science, sand and water play, dramatic play, and promoting acceptance of diversity. We will do this through providing a variety of books that cover subjects not limited to, feelings, different cultures, community, and bilingual concept books. We will also create a cozy nook area for reading including small comfortable seating. For our science and nature area we would like to purchase materials that support measuring, soft puppets and animals that represent creatures from our community, observation tools, and motion and velocity. For our dramatic play we are looking for materials to support diversity and cultural through dolls, pictures of different cultures, fabrics, open ended materials to allow the children to use their imagination. These items will help enrich the environment and experiences for our children setting up our program to score higher on the ITERS tool.

Benefits of Program (10 points)

Our program serves a special population of our school district, infants and toddlers and their student parents. By providing new materials we are setting up a quality environment for our infants and toddlers as well as learning opportunities for our student parents to learn about the development of their children. The benefit of our program is seen on a daily in our community through our graduates who are engaged in their children's learning. Our little learners are entering kindergarten school ready excited to learn. 

Through the STEPP staff being committed to always looking at ways to keep our center new and fresh we are able to maintain a quality program. The staff continue to engage in their education by attending classes, trainings, and staying on top of current trends in the field of early learning. In turn the benefits from their knowledge and commitment help to make STEPP a quality program. 

With limited infant toddler care in our area, we are able to offer a program to those that are most in need. Through our program we are able to offer a quality early learning developmentally appropriate environment for our zero to thirty six month old children helping to support families in the process. Most of our children transition into preschool programs in our communities such as Truckee Pines Head Start, Truckee Preschool, and Kings Beach Preschool. 

Success of Program (10 points)

The ITERS, Infant Toddler Environmental Rating Scale, is used to rate the environment of our program. There are seven subscales that the ITERS looks at; space and furnishing, personal care routines, listening and talking, fine and gross motor activities and creative activities, social development, interactions, and program structure. Through these seven subscales they score based on materials available to the children, adult and child size furnishings, arrangement of space indoors and out, supervision and interactions (including language) that occur in the classroom, the schedule of the day, including routines and activities.

The scales are designed to assess process quality in an infant and toddler center. Process quality consists of the various interactions that go on in a classroom between staff and children, among the children themselves, and interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule, and materials that support these interactions. In order to provide care and education that will permit children to experience a high quality of life while helping them develop their abilities, a quality program must provide for the three basic needs all children have; protection of their health and safety, building positive relationships, opportunities for stimulation and learning from experience. The tool looks for different modalities of equipment, culturally rich, and a variety of experiences.

By using the ITERS tool these are areas we accessed need in to help with improving the quality of our environment. Through EQM we are working on improving our overall quality score of our program. The STEPP Program currently has a rating of a four, we would like to reach a five by working on our environment to help move our score up. 

Implementation (10 points)

We would like to start the school year with adding the new materials to our program and enhancing our environment. Through EQM we are being accessed in the fall and these new materials will help when the rater rates our overall program. By adding these new materials we will be able to create stronger environments such as our cozy nook where we will be able to display our comfy chairs and new books creating a language enrich opportunity to our infants and toddlers. We will be able to write up new lesson plans incorporating our new science and nature materials. We will be able to rotate materials throughout the year creating new learning opportunities for our infants and toddlers. 

Sustainability
If funded our program will be able to maintain our standard of a quality infant toddler program. We will continue to provide an excellent child centered developmentally enrich program to the infants and toddlers in our community. Our staff maintain a safe and clean environment taking good care of our center in maintaining our space and equipment.
Can you share this grant with your grade level or subject team?

Being an infant toddler program, we fit a special niche in our district. The improvement of our center helps support the learning experience of our littlest learners in preparing them for lifelong learning being ready to enter our schools’ school ready. Not only does this help set up our little ones for school success it also helps us in supporting their parents by showing them how to interact with their children, setting up our parents for success as well.

Taxes
$246.51
Shipping
$298.80
Other funding sources

We have donation funding that can help pay for shipping costs. 

Grant Applicant
Diane Welch
Grant Date
2019
Amount Funded
$316.00
Description (10 points)

During the holidays in Downtown Truckee, our students lead historical tours during the Festive Fridays sponsored by the Downtown Merchants Association. Students spend the fall researching the historical buildings and stories of Truckee in the early days. Each child chooses a building in downtown and writes their own informational script to share along the tour route. Parents, shoppers, and visitors to our area get to hear the historical stories of these select buildings on Commercial Row. 

Our historical docents are in need of additional costumes. Students are dressed in time period outfits to aid their presentations. We are looking to purchase 4 additional costumes for the boys in our classes.

Benefits of Program (10 points)

Our Historic Tours give students in 2nd and 3rd grade an authentic audience in which they can share their learning from our Fall Expedition on Truckee History called Fire and Ice. Students spend the fall semester learning about historic buildings and these performances give them a platform to practice their public speaking skills as well as lead historic tours on Truckee's Commercial Row. These costumes give the students the authenticity needed to lead a well planned and practiced historic tour.

Success of Program (10 points)

Students complete their projects and successfully share their knowledge to an outside audience. They learn the skills necessary to speak clearly and answer questions about historical buildings in our community. There is a sense of pride and confidence that follows once they have shared their learning with the tour group.

Implementation (10 points)

Costumes are issued to all students prior to their historical tour. Students arrive at the Trout Creek Pocket Park and tours begin at this location. Tours depart every 10 minutes until the final group leaves the area. Once tours are complete, students return their costumes to school the following school day for the next class to use.

Sustainability
These costumes will be used multiple times in the years to come. When we first ordered costumes, our classroom demographic was a majority of female students. Now our 2019-2020 demographic is a majority of male students. We need to add to our existing costume closet to outfit all the students appropriately.
Can you share this grant with your grade level or subject team?

This is a 2nd/3rd grade production that is shared by each student in our crew.

Taxes
$23.00
Shipping
$23.00
Budget Notes

Our current supply of costumes were funded through our school's PTC (Parent Teacher Crew) and through fundraising efforts by our students.

Other funding sources

These costumes were partially funded by our school's PTC (Parent Teacher Crew). We requested 7 costumes and were funded for 3. We are looking to fund the final 4 costumes.

Grant Applicant
Sierra High School
Grant Date
2018
Grant Category
School Site
Amount Funded
$530.00
Description (10 points)

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 Description). 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 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 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, to affect a broader understanding of mental health issues in the community.

Benefits of Program (10 points)

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.

Johanna Nevarez, an SOS member states that it is beneficial because “Students help other students get involved in activities here on campus and also because it is students helping support one another through different types of wellness activities”. Heidi Valdez, also an SOS member, states that “SOS teaches us how to be leaders and role models for students and how we can help one another”. Natali Morales, who is not a member but participates in activities, believes that “It gives us a break from the stress of school and home. It is a positive distraction”. Giselle Escobar, a  Sophomore Sierra High School, states that “SOS provides activities for us. The activities bring more high school experiences and memories to our school that help us feel like other high schools”. Lisette Sanchez who has participated in several activities feels that SOS “Helps us to feel more like a family than a school”.

Success of Program (10 points)

 

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 this year have included: a school-wide Thanksgiving potluck and gratitude practice, pumpkin carving, school door art, art projects and lessons from Mr. Wohlman, individualized messages of encouragement to every student, baking and decorating, book club discussions followed by collage creations for Mental Health Awareness month at the Truckee Library, and a two day class at MakerSpace for students to learn, connect with community artists, and engage in creative expression.

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)

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 2018-2019 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), to pay fees for a MakerSpace partnership (one to two classes dependant upon student interest), continued collaboration with Truckee Library, and money for novels that will support student interests and/or library projects for Mental Health Awareness.

SOS at Sierra High School is overseen by the Alicia Lampley, school counselor, Cindy Maciel, STEPP program director and SOS trainer, and Kim Bradley, TTUSD Wellness Coordinator. 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
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 community and staff donations 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?

All staff members are included and updated about projects and opportunities at our weekly staff meeting. Many, if not all, staff have participated routinely. 

Budget Notes

Please refer to attached budget for details. 

Other funding sources

TTUSD Wellness Program. See budget and sustainability of grant language. 

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. 

Grant Applicant
Cari Reid
Grant Date
2018
Grant Category
School Site
Amount Funded
$1139.00
Description (10 points)

The items listed to be granted are center activities that will be used everyday in the classroom using STEM education. STEM is Science, Technology, Mathematics and Engineering. The items and their descriptions are listed as follows:

Real-Working Cash Register

Kids can ring up the fun with our real-working cash register! The built-in calculator and digital display let kids add, subtract, multiply and divide as they ring up pretend purchases. The cash drawer even pops open so children can figure out the correct change! 10 1/2" cash register has a large, solar-powered digital display; includes a “credit card” and play money.
Develops skills in measurement & data, money, addition, subtraction, multiplication and division.

item# PP723

Design & Build Engineering Centers

What makes a bridge strong? How do vehicles roll, tow and carry things? Our engaging building centers teach kids to look closer at real-life designs—and make original structures that use the same important elements! Created to encourage open-ended building with minimal teacher involvement, each center includes 8 photo cards showing actual bridges, vehicles and buildings, plus tons of hands-on manipulatives that invite children to build, explore & engineer—again & again! For easy reference, the back of each photo card explains key elements for each design—so it’s easy to guide children’s learning. All 3 centers, each in an 11 1/2" plastic storage tub.

Topics include science, technology, engineering and mathematics.

item# PP750X

STEM Stories Paperback Library

Stories of problem solvers and inventors motivate children to get creative and think critically! Inside the pages of these books, children will find a colorful introduction to the world of STEM thinking. Inspiring characters will spark children’s curiosity…and get them excited to solve problems, too. You get 12 paperback books.
Topics include imagination, inventions, design and engineering.
Develops skills in STEM, critical thinking and problem solving.

item# RA226

Real-World STEM Challenges - K-Gr. 1

Kids construct a working parachute, design a leakproof roof and engineer a floating raft! Our kit was specially developed to help children think like real scientists and engineers as they explore the STEM design process and solve problems—students plan, build and test their designs, then improve them until they are successful. Kit comes packed with everything needed to work through 3 exciting challenges…plus detailed lesson plans that make it easy to focus students’ learning and explain the STEM concepts behind each challenge. You even get careers cards that apply what kids are learning to the real world! Kit includes everything shown. Cards measure 8 1/2" x 11". 

Develops skills in science, technology, engineering, mathematics, design, critical thinking, problem solving, mastering 21st-century skills, cooperative learning and perseverance.

Mobile STEM Station

Our cart isn’t just perfect for storage and organization—kids can even use it as an engineering activity center! The rolling cart features a giant 1" grid and rulers on top for building and measuring, plus a magnetic write & wipe board on each side where kids can experiment with magnets, plan their designs and more. We’ve even included 3 roomy cubbies and 2 wide, spacious shelves on the bottom for storing and organizing tons of STEM materials. Plus, with 4 locking casters, it’s a cinch to roll around the classroom—and the wipe-clean laminate surfaces make it a breeze to clean! Cart measures 38"w x 19"d x 24"h. GREENGUARD® Certified.

How Much Does It Weigh? Measurement Center

Students get an instant, visual grasp of measurement concepts like heavy, light, balance & more…as they conduct simple investigations with our hands-on center! It includes 24 activity cards with illustrated instructions that are just right for beginners…plus a balance scale to compare & contrast 40 manipulatives! Scale is 12 3/4"; with a 9" wooden card stand.

item# LL407

How Much Does It Hold? Measurement Center

Students get an instant, visual grasp of measurement concepts like capacity & volume…as they conduct simple investigations with our hands-on center! It includes 24 activity cards with illustrated instructions that are just right for beginners…plus 11 tools for pouring & filling—from measuring cups to a bucket! Tub is 13 1/2" long; with a 9" wooden card stand.

item# LL418

How Long Is It? Measurement Center

Students get an instant, visual grasp of measurement concepts like length & width…as they conduct simple investigations with our hands-on center! It includes 24 activity cards with illustrated instructions that are just right for beginners, plus 130 manipulatives to measure & compare! Measurement feet are 12" long; with a 9" wooden card stand.

item# LL443

Benefits of Program (10 points)

In the kindergarten classroom, hands-on activities are crucial to student learning. With 21st century learning STEM activities can be played with in small groups where students are working together to collaborate, design, build and work together to create a project. I am always looking for ways to inspire and motivate my students, particularly when it comes to making “big changes” in our world.  So many of our students are constantly brainstorming, inventing, and problem solving in ways that have great potentials to make our world better. These classroom supplies will provide a once in a lifetime opportunity for our young inventors to see their original ideas become realities.

A quality STEM program provides the following benefits:

It is motivating, engaging, real-world inspired. Knowledge is taught the way it is used in the real world, with concepts and subjects interwoven seamlessly. Students integrate and apply meaningful and important content. There is purpose and reason behind everything taught and learned.

Success of Program (10 points)

STEM stands for Science, Technology, Engineering and Math. Each subject or pillar is part of the greater whole of the lesson plan. So instead of teaching math as separate from technology or science, the concepts work together. Creating an interdisciplinary approach to instruction that resembles knowledge use in real life. Using these will let students work in small groups and lessons can be differentiated for students learning at various levels. 

Students are given success by engaging and apply concepts in a deeper, more thorough way, leading to a greater understanding of the concepts.

~STEM is creative and adapatble making it accessible to children of all levels of ability. Even within one team, various ability levels can work together and learn together.

~ The teaching methods are process-focused, and student-centered.

~ Lessons incorporate interest led investigations that provide students with ownership over their learning.

~ Teamwork, collaboration and communication is a major focus.

~ Students have the freedom to thinking critically, creatively and to innovative.

~ Opportunities are provided for students to fail and try again in a safe environment.

~ STEM embraces the 4 C's identified as key 21st century skills – Creativity, Collaboration, Critical Thinking, and Communication.

Implementation (10 points)

This project will be implemented everyday in various ways. The math activities align with the Everyday Math Curriculum and they can be used in small groups. The Science and Engineering activities can be used during Science and play time in which the students are the use their creative design to be innovative. The plan for this is to be used in a small group center where students can choose various activities, (that are hopefully being granted!) to play with. 

Sustainability
This project is completely sustainable! All activities inside are to be left in the box when finished. This will be able to be used for years to follow as it aligns with the common core standards for Kindergarten.
Can you share this grant with your grade level or subject team?

Yes! The mobile stem unit is easy to move from classroom to classroom for our grade level to use. Kids can even use it as an engineering activity center! The rolling cart features a giant 1" grid and rulers on top for building and measuring, plus a magnetic write & wipe board on each side where kids can experiment with magnets and plan their designs.

Notes

STEM is so engaging and fun for kids! I am so excited to get this going in my classroom and watch my students work together! Thank you !

Taxes
$76.27
Shipping
$138.67
Budget Notes

I understand that my grant is over the $400 limit. I am a new staff member to TTUSD and my classroom is in need of anything that can help my students learn! I am very light on STEM materials and this will be a great jumpstart for the following year!

Other funding sources

I have used most of my class funds on various manipulatives this school year.

Grant Applicant
Julie Brisbin
Grant Date
2018
Grant Category
Amount Funded
$1841.00
Description (10 points)

The Qball is a soft throwable microphone designed to be used in a classroom setting.  We are interested in adding one to each classroom for a total of 10.  It will plug into our existing sound amplification system

Benefits of Program (10 points)

Qball benefits student engagement and increases student participation in classroom conversations. The Qball amplifies the student's voice so every student can benefit from hearing and understanding their peers clearly. 

Success of Program (10 points)

The success of this program would be measured by an increase in student engagement in class.  This is something that can be observed as well as measured in an increase in meeting speaking and listening standards.

Implementation (10 points)

These will be used right away in all of the classrooms.

Sustainability
This is sustainable and a one time purchase. No other funding will be necessary. It is durable and meant to last many years.

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

Yes, we do see opportunities to use them in a collaborative setting with other classes as well.

Taxes
$0.00
Shipping
$51.00
Other funding sources

Site funds for this item are not currently available. We could ask our PTC for a portion of the grant.

Grant Applicant
Liz Erdelyi
Grant Date
2018
Grant Category
Amount Funded
$2500.00
Description (10 points)

Background & Overview

For students that are continually distracted or struggle with a learning disability, especially sensory processing disorders such as ADHD, Dyslexia, or other learning impairments like anxiety and stress, sitting in class for an entire day can be nearly impossible. Focus tools like fidgets can help students regulate their bodies, remain calm and focused, and help them participate in class in more appropriate ways.

Tactile learning, sensory integration and movement helps the right and left sides of the brain work together (Integrated Learning Strategies, 2016) and connects both the creative side with the logical side, providing much needed balance to a student’s academic development. By providing North Tahoe High School students with Brain Break Boxes in their general education classrooms, students with and without learning disabilities can access these tools to help them self regulate in all their class periods, while maintaining focus on the material being discussed.

This grant seeks funding to purchase 24 sets of materials for Brain Break Boxes for all general education and special education classrooms at North Tahoe High School. These boxes will allow students to continue to access the district curriculum and keep up with important concepts, while maintaining focus and control over their bodies and behaviors. Having access to these tools will allow teachers to focus more on instruction and ensuring student comprehension of the subject matter and will provide different behavior management strategies for teachers to implement with students who are struggling to remain engaged in their learning.

The Brain Break Boxes will allow students at North Tahoe High School to develop self-awareness and emotional regulation strategies, which will benefit not only their academic lives, but their lives outside of school as well. Students who are allowed access to these kinds of materials and self-regulation practices are more likely to stay in class and retain the information presented, instead of excusing themselves and missing critical components of classroom lectures / lessons.

Benefits of Program (10 points)

Goals & Benefits

  1. Provide Academic Supports for Students: Movement helps control the body and improves learning, so the inclusion of tactile learning and sensory tool integration into the classroom helps develop the right and left sides of the brain and encourages both sides to work more cohesively. Lessons can also include the use of fidget tools, which can help engage students in the learning process more authentically and can help concepts become more concrete in their brains.

  2. Provide Emotional Regulation for Students: Students with emotional imbalances or who are “having a rough day” are able to focus their energy on a fidget toy while still remaining in class and getting the information that is being presented. Having the intervention of providing fidget toys can prevent student referrals or time spent in the office or outside of the classroom. Fidget tools will also allow for students to develop their own emotional regulation, which is a skill that will help them throughout their academics and in their daily lives. Students that physically can’t stay still in their seats often depend on other stimuli to control their emotions when they do not have a positive outlet, like fidget tools. The use of fidget tools within the classroom can free up their brain for critical thinking, reading concepts, communication, getting thoughts on paper and making their skill set more automatic.

  3. Provide Behavioral Support for Students: Behavior is communication and students who act out in class could be given fidget tools as an intervention that would prevent their behavior from escalating to an interruptive or unsafe level. Behaviors that can often surface and be disruptive to the classroom environment are usually masking other needs that are not being met in that student’s life. These underlying issues can be anything from not feeling physically safe, lack of sleep or food, a developmental delay, or a delay in executive functioning skills to low self-esteem, lack of appropriate social skills, need for attention or sensory needs. Fidget tools can act as a Tier I intervention to keep students calm, engaged and active in their learning and will reduce the amount of time spent out of class due to behavior problems.

  4. Provide Teachers with Additional Interventions: The more interventions and tools we provide teachers within their own classrooms, the better it is for both the students and the staff. Teachers who have options for how to manage and prevent emotional or physical outbursts in their classrooms will not only keep students in their classroom more frequently, which allows for them the ability to better comprehend the material, but will also help develop relationships with students that can help the overall classroom environment. Teachers who are able to have access to Tier I and Tier II supports in their classroom are more likely to have less interruptions and will have better behavior management strategies and expectations in place with their students.

Success of Program (10 points)

Program Success & Milestones

Less Behavior Referrals

A reduction in behavior referrals and the increased access to sensory tools will keep students in class and engaged. Less referrals will mean less time out of class for students, more cohesive and uninterrupted instructional time, and less administrative time spent dealing with discipline. More issues can be dealt with at the Tier I or Tier II intervention level, as opposed to behavior escalating to an inappropriate level.

Improved Interpersonal Relationships Between Students & Staff

TTUSD prides itself in creating meaningful, personal connections with students. The goal of TTUSD and NTHS is for student to feel that they have at least one, if not multiple, caring adults in their lives at school. By providing interventions that increase student time in class, they will also increase student-teacher interaction time which can improve and strengthen current relationships, as well as develop new relationships among students and staff.

Increased Self-Awareness in Students

Students can have an indirect instructional method to help them regulate their emotions and learn how to handle stress, anger, sadness and other emotions that may otherwise get in the way of their ability to learn. Increased self-awareness can also cut down on referrals for negative behavior, altercations between students, and a safer school environment. Students who develop self-awareness will also help create a school culture of tolerance, acceptance and community, which will produce positive outcomes for all students and staff.  

Implementation (10 points)

Implementation

Each general education classroom will receive (1) Brain Break Box that contains a variety of sensory support tools. The included tools are selected based on the grade level of the students (grades 9 - 12) and for their ease of use within a classroom setting. Training and support will be given to teachers at the beginning of the school year during a regularly scheduled staff meeting to make sure that all staff members are comfortable with the boxes being used in their classrooms.

**Additional support and training may be provided to staff depending on where materials are purchased from. Training for sensory tools may also be purchased or provided separately from the boxes if funds are limited.

Sustainability
Sensory tools can be used for all students, regardless of whether they are considered to be general education or special education students. By providing these tools in every classroom, students will have consistent access to the Brain Break Boxes throughout the day and will know that they can regulate their behavior and emotions, regardless of who’s class they are in. These sensory tools can be used for the entire population of the school for many years to come, making it extremely sustainable for North Tahoe High School.
Can you share this grant with your grade level or subject team?

Yes - Boxes are designed to be given to each general education and special education classroom / teacher and can be used across curriculum / subject areas. 

Notes

Please see attached grant proposal PDF for accurate budget information and more specific details on cost and scope of project. 

Taxes
$550.00
Shipping
$0.00
Budget Notes

Shipping & Taxes

Shipping & Handling costs will be FREE through Amazon

Shipping & Handling costs for training only ordered through Fun & Function will also be FREE

Tax amount for purchases ($549.60) was calculated using the California state standard tax rate of 7.25%, but may vary depending on the distributor and who the order is placed with (Amazon or Fun & Function).

Training

Training may be purchased separately through the company Fun & Function. It would be an online webinar model provided to each teacher, with a certificate of completion upon finishing the training.

Total Cost for Training Only: $1,200

Total Amount Requested

Total Cost for Materials Only: $6,930.24

Total Cost for Materials + Training: $8,130.24

Budget Notes

Training can be provided in-house via the Special Education Department, if needed. However, outside training will include more in-depth knowledge of materials and the different uses within the classroom setting and can provide teachers with more confidence in using the provided materials.

Other funding sources

Other funding sources were considered but are not as feasible. Other sources considered were crowd funding campaigns/ websites and personal financing for the project. Both would be limited to lesser amounts, which means less boxes and accessibility for student population (only certain students would have access to materials / boxes). 

Grant Applicant
Julia Worster
Grant Date
2018
Grant Category
Grant Co-applicants
Amount Funded
$192.00
Description (10 points)

The objective of the desktop carrels/privacy shields is to provide privacy to students during assessments, reading, or any time a student needs less distractions. The privacy shields are large enough to cover a standard desk and Chromebook. Many of our classrooms are designed for group work, but there are times when individual learning is needed. The desktop privacy shields will provide the necessary privacy when needed.

Benefits of Program (10 points)

Distractions can be a stumbling block for many students. Desktop privacy shields can provide students with the individual, semi-enclosed environment necessary to focus on learning especially in a crowded classroom.

Success of Program (10 points)

Success will be achieved if students use the desktop privacy shields for the intended purpose: privacy for assessments, focus needs, separation on tables, etc.

Implementation (10 points)

We are requesting 48 desktop privacy shields, 24 for two classrooms. Privacy shields will be distributed between the two classes and used throughout the school year. Privacy shields will be used in two classrooms as needed. If other teachers in the grade level are also in need of privacy shields they can be shared amongst classrooms. 

Sustainability
With care, the desktop carrels should last about 10 years. They are made of cardboard so will get worn out with time. Additional funding should not be needed in the near future.
Can you share this grant with your grade level or subject team?

This grant will be used primarily in two classrooms, however if other teachers in the same grade level are in need of the privacy shields they can be shared. 

Notes

There was a grant written for similar items at our school in 2016. Kelley Clare and I are newer teachers to Alder Creek MS and do not have carrels in our classrooms. The carrels granted in 2016 are still in use throughout the school, however because our math and science classes are on the same schedule we generally need to use them at the same time. 

Taxes
$13.20
Shipping
$19.20
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