Misc.

Sources of Strength at Sierra High School

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. 

Q Balls for Academic Discourse

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

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

Benefits of Program (10 points)

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

Success of Program (10 points)

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

Implementation (10 points)

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

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

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

Taxes
$0.00
Shipping
$21.00
Budget Notes

No tax was quoted on the website during checkout. 

Other funding sources

No other funding sources available at this time. 

STEM in the classroom

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.

Qball for All!

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.

Brain Break Boxes

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). 

Privacy Shields

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

Creative Play

Grant Applicant
Gay Thomas, Suzanne Beye, Laurel Raymore
Grant Date
2018
Grant Category
School Site
Amount Funded
$4285.00
Description (10 points)

This grant would equip the Transitional Kindergarten and Kindergarten classes at Tahoe Lake Elementary with the items needed to promote frequent creative play for our students.  The TK/K team feels strongly that activities that encourage our young students to play is a key component in their success as lifelong students.

Benefits of Program (10 points)

The importance of play to young children's healthy development and learning has been documented beyond question by research. Yet play is quickly disappearing from kindergarten and early education as a whole because of increased emphasis on literacy and other academic skills.

Research shows that children who engage in complex forms of socio-dramatic play have greater language skills than non players, better social skills, more empathy, more imagination, and more of the subtle capacity to know what others mean. They are less aggressive and show more self-control and higher levels of thinking.

Play is a major stress reliever.  Children that are given a chance to initiate play and exploratory learning, become highly skilled in the art of self-education and self-regulation.

The TK/K teachers at Tahoe Lake are committed to developing the whole child by providing creative play opportunities to our students, while still maintaining high academic standards.

 

Source:  "Crisis in Kindergarten:  Why Children Need to Play in School" by Edward Miller and Joan Almon.

Success of Program (10 points)

We believe that increasing creative play in the TK/K classroom will, in turn, lead to greater academic and emotional success in all of our students.  

Research that compared 50 play-based classes with 50 early-learning centers found that by age ten the children who had played in kindergarten excelled over the others in a variety of ways. They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence and oral expression.*

*"Crisis in Kindergarten:  Why Children Need to Play in School"   by Edward Miller and Joan Almon

Implementation (10 points)

The academic schedule for TK/K has been reworked at Tahoe Lake starting with the 2018/2019 school year to allow for creative play on a daily basis.

Sustainability
The items in this grant are durable and should have a classroom life well in excess of 10 - 15 years.
Can you share this grant with your grade level or subject team?

All items requested in the grant will be used by the TK/K team.

Taxes
$266.00
Shipping
$340.00
Budget Notes

All items will be purchased from Discount School Supply (www.discountschoolsupply.com)

Shipping is free on items not shipped by truck.  The easels, sand tables and kitchen components would be shipped by truck at a cost of $340.

Other funding sources

According to our principal, no other funding sources are available.

Justice and Equitable Representation through Reading: Social Justice Library

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

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

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

Benefits of Program (10 points)

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

Success of Program (10 points)

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

Implementation (10 points)

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

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

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

Taxes
$397.00
Shipping
$0.00
Budget Notes

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

Other funding sources

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

STEM - Engineering Manipulatives for Kindergarten

Grant Applicant
Kim Krengel
Grant Date
2017
Grant Category
Grant Co-applicants
School Site
Amount Funded
$1826.00
Description (10 points)

We would like to purchase classroom construction / engineering materials for building in our classes.  The engineering standards are for children to work on problem solving, strategies, constructing to create new shapes from existing.  To create structures that can be built use cooperative team building skills within the class of students.

Benefits of Program (10 points)

Students need materials to work with to create structures for engineering standards.  We are lacking at our site.  These 2 types of blocks are wonderful, and currently being used at Kings Beach EL. for their students.  Cooperative group work, problem solving, strategies for success and celebrations of the amzing structures that kindergartners can make!  STEM

Success of Program (10 points)

Students are successful in using their imaginations / task cards to build elaborate structures, while building on so many skills needed in life = STEM

Implementation (10 points)

These amazing tools will be used daily by the students during choosing time, daily,  as well as with engineering standards for guided discoveries and tasks given.

Sustainability
These will be taken good care of, and should last forever!
Can you share this grant with your grade level or subject team?

I set for each of our 4 kindergarten classrooms.

Notes

I will give Laura Brown the order invoice.

Taxes
$150.00
Shipping
$151.79

Integrated Listening Systems (ILS)

Grant Applicant
Julie Tidd, Speech Language Patholgist
Grant Date
2017
Grant Category
Amount Funded
$1467.00
Description (10 points)

Integrated Listening Systems (ILS) is a multi-sensory, therapeutic listening program for improving brain and body functions. It includes two main components, the Focus Series and the Voice Pro System. The Focus Series includes headphones that connect to an iPod and a mini amplifier. The iPod is downloaded with five different programs, containing hours of classical music that has been specifically designed and altered. Throughout each listening program, certain low frequencies (low tones) are very gradually filtered out, in order to emphasize the higher frequency sounds (higher pitches). This type of sound filtering has been scientifically proven to stimulate various neurological connections in the brain. The headphones are specially designed to project music through air conduction (through the ear canal),  and through bone conduction (sound vibrations through the skull). This multi-sensory auditory input stimulates the Auditory nerve, the Vestibular system (balance and body awareness) and Vagus Nerve (arousal and calmness). The Voice Pro System works with the Focus iPod music, but it's headphones include microphones. The microphones amplify and emphasis the voices and speech sounds of the teacher and student, while the student passively listens to the Focus music. The Voice Pro System is used when the student's goal is to improve various language skills, phonemic awareness and reading skills. The five listening programs include the following:

1. Sensory and Motor Program

2. Concentration and Attention Program

3. Reading and Auditory Processing Program

4. Optimal Performance I & II Programs

5. Calming Program

A program is chosen for a students based on their individual special needs. While the student listens passively to the filtered music, they participate in a variety of multi-sensory activities, including physical movements, cognitive "brain games", language activities, phonemic awareness exercises, and specialized academic lessons. 

Benefits of Program (10 points)

The Integrated Listening System (ILS) is based on the fact that our brains can change. We can, basically, re-wire our brains through specific and repeated stimulation. This is known as neuroplasticity. Scientific studies have demonstrated that therapeutic listening systems, such as ILS, can benefit children, teenagers and adults with developmental delays, autism spectrum disorder, sensory processing disorders, specific learning disabilities, auditory processing and memory disabilities, attention deficit and hyperactivity disorder, Traumatic Brain Injury and stroke, and anxiety.

Success of Program (10 points)

The use of music and sound for therapeutic purposes, has been studied since the early 1900's. In the mid-1900's, Dr. Alfred Tomatis' research resulted in a listening program  that successfully addressed targeted symptoms and behaviors. His research and data opened the door to a myriad of studies that have lead to the therapeutic listening systems that are used today in clinics, homes and schools. The development of the ILS program is based on over two decades of experience with thousands of children, teenagers and adults. One recent controlled-study, by Anne Calhoon, Ph.D., at the University of New Mexico, involved 64 students, grades K-2nd. These "at-risk" students participated in a 3 month program combining ILS and art therapy. The average improvements in reading was a two year growth. This improvement in reading skills was significantly greater than the improvements of the control group. Jeannie Dubitsky, Ed.D, from UC Davis, Ca., did a study involving 10 students who participated in the ILS programs, over one school year. The pre and post test scores showed statistically significant improvements in all areas that were assessed. This included student improvements in eye-hand coordination, in balance, in listening skills, and in reading decoding,  fluency and comprehension. There have been numerous studies over recent years that support the positive efficacy of ILS and other therapeutic listening systems. To learn about other studies, please go to: www.integratedlistening.com/research, or Google "therapeutic listening research".

*A current TTUSD Speech Language Pathologist, learned about and implemented therapeutic listening systems for many years in a previous job. Due to the success she observed over years of using these programs, she told our Special Education Department about ILS. Two ILS systems were purchased, which she has used with a variety of students over the past couple of years. She has reported that significant functional improvements have been observed in each student.

*The name of the SLP and her students is not disclosed due to confidentiality protocol.

Implementation (10 points)

The ILS program (with the Focus Series and Voice Pro System) would be utilized in both the Speech/Language and Resource Programs at Kings Beach Elementary. Each student would participate in pre-assessments to establish base-line data. The appropriate ILS program would be chosen to address each student's specific learning, language and/or behavioral needs, and they would use the ILS equipment each time they come to the Learning Center. On average, each  student would listen to approximately 30-45 minutes of the music a day, 3-4 days a week, during speech-language therapy and specialized academic instruction. We, the SLP and Resource teacher, would document student progress on a shared log form to assure that use of each student's program is seamless. Post assessments would be administered at appropriate times to determine the amount of progress each student is making.

Sustainability
This is a one-time purchase of a system that can be used and implemented for years to come, at any school site. No additional funding would be needed in future years.
Can you share this grant with your grade level or subject team?

Yes, this grant would be shared within the Learning Center by, Dubravka, Resource teacher and Julie, Speech Language Pathologist. It would serve students in grades TK-4th grade at Kings Beach Elementary, who have an identified learning and/or language disability.

Notes

We are hoping to be able to implement the ILS therapeutic listening programs with many of our  students who have been assessed as having specific learning disabilities and language impairments. The two systems that the Special Education Dept. purchased are needed with students in Truckee, where the other trained SLP works. We believe that additional ILS systems at Kings Beach Elementary would benefit multiple students, and help them experience greater academic success - and, consequently, improved social-emotional success - throughout their school years.

Shipping
$46.92
Budget Notes

No tax required for purchase. 

Other funding sources

The TTUSD Special Education Department purchased two ILS systems a few years ago, that have been used by one Speech Pathologist in the district. In addition, the Special Education Department paid for Julie's ILS training this summer, and she has borrowed one of the two Focus Series systems to practice implementation of the program. After training and research, we, (Julie and Dubravka) have recognized the value that the Integrated Listening System can provide for our students with special needs. Our principal, Kyle Mohagan, has listened to our explanation of the ILS program, and has enthusiastically agreed about its benefits; but, he has also confirmed that its purchase is not feasible in our current school budget.