Grant Applicant
Truckee High School
Grant Date
2019
School Site
Amount Funded
$5629.00
Description (10 points)

  This grant is being written for the Gone Boarding program at Truckee High School. The programs originators describe Gone Boarding as follows: “Students in the Gone Boarding class work in groups. They design, construct, and learn to ride all types of boards including: surfboards, snowboards, skateboards/long boards, stand up paddle boards, wake surfboards, and wake boards. Students also take part in service projects involving younger students through mentoring relationships built around action sports, and partner with the community to make an impact, both locally and globally.”

This grant is being written to purchase industry standard skate veneer so that students will be able to use domain specific vocabulary when communicating with experts in the field.

Benefits of Program (10 points)

I believe that all students will benefit from participating in this program. Students encounter success and failure in a real-life setting and must use a vast array of skills in order to make a board that rides in the specific conditions that it was designed to. Participation is this class reinforces mathematical and Physics concepts, problem solving skills, teamwork, community involvement, mentorship and career pathways and the pride of making a physical object. These skills transfer to careers in woodworking, construction, manufacturing, communication, business, advertising and science.

The students that will particularly benefit from this program are students at risk of graduation, kinesthetic learners, board enthusiasts, students pursuing careers in the trades, students who work best in a collaborative environment, special education students and anyone who is lacking motivation for coming to school. This program gives students something to look forward to in their school day.

Success of Program (10 points)

There are multiple metrics that could define the success of this program. These metrics include but are not limited to; reduction in missed days or tardies, making connections to or being motivated in, other classes, a connection to a caring adult in the school setting, increased feelings of self-efficacy or increased GPA.

Implementation (10 points)

This program is currently being implemented at the school site but using non-industry standard, skateboard veneer.

Sustainability
The current model for this class is fully sustainable. Students are required to purchase the raw materials to construct their boards. They are required individually, to make a small project (skateboard or longboard), a $25 investment and as a group required to make a large project (wake surfboard, surfboard, snowboard, SUP) which ranges from $180-$400. The money generated will be used to buy more consumable materials.
Can you share this grant with your grade level or subject team?

This program is unique to Truckee High School

Taxes
$1.00
Shipping
$242.00
Grant Applicant
Kathy Tallant
Grant Date
2019
School Site
Amount Funded
$2953.00
Description (10 points)

I am requesting to purchase two facial reconstruction labs.  Anthropology is one of the core disciplines in forensic science and facial reconstruction is an important part of forensic anthropology.  When bones are found, whether ancient or more recent, it is the goal of the anthropologist to determine who the person is. 

Skulls, long bones, and the pelvis can help determine sex, age, race, and stature.  A skull can also be used to reconstruct the person's facial features.  This technique is often used in forensic science.  It is based on the known consistency off tissue depths and muscle structure on different areas of a human face.  This is the basis for the forensic facial reconstruction lab I am requesting.

Each kit is a complete lab with materials for eight lab groups to complete this process from bare skull to complete face.  I am requesting two lab sets so there would be enough materials for two Forensic Science classes to conduct the lab at the same time.  Currently there are two sections of Forensic Science at Truckee High School.

 

 

 

Benefits of Program (10 points)

All students who take forensic science would be completing this lab.  Currently that equates to up to 62 students/year.  This number could potentially increase since the 9-week course is now a-g approved and has increased to 18 weeks.

This lab would be the culminating activity for the Anthropology Unit in my Forensic Science course.  I currently have labs that look at bone fragments and another lab that has groups of students analyze sets of bones to determine age, sx, race, and stature of the individual.  

Potentially, this lab could be used in Art and in Human Body systems as well.

Success of Program (10 points)

This lab would greatly enhance the current Anthropology unit in Forensic Science by adding a completely different component to anthropology.  Students would see the art within this science discipline.

This also incorporates a career-connection.  Many students are not aware that this discipline could actually be a career path.

The center of the lab, the skull, is a replica of the recently discovered remains of King Richard III.  Therefore, a history lesson could be incorporated into this lab as well.

 

Implementation (10 points)

I could implement this program immediately upon arrival, hopefully this year.  I currently am teaching two sections of Forensic Science and plan to teach the anthropology unit this spring.  I could add this lab at the end of the unit this year.

Sustainability
All supplies for this lab are reusable. No further funding would be needed.
Can you share this grant with your grade level or subject team?

Yes.  It could be shared with Human Body systems and Art.  It could also be introduced to biology classes as a means to show students how scientists were able to reconstruct the faces of ancient humans and pre-human species.  We could also share with history classes as the face they reacreat is King Richard III's.

 

Taxes
$206.09
Shipping
$249.00
Grant Applicant
Kathy Tallant
Grant Date
2019
School Site
Amount Funded
$5046.00
Description (10 points)

DNA and genetic analysis is one of the most widely used techniques in biotechnology.  Areas of use include ancestry determination, forensic science, cancer research, health evaluation, genetic modification of food, epidemiology, genetic counseling, just to name a few.  Most of the time, a process called polymerase chain reaction (PCR) is needed before the actual DNA analysis can be done.  This is because many available samples of DNA contain only a small amount of DNA.  PCR can take that small amount and make thousands of copies so that the sample becomes "amplified" or "multiplied".   This makes a large enough quantity for analysis.  Although PCR is widely used in industry, it has not been practical for high school science labs because of its cost and time requirements.   

The next step in DNA processing is called gel electrophoresis.  This step takes the "amplified" DNA, which has also been cut into segments, and lets it "run" through a gel that separates the different lengths into distinct bands.  The gels are stained with dyes and then viewed with a light table or with blue light which fluoresces the bands.  These band sequences look like rungs on a ladder and can be compared to known samples.  This is where a "match" or "non-match" can be determined.  This process is also time consuming and difficult to perform successfully.  

miniPCR is a company that has developed PCR cyclers and gel electrophoresis chambers that are much cheaper and easier for students to use compared to what is currently available.   the PCR cyclers use technology that allows students to track the progress and complete the process in one hour.  The gel electrophoresis chambers are self contained with the electrophoresis, staining, and blue light illumination system all in one.  This allows for a much greater success rate

I am requesting five mini8 thermal cyclers for PCR and 5 blueGel electrophoresis chambers.  Each of these machines can be used repeatedly, over and over again, and therefore could be shared by many different classes including Biology, Forensic Science, and Biomedical Sciences.

Benefits of Program (10 points)

This curriculum directly addresses the need for exposing students to STEM (science, technology, engineering, and math) activities and biotechnology careers.

The requested items would allow for a class of 32 students to complete the PCR process in one period and then run a gel electrophoresis on that sample in another class period.  This equipment is sufficient for each student to run their own sample.  The equipment would be used by biology classes, biomedical science pathway classes, the forensic science classes, and AP biology.  Once we have this equipment, many different labs could be conducted and taylored for each of these different subject areas.  Although students would be using the same equipment, they would get a difference experience for each lab in each class.  This potentially means that 300+ students per year could be using the equipment.  Essentially every student that attends Truckee High School would complete at least one PCR/gel electrophoresis lab and many students would complete multiple labs.

One of the most intriguing aspects of being able to use PCR is that students can analyze their own DNA samples.  These labs include a forensic science activity where the "guilty" person's DNA is actually from a student in the class, a lab where each student analyzes their own DNA to determine their genetic predisposition to be a "night owl" vs. a "morning person", and another where their DNA samples tell them if they have the PTC taster gene or not (this is a gene that causes some foods to taste bitter to those individuals carrying the gene)

In addition to the labs where students test their own DNA, there are many other different labs available from various companies that allow them to test pre-made samples for a variety of different purposes.  

 

Success of Program (10 points)

This curriculum allows students to experience actual techniques used in the biotechnology field.  It allows for them to explore different careers in Biotechnology and STEM.  The fact that they can analyze their own DNA should bring relevance.  The technology involved removes many sources of error so outcomes are more successful.  These factors both enhance the science curriculum and show success for the program.

Implementation (10 points)

This program could be implemented as soon as the equipment is ordered and becomes available.  Hopefully by the end of this year.  These techniques could easily be added to any of the current curriculums in any of the courses stated above without disruption.  The topic is already covered in these courses, this would just add the hands on component.

Sustainability
No additional funding would be needed. The current Measure A (AA) could easily cover the consumables needed as they are relatively inexpensive. This equipment is reusable.
Can you share this grant with your grade level or subject team?

Yes, all of the following courses could use this equipment:  Biology, AP Biology, Forensic Science, Intro to Biomedical Science, and Human Body Systems.

Taxes
$371.25
Shipping
$175.00
Grant Applicant
Heidi Bushway Verkler
Grant Date
2019
School Site
Amount Funded
$7222.00
Description (10 points)

STEAMing Through the Middle with Robotics is a program that will peak and propel the middle students interest in coding and robotics in the STEAM elective classes at North Tahoe School while addressing several of the Career Technical Education (CTE) Standards and 21st Century Competencies. The students in the STEAM elective classes (5th, 6th, 7th & 8th Graders) currently engage in block programming with the free online program Scratch (https://scratch.mit.edu/), which is provided to the public by the MIT Media Lab. The 6th, 7th & 8th Graders take that learning further by creating and interacting with the Lego Mindstorm robotics kits in using blockly programming in creating challenges for their Lego robots. 

STEAMing Through the Middle with Robotics will expand upon the knowledge gained through block programming and allow the long term STEAM elective students (3 classes of 7th & 8th Graders) to take the next step in programming and robotics and to help prepare them for the Career Technical Education (CTE) Pathways (https://bit.ly/2UnnqDy) offered here in the Tahoe Truckee Unified School District. Parallax, a company based in Placer County and founded by local parent and entrepreneur, Ken Gracey, created the Cyber:bot Robotics Kits. These robots use the industry standard programming language of python. Parallax works in conjunction with National Integrated Cyber Education Research Center (NICERC) (https://nicerc.org/) by offering free professional development tutorials for teachers and extensive curriculum for students. The Parallax robotics kits will provide several options to fulfill many goals in the STEAM lab while keeping the middle school students engaged in the design engineering process. 

The tutorials and curriculum for Cyber:bots is quite extensive. Students will be able to collaboratively work together in teams, apply their understanding of engineering and design process gained in the STEAM elective class, and be able to use those skills when creating robots to compete in online, teacher and student initiated challenges. 

Benefits of Program (10 points)

STEAMing Through the Middle with Robotics is a program that will benefit the students who have chosen STEAM as their year long elective at North Tahoe School. 7th and 8th Graders will expand upon their block coding and programming skills learned in 5th and 6th Grades by applying their knowledge to another programming language, python. This programming language is used out in the field and is the industry's standard language. Utilizing this language will better prepare students for elective classes in high school as well as prepare them for the Career Technical Education (CTE) Pathways: the Systems Programming Pathway and the Engineering Design Pathway.  This program could possibly capture a student's interest as a possible career in coding and computer science. These robots could easily be showcased during the District STEAM Fair. 

Success of Program (10 points)

Success of implementing a newly expanded robotics program could be measured and assessed through the engagement of the students, their reflections during and after their new learning, as well as through public display showcasing what students learned about robotics and programming. Students will be interviewed and asked about how they could utilize their new learning in real world challenges and how working collaboratively with their peers by designing and engineering a robot for specific challenges could possibly help them in their future.

Implementation (10 points)

Students who choose to participate in the STEAM elective class all year will benefit the most if this project is funded. The idea is that students will learn about engineering and the design thinking process as well as refine their coding skills the first trimester. Near the end of the first trimester students would start utilizing the Parallax and robotics curriculum and start creating, building, reiterating their creations and working on challenges throughout the second trimester. The third trimester students would be able to start sharing out their learning and their robots during Open House and the District STEAM Fair.

Sustainability
If funded, this grant is sustainable on it's own. There are several components that can be added to these robots, however, many of which can be conjured up by the students through the reiteration process in the engineering and design thinking process and made with recycled materials that already exist in the STEAM Lab and are added to consistently by the students. The Measure AA Tech funds allotted to North Tahoe School could also be utilized if parts became broken or needed to be expanded upon. Plus, having the benefit of having the founder of Parallax within the community to help assist is extremely beneficial.
Can you share this grant with your grade level or subject team?

This grant could benefit many of the students at North Tahoe School. The offering of being able to expand upon the robotics program could possibly encourage more students to try the STEAM elective program. The grant information can be shared with the other 7th and 8th Grade teachers, and could allow me to possibly work in unison with the math and science teachers to support and expand upon their core curriculum concepts. The students in the STEAM elective program will benefit the most and this knowledge and expertise can be shared with others during the school Open House and possibly during the district STEAM Fair.

Notes

Funding this project would allow the STEAM students to collaboratively work together in creating exciting, new and engaging robots while learning a new programming language. 

Taxes
$487.00
Shipping
$30.00
Budget Notes

The numbers included in the attached order would support 3 classes of 25 students per class. This curriculum will be utilized over two of the three trimesters. 

Other funding sources

Ken Gracey and I have met to discuss the Cyber:bot robots and the implementation of these robots in the middle school. This collaboration could possibly lead to trying different components for these robots in the future. 

Grant Applicant
Paula Bossler
Grant Date
2019
Amount Funded
$1511.00
Description (10 points)

In continuation of my master plan to improve the Kings Beach Elementary Tech Lab to reflect 21st Century Skills, I am writing this grant to buy tech that will add more than multimedia skills to the lab curriculum. The next phase of my plan is to move coding from computers to applying coding to move machines. To do this, I will introduce drones to students. I've done some recon with students who participate in tech classes outside of KBE, and I have settled on Parrot Mambo Fly Drones as an introduction to piloting and coding. These drones are affordable, durable and basic in use. 

Benefits of Program (10 points)

The Drone Zone will benefit students by teaching them technical skills that will help prepare them for technical careers related to coding and piloting. Coding is a skill that may be utilized in design, computer engineering and technology service fields. Piloting has evolved beyond airplanes, and there is an increasing need for pilots of unmanned flight crafts. By teaching KBE students these skills, they will be better prepared for careers in the 21st century. 

Success of Program (10 points)

The success of The Drone Zone will be measured by the number of students who are able to maneuver the drones around the tech lab and outside while keeping them intact and usable. 

Implementation (10 points)

Implementation will start during the fall of the 2019-2020 school year. I am in the process of ordering new furniture for the tech lab that is more flexible and easy to move. The Tech Lab will be renovated during the summer of 2019, after which time the set up will look very different. The old iMac Desktops will be gone. In their place, we will have new MacBook Airs stored and protected in a mobile cart, two 3D printers on moveable workstations, five circular tables for group workstations, open space for virtual reality goggle tours (purchased at the DO level) and open space for flying drones. Students will work with drones in a similar manner to how they already check out microphone headsets. They will have a pre-task objective that they will plan. After their plan is reviewed by me with a clear goal on what they will be doing with the drone, they will check it out of storage, actively try their plan, adjust what worked and what did not, try again, and return materials after I have checked the condition of their drone. 

Sustainability
Sustainability of drone use will happen with a systematic approach to goal-setting with the drones, having specific storage and protection plans explicitly taught to students, and by using part of the science and tech budget to replace drones when needed. The science budget is great for replacing equipment, but not buying an entire set-up.
Can you share this grant with your grade level or subject team?

This grant can and will be shared. I will start with fourth and third grade students who have already been coding with me since kindergarten. As my comfort level grows with storing and protecting the drones, I will then introduce them to second grade. Depending on the ease of use by second through fourth graders, I will assess whether or not first and kinder students are ready to try. I will also coordinate with classroom teachers to schedule drone demonstrations where older students show younger students how to maneuver the drones. 

Taxes
$10.15
Shipping
$0.00
Grant Applicant
Trent Kirschner
Grant Date
2019
School Site
Amount Funded
$4677.00
Description (10 points)

The Structure Personal Protective Equipment (PPE) is the cornerstone of the Emergency Response program. The Emergency Response program is the only Career Technical Education program housed at Sierra High school and it is the only CTE program in the district that has Sierra, Truckee and North Tahoe high school students attending. Structural PPE consists of the helmet, coat, trousers, boots and gloves you see firefighters wearing. As my program continues to grow fitting cadets in appropriately sized structure PPE is more challenging. I have both females and males enrolled in the program with many size variations. The Structure PPE is cumbersome when it fits properly. When the equipment does not fit correctly it wears more quickly damaging the material resulting in a shorter life span. The National Fire Protection Association (NFPA) standards for structural PPE give the equipment a 10 year life span. My equipment will easily last that long if it is fitted correctly on my cadets.

Benefits of Program (10 points)

A large part of the Emergency Response program are physical skills. The skills my cadets are expected to master come directly from International Fire Service Association (IFTSA). The IFTSA manual is used by the different Fire Academies to train their cadets and it is the standard for firefighting.

During the course of a semester we also participate in trainings with the Truckee Fire Protection District approximately every other week. In order to use the equipment we use during the trainings with Truckee Fire the cadets need to be wearing the Structure PPE to meet the NFPA and IFTSA guidelines for firefighter safety.

Success of Program (10 points)

The Emergency Response program would not give my cadets a true feel for what the profession of firefighting is without the Structure PPE and the support of Truckee Fire. For a program only in its third year I am very proud of the accomplishments of my cadets. Up to this point 100% of my high school cadet graduates are CTE Program Completers. To become a CTE Program Completer my cadets must successfully complete the Emergency Response class and then take and successfully complete a Sierra College class in Fire Technology, Health Sciences or Administration of Justice. The Sierra College classes support the Emergency Response professions.

Some of my CTE Program Completers have also successfully complete the Emergency Medical Technician (EMT) class and Fire Academy program after graduation. Currently one of my former cadets who graduated from the Butte Fire Academy is working as a seasonal Hotshot Wildland Firefighter out of Carson City.

Implementation (10 points)

The Emergency Response cadets train in seven main areas that we need the Structural PPE. Each of the seven areas has multiple skills I expect the cadets to master. Many of these skills are expected to be completed in a given amount of time. Donning and doffing the Structural PPE is a timed task and one of our focuses. Since most of the skills and tasks completed by firefighters require the use of Structural PPE IFTSA requires firefighters to don and doff their structural PPE effectively and efficiently. Hose skills also require the use of Structural PPE and some of the skills are timed. The hose metal couplings become warn creating very sharp edges and the hose itself can pick up contaminants like oils and other chemicals, as well as glass and splinters. Therefore, when firefighters manage hoses they are expected to be in their appropriate PPE. When the cadets throw ladders they are expected to be in full Structural PPE. The ladders may have sharp edges or splinters, plus the Structural PPE will act as protection against pinching or ladders falling. During structure search training the cadets wear the Structure PPE to simulate a real search situation as well as protect them from injury as they crawl through obstacles, visually blacked-out ,with a fire tool like an axe or a halligan tool. The cadets use the Structure PPE during victim rescue training. The IFTSA manual requires the firefighters master certain lifts and carries and the Structural PPE simulates a real life situation as well as protest the cadet from injury during the training. Lastly, we use the Structural PPE during our fire behavior and vehicle extrication trainings. The Structural PPE truly protects the cadets during these trainings. The Nomex material and insulation of the Structural PPE protects us from the flames and heat of the fire while the leather and Kevlar in the gloves, jacket and pants protect us from flying glass and sharp metal.

Sustainability
Fitted correctly the Structural PPE will last a minimum of ten years.
Can you share this grant with your grade level or subject team?

The equipment is not shared with directly with other classes in the district, however, it is shared in other ways. My cadets and I will share the Structural PPE at CTE open houses, both district wide and public, allowing participants to feel the weight of the equipment during donning and doffing. The Sierra College EMT students also borrow my Structural PPE during their vehicle extrication training with Truckee Fire. I also have cadets participating in a newly opened Fire Explorer program with North Tahoe Fire Protection District and I have offered the use of my Structural PPE in their program. The training officer of the Explorer program was very excited to have access to the Structural PPE.

Taxes
$357.00
Shipping
$0.00
Budget Notes

LN Curtis and Sons, my supplier,  does not charge me shipping. Plus they give me professional/discounted pricing when available. I am also asking for two step in bags. The step in bags are used to store and protect the Structural PPE when it is not in use.

Other funding sources

I will use CTE program monies to purchase gloves and boots to support my sizing needed.

Grant Applicant
Jody Burrill
Grant Date
2019
School Site
Amount Funded
$4893.00
Description (10 points)

Excellence in Ed grant application Spring 2019

Groundwater Simulation

 

The Groundwater Simulation System demonstrates the impact of environmental factors on groundwater resources. The Groundwater Simulation System is a model of the groundwater with aquifers, wells, lakes, pumps, septic and more.  The system is like an Ant Farm Simulator but for groundwater. Students add food coloring, to represent point source contamination. Then students draw water from a pump and see the contaminant spread throughout the groundwater. Other concepts include: porosity and permeability, rate of groundwater flow, characteristics of aquifers, formation of a cone of depression, well contamination, surface leaching of pollutants, and more. Students add dye to show groundwater flow lines, the effects of pumping wells, and the impact of groundwater contamination on freshwater supplies.

 

At a previous school, I was honored a grant for a class set of  this product which I used in Environmental Science. The groundwater simulation is easy to work with, easy to care for and easy to store.  They are Length: 30", Width: 1½", Height: 15" and nest into cabinets.  They store dry, so there is not an issue with mold or any such potential for damaging of the product.

 

Currently, I teach Honors Principles of Engineering at Truckee High School and intend to use the groundwater simulation in conjunction with the Civil Engineering Unit where we learn about water and sewage facilities.  We also study hydraulics in engineering and the pumps on the groundwater simulation will provide a fantastic real world application and visual for the students. The course includes environmental concerns and this product clearly fits into our curriculum.  

 

 AP Environmental Science and Honors Principles of Engineering can share this product.  The engineering students can share with elementary students on a STEAM fair and they can showcase the groundwater simulations on the CTE/ STEAM showcase days that are now occuring at Truckee High School twice a year.

 

Each kit costs $879.99 which includes: a clear acrylic tank and stand, two plastic recharge bottles with stoppers, four types of sand and gravel, funnel dispenser for tank setup, two 60 cc syringes for dye injection and well pumping, water soluble dye, and all the necessary fittings for system water flow and drainage. Its also includes a user’s guide with operating instructions, suggested activities, and background information. I am requesting a class set of six units for a total of $5,629.05 including shipping.  Item # 470164-822 through Wards.

Benefits of Program (10 points)

The groundwater simulation kits are visual representations of how groundwater moves as we pump the water.  When we "contaminate" the ground water from the surface or deep with in a well and students pump the ground water, they can clearly watch the flow of the contamination.  As groundwater concerns rise in California, I feel the groundwater simulators will be an asset to the Civil Engineering unit in Principles of Engineering.  They are easy to store and care for and they are low cost once purchased, they only require water and food coloring.  

The engineering students will be able to set up the simulators at STEAM fairs as a way to outreach to those in attendance.  I have used these kits at other schools and they are an amazing visual of underground flow of water.  

Success of Program (10 points)

Success will be defined by students understanding of the flow of water and contamination in a groundwater system. Students will understand the importance of geology and groundwater.  The impermeable layers are important for holding aquifers and the students will see that one system can be depleted and may not be easily replenished. They will measure the flow rate of contamination and how it is affected by the rate water is pumped out of the system and by replacement of groundwater from the surface.  In the end, my goal is that students will have an increased understanding of the seriousness of groundwater concerns in California and increase motivation in the fields of Civil and Environmental Engineering.  

Implementation (10 points)

The use of the groundwater simulation kits will be implemented in the Civil Engineering unit within the Principles of Engineering class.  This occurs in the second term of the course.  Currently, the civil engineering unit touches on resources but there is no dynamic way to discuss water concerns.  The Groundwater simulations will bring this discussion to life.  I have used them at another school and they are very impressive.  I will utilize them immediately in the Civil Engineering unit.  

Sustainability
The resupply needed for the Groundwater Simulation Kits is water and food coloring, easily supplied within our yearly budget. They are easy to clean and store.
Can you share this grant with your grade level or subject team?

Absolutely.  The Groundwater simulation kits can be shared with Environmental Science students.  In addition, they are easily transported to be shared at a STEAM fair, back to school night.  I am happy to share the kits with SWEP so they can show elementary students when the high school SWEP Green Team visits the elementary students.  

Taxes
$0.00
Shipping
$349.11
Grant Applicant
Trent Kirschner
Grant Date
2018
School Site
Amount Funded
$440.00
Description (10 points)

As I continue to grow the Emergency Response program I find holes in my needed equipment. I was awarded a uniform grant from Excellence in Education Fall 2017. Working with Truckee Fire I need to make a few adjustments to my needed uniforms, also know as Class B or station uniforms. I need to add sweatshirts because Truckee Fire does not want turnouts, our firefighting jacket and pants, worn in their living space. Truckee Fire holds classes for my students in their living space.

Benefits of Program (10 points)

The Class B uniforms also provide cadet protection, like the turnouts. The Class B’s are worn under the turnouts. However the Class B’s can provide the personal protection required for general equipment handling, training and maintenance. The turnouts are the next level up in personal protective equipment.

Truckee Fire has stated they do not want my cadets wearing turnouts in their living space. Firefighter turnouts can be contaminated with carcinogens, which is why there is a policy of no turnouts in the living space. Even though my cadet turnouts are not subject to the same contamination as real firefighter turnouts, my cadets need to comply with the policies of Truckee Fire. My cadets have been wearing their turnout jackets, the sweatshirts will take the place of the turnout jackets in the living space trainings.

Success of Program (10 points)

The CTE Emergency Response pathway is only in its second year. Last year I had one senior take my class and he became a CTE program completer. To become a CTE program completer the student will need to take and pass my class then take and pass a class at Sierra College in Fire Technology, Health Science or Administration of Justice. Not only did my senior become a CTE program completer he also graduated from the Butte Fire Academy last December! Currently 100% of my graduating seniors are program completers and fire academy graduates.

This year I have five seniors in the program. Four out of the five are currently enrolled in Sierra College's Health Science Emergency Medical Responder (EMR) class. I am hopeful these four EMR students will become program completers and earn a Nationally Recognized Emergency Medical Responder (NREMR) certificate. The fifth senior is already a program completer, he took an Administrative of Justice class at Sierra College. Currently I am on track to maintain 100% of my graduating seniors being program completers.

Implementation (10 points)

The sweatshirts will be worn as part of the cade’s Class B uniform.

Sustainability
The sweatshirts will last 2-3 years.
Can you share this grant with your grade level or subject team?

I am the only teacher teaching this course.

Taxes
$35.44
Shipping
$0.00
Grant Applicant
Trent Kirschner
Grant Date
2018
School Site
Amount Funded
$386.00
Description (10 points)

The Career Technical Education (CTE) Emergency Response pathway I teach consists of firefighting and emergency medicine physical skills and academic knowledge. As part of the CTE curriculum the students earn industry certificates. As part of the emergency medicine unit my student earn First Aid and CPR/AED certificates. Choking management is an important part of earning these industry certificates. Truly simulating a choking scenario is very difficult. The anti choking trainers will allow the students to get as close to real life choking experience as possible. I have personally used the Act Fast Anti Choking Trainers in my Emergency Medical Technician training and when I teach First Aid and CPR/AED with Truckee Fire.  

Benefits of Program (10 points)

The Act Fast Anti Choking Trainer will greatly enhance the emergency medicine unit. The trainer allows student to perform the abdominal thrust maneuver as indicated in the American Heart Association choking rescue protocol, allowing the students to earn First Aid and CPR/AED certificates.

Success of Program (10 points)

The CTE Emergency Response pathway is only in its second year. Last year I had one senior take my class and he became a CTE program completer. To become a CTE program completer the student will need to take and pass my class then take and pass a class at Sierra College in Fire Technology, Health Science or Administration of Justice. Not only did my senior become a CTE program completer he also graduated from the Butte Fire Academy last December! Currently 100% of my graduating seniors are program completers and fire academy graduates.

This year I have five seniors in the program. Four out of the five are currently enrolled in Sierra College's Health Science Emergency Medical Responder (EMR) class. I am hopeful these four EMR students will become program completers and earn a Nationally Recognized Emergency Medical Responder (NREMR) certificate. The fifth senior is already a program completer, he took an Administrative of Justice class at Sierra College. Currently I am on track to maintain 100% of my graduating seniors being program completers.

The Fast Act Anti Choking Trainer will greatly enhance the emergency medicine unit supporting my students knowledge and understanding of emergency medicine and better prepare them for the EMR class if they choose to take that class.

Implementation (10 points)

The Fast Act Anti Choking Trainer will be used as part of our industry certifications, supporting emergency medicine. Specifically the trainer will be used to teach and simulate the abdominal thrust maneuver outlined by the American Heart Association as part of the choking rescue protocol.

Sustainability
The Fast Act Ani Choking Trainers will last ten year or longer.
Can you share this grant with your grade level or subject team?

I am the only teacher teaching the Emergency Response class. However, I am looking into teaching and certifying my science students in First Aid and CPR/AED, which will allow me to use the anti choking trainers in my science program.

Taxes
$0.00
Shipping
$0.00
Budget Notes

The Act Fast LLC quotation includes free foam replacement plugs a $10 value, an education discount a $42.90 value, free shipping and no tax. $386.10 is a great price for the $429.00 trainers.

Other funding sources

Currently I am not receiving any CTE funding for my program because I only hold a temporary CTE teaching certificate from Placer County Office of Education while my certificate is being processed by the California Commision of Teacher Credentialing.

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