We would like to purchase pneumatic air tools to help strength our students’ knowledge of tools in our program. We would like to purchase high power sanders, die grinders and cut-off wheels. These tools will help our students with completing their projects. We will use these tools every day in our program from Welding 1 students to Welding IV students.
Our students would use these pneumatic air tools to build projects and to modify projects. The projects could be from signs, to tables, art projects to headache racks for their trucks. The die grinders help smooth welds out and they also can help shape metal. The high-speed sanders will remove slag from projects, to polishing metal for a finishing touch on projects and clean up different metal for different welding processes. The cut-off wheels will help cut small pieces of metal to different projects that the students build. We will be able to purchase several tools so many students will be able to use tools throughout the shop. We would be able to purchase eight sanders for $897.52, six cut-off tools for $779.94 and six die grinders for 779.94. We would be able to purchase two sets of Carbide Burr Set, 1/4″ Shank, 10Pcs for the die grinders for 159.98 these bits would help grind down welds and shape metal. These tools are very important for welding industry, and all the tools will help our students will become better welders with knowledge of how to use these tools. We would purchase these tools as soon as possible if we are granted the grant. Our students will start using them for their projects from signs to headache racks for trucks. In February they will be starting their art projects which will take until May to build. Most of those projects will take these tools to complete. We will also use them for all community service projects we build. We are requesting 2617.38. These tools will be used every day in our shop and in every class. When our students use different tools in our shop, they gain more knowledge which will help them be more employable and will help with better pay. This is very important for all jobs in the welding industry.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| CPTDG14 die grinder | Napa, Helena MT | $129.99 | 6 | $0.00 | $779.94 |
| CHIEF 4 in. Professional High-Speed Extended-Reach Air Cut-Off Tool | Habor Freight, Helena MT | $129.99 | 6 | $0.00 | $779.94 |
| TiERGS Tungsten Carbide Burr Set, 1/4″ Shank, 10Pcs Die Grinder Bits, Compatible with DeWalt & Milwaukee Die Grinders, with Mandrel and Cut-Off Wheels | Amazon | $79.99 | 2 | $0.00 | $159.98 |
| Ingersoll Rand 317-B – 3″ and 5″ Sander, Fiber Pad, 18000 RPM, 0.45 HP | Amazon | $112.19 | 8 | $0.00 | $897.52 |
Total Budget: $2,617.38
Me and My Bass Bar Beginners is a project that will introduce the skills required for playing mallet instruments to our youngest learners (kindergarten). They will get to explore the tonal center of many songs, new and familiar, which will assist them in their endeavors to become tuneful singers. In addition to providing the aurally grounding accompaniment, the bass bars will also give students an age-appropriate introduction on how to play a barred instrument
● 1 – Introduction
o 1.1 – The driving force behind Me and My Bass Bar Beginners is to introduce, at a very young age, the idea and technique needed to play barred instruments. Students in the upper elementary grades spend quite a bit of time learning how to accompany themselves on the barred Orff instruments, and now it’s time to bring that skill down into the lower grades. This project will support the long-term goal of starting students early on an instrument, so that by the time they reach upper elementary, the basic skills and techniques will be second nature to the students. The funds from this project will be used to purchase a bass bar, mallets, and a song book geared specifically toward beginning mallet players in elementary school.
● 2 – Justification (30 points)
o 2.1 – Project Need
▪ 2.1.1 The target population includes K-2 students at a Helena elementary school. Some of the students in this population have many opportunities to experience music outside of school, but that is not the case for all of them. They often face the barrier of time and proximity to extra-curricular musical activities that preclude the students from taking part in those groups. The addition of another instrument with the appropriate accompanying materials will allow the music educator to give the students a new experience not only playing instruments, but in their aural development as well. The bass bar will provide a tonic, or a home tone, for the students to sing with. When students can hear that home tone (and can play it themselves!) it creates a singing environment where students can be wildly successful. It is so much easier for students to sing in tune when they can hear that tonic home tone on a high quality, acoustic instrument.
o 2.2 – Purpose of Project
▪ 2.2.1 The purpose of this project is two fold: to get students playing mallet instruments early, and to help train their ears to hear the home tone (tonic) of various songs, which will lead to more accurate, musical singing in the future. The sooner students can ground their ears in that tonic home tone, the easier it is for them to sing. This leads to the teacher being able to introduce more material, giving the kids a broader repertoire to work with, and will hopefully lead to them being able to perform more challenging music by the time they leave for middle school.
▪ 2.2.2 One of the curricular goals in elementary music is to be able to sing a short song. Research shows that if students are accompanied by an acoustic instrument, they sing more accurately. The overtone series of acoustic instruments is the magic key to this; electric instruments don’t provide that same overtone series, which means it’s harder for kids to sing along with electronic instruments. Another goal of the elementary music curriculum is that students learn to accompany themselves. A bass bar provides the perfect opportunity to begin learning this skill in kindergarten! This is a simple instrument that kids can find immediate success on, while working toward a curricular goal at the same time.
● 3 – Project Description (35 points)
o 3.1 – Design
▪ 3.1.1 The activities will be based out of the book, Beginners at the Bars, which is a collection of teacher-designed lessons geared specifically toward the K-2 age group. As students become comfortable playing the bass bar and as their singing grows, they will move on to the other barred instruments, which offer a wider range of notes to play.
▪ 3.1.2 This project will be an ongoing one, with progress dictated by the students and how quickly they grow, musically. The broad, overarching goal will be to have students become proficient at accompanying themselves on the bass bar by the end of first or second grade, then be ready to move onto the more advanced instruments in the upper grades.
▪ 3.1.3 Since the lessons in the Beginners at the Bars book were designed by a practicing music educator, these lessons will address many different curricular goals. Some of these goals will include learning to sing short songs, learning to accompany others on an instrument, learning to keep a steady beat, and being able to demonstrate the difference between rhythm and beat.
▪ 3.1.4 The music teacher at a local elementary school will be the staff member responsible for implementing these lessons and helping students advance their musical skills. The music teacher is constantly looking for new, inventive ways to deliver the curriculum that will engage students in such a way that they don’t even realize they’re learning!
o 3.2 – Budget
▪ 3.2.1 See table/page where you enter each individual item.
▪ 3.2.2 N/A
o 3.3 – Availability of other funding
▪ 3.3.1 None. The bass bars are particularly expensive instruments. Classroom budgets are not robust enough to cover this cost, and school parent teacher organizations are not always able to fund such large requests.
● 4 – Relevance to Great Ideas Grants Program Goals (30 points)
o 4.1 – Creativity and innovation
▪ 4.1.1 Bass bars are a new instrument to the music room, so this will be an entirely new experience for the students (and teacher!). Add in the new book of lessons and songs, and the whole package is a new approach in the music room.
● 5 – Evaluation, Dissemination and Future Plans (5 points)
▪ 5.1.1 Success will be observed when the younger students (generally by the middle or end of 2nd grade) are able to play a steady beat consistently, have good mallet control while playing, and can sing while being accompanied. Once these skills have been observed, the teacher will know the students are ready to move on to more advanced mallet work.
o 5.2 – Dissemination
▪ 5.2.1 Successes and challenges will be shared with the elementary music team at the regular PLC meetings throughout the month. Advice from this cohort will also be sought in the event that unexpected challenges arise during this process.
o 5.3 – Future Plans
▪ 5.3.1 The hope is that this method of working on steady beat, mallet technique and singing will be successful and when it is, this same approach will be applied to future classes of young musicians. This approach could also be used for an older group of students who may need remediation in any of these skill areas.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Beginners at the Bars | West Music | $95.95 | 1 | $0.00 | $95.95 |
| American Drum P 11 Mallets | West Music | $16.00 | 7 | $0.00 | $112.00 |
| American Drum P12 Mallets | West Music | $16.00 | 5 | $0.00 | $80.00 |
| Studio 49 KB/KBX/S 6 Contra Bass Bar F | West Music | $358.00 | 1 | $0.00 | $358.00 |
| Basic Beat Mallets BBYB yarn soft bass bar | West Music | $23.00 | 2 | $0.00 | $46.00 |
Total Budget: $691.95
Students thrive under positive leadership, but why be under leadership, when you can lead yourself. Family, Career, and Community Leaders of America (FCCLA) State Leadership Conference in Bozeman provides the opportunities to grow as a leader. It also houses the best teen cooking competition in the state! So don’t just stop at being a leader, compete as a team in the biggest cooking competition in Montana. This event comes with registration fees, hotel costs, and transportation. All the necessities to taking on an unforgettable opportunity for growth and success; and hopefully bring home a win!
Narrative Outline
1 – Introduction
▪ 1.1
Our school has recently joined Family, Career, and Community Leaders of America (FCCLA) a national Career and Technical Student Organization (CTSO) for students in Family and Consumer Sciences (FCS) education in public and private schools. To fully immerse our FCCLA Chapter into this community, we have decided to attend this year’s State Leadership Conference and compete in a culinary competition at the state level. We will compete in individual FCCLA culinary events and a ProStart cooking competition as a team. These events take place at FCCLA’s State Leadership Conference March 19-20, 2026, at Montana State University in Bozeman. The funds awarded will go towards travel costs, hotel rooms, registration, and transportation.
2 – Justification
2.1 – Project Need
▪ 2.1.1
The target population is working high school students grades 9-11. Students who are not on a sports team, and haven’t had the opportunity to compete in their area of interest, culinary. These students put in their time at school, volunteer after hours to support their community, and are always willing to participate in extracurricular activities. They just never found one topic that met their interests, until now.
2.2 – Purpose of Project
▪ 2.2.1
The purpose and anticipated impact of this project is to develop leadership, and teamwork skills. To work towards a goal in an area of interest, and take pride in your school along the way. Students must make arrangements to meet up, plan, design, budget, price out their menu, and practice, practice, practice! It will be an experience they will grow from, and one they will never forget. The level of student achievement is far beyond anything they can receive in the classroom.
▪ 2.2.2
The goals of this activity directly line up with the standards within the culinary curriculum including, but are limited to: (8.2) Demonstrate food safety and sanitation procedures. (8.4) Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. (8.5) Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. All of which will be met leading up to and during our competition. Our school goal is to Be Involved, and our Districts Mission is to challenge and empower each student to maximize individual potential and become a competent, productive, responsible, caring citizen. Through this competition and Leadership Conference, students will shine as individuals and as a team. I already see them becoming productive responsible competitors; I can only see them taking these new skills with them through life.
● 3 – Project Description
3.1 – Design
▪ 3.1.1
At the FCCLA State Leadership Conference, our students will gather with other students from across the state and participate in numerous career, community and leadership activities. One group of our students will compete in teams of 5 to cook 2 identical plates, each of an appetizer, entrée, and dessert. They have exactly 60 minutes and only 2 burners and 2 tables to execute their dishes. They must bring in all supplies and food, but are not allowed to use anything electrical or mechanical. Prior to competition, students must plan out their menu, with a cost break down. The complete 3-course meal must be less than $125 with a 33% food cost marked up price. It will require students to strategically plan something that is beautiful, tastes delicious, and fits the budget. Students will have to practice multiple times a week, and test their product out with multiple consumers. Students will also need the proper supplies to carryout their vision.
To navigate around the limited two burners, we will need to purchase additional supplies. Such supplies as a griddle top to extend our heat source, and multiple mini pots to cook our many components for each course. We will also need a couple competition knife sets, as knife cuts are part of the judging. While the team is competing, another student will be competing in an individual culinary food art demonstration. He will be showcasing his skills in proper knife cuts through food art. He will have to bring 3-5 types of fruits/vegetables and create an edible centerpiece around the theme “Nature’s Beauty.” Our freshman joining us will be attending “Chapter and District Officer Training” while the others are competing. His goal is to be a Chapter Officer and possible District Officer by his senior year. All students must wear matching, proper chef attire, including hats, for competition and polo shirts with dress slacks for the conference. All items we will also have to purchase.
The conference and all competition events take place in Bozeman, so our team will need bus transportation to the event and lodging for one night. They will also need to pay registration fees, and fees from the different events at the State Leadership Conference. Meals are provided, except for 2 students’ lunch on Thursday. We need to pay for their lunch, so we can all eat together.
▪ 3.1.2
March 19, 2026, is the cooking competition date, with the State Conference starting on March 19th and ending on March 20th. On February 9th, students will practice their menu for our school’s Parent Night. Tuesday, February 24th, students will try their menu out on the 8th grade class, during the 8th grade tour. It will be a way to advertise our FCCLA Club and practice our menu. On March 2nd, students will practice again for the incoming freshmen parent night. From now until March 19th, students will make arrangements with their teacher and community chef to practice their menu and nail down their dishes. By February 11th they will have to submit their menu and photos of our presented dishes.
▪ 3.1.3
Students competing in the culinary completion are from the upper-level culinary class. The competing team will create a 3-course menu together. They will provide all the ingredients to the class and have the class test the menu out. The class will provide feedback on taste, texture, color, and appearance. Each kitchen will have the opportunity to create their own sauces and choose their own vegetables. They will do what they feel will enhance the dish. This will also be a plating challenge, where each kitchen will go head-to-head on who can create the best plated meal. We will then have students price out the meal, as pricing is one of our biggest struggles (so many steps, and so many different forms of measurement). It is a skill we try to incorporate as much as possible, so it becomes effortless with practice.
▪ 3.1.4
The school’s culinary teacher and guest chef from our partnering catering company, will be working with our 7 students attending this leadership conference. Our chef has great insight on taste, appearance, texture, and color; all categories our students will be judged on. The culinary teacher will provide the space, tools, and purchase ingredients to make the cooking portion of the project possible.
3.2 – Budget
▪ 3.2.1
A large portion of our budget is the cost of registration, hotel, and transportation. With seven students and one advisor at $75 each, we hit $600 before we even leave. The growth opportunities for our students through leadership seminars and industry excursions adds on $95. For six students to compete, at $7 each, another $49 is added in. Meals are included, except for 2 students. Their combined meal tickets equal $24 ($12 per student). Hotel total for one boys room, one girls room, an advisor room, and a bus driver room in Bozeman comes to $520.92 after taxes. Our bus transportation varies based on the transportation to and from the hotel and MSU Campus. With an estimate of about 5 total driving hours, that comes to about $255. The total for the FCCLA State Conference fees, hotel, and transportation comes to $1,536.92. Unfortunately, this does not include all the food costs, including the practice food costs, or the kitchen supplies. Fundraising efforts are underway to counter those costs.
▪ 3.2.2
We are currently working on asking for in-kind donations from our local grocery stores. We hope to receive donations from the multiple parent night through Revtrak as well. These in-kind donations will be for food, uniforms, and supplies, they will not affect the current budget requested.
3.3 – Availability of other funding
▪ 3.3.1
Other funds we have been working towards are outside catering events, and fundraisers at school. As this is a club, we do not have access to regular school funding.
● 4 – Relevance to Great Ideas Grants Program Goals
4.1 – Creativity and innovation
▪ 4.1.1
The competition event takes all culinary skill students have been working on for the past few years, and apply them in a high stress situation, against other top schools in the state. This Conference provides opportunities for students to grow, and gain leadership skills through keynote speakers, seminars, and through talking with other students around the state.
o 4.2 – Extension of student learning
Students will return with a newfound appreciation for the culinary world, and a drive for becoming a leader. Seeing students across the state thrive as leaders helps motivate our students to set their goals high, and work towards achieving them. When we return, we will have a greater understanding of the events, and will be able to begin preparing for the next year.
● 5 – Evaluation, Dissemination and Future Plans
5.1 – Evaluation
▪ 5.1.1
Success of the project will be measured by the ranking and comments we receive on the competition, and by our membership growth or decline. The success will be truly measured after we return a second year, and take what we learned from this year and apply it.
5.2 – Dissemination
▪ 5.2.1
We will document our journey through our Instagram page. We will also share our journey with our principal, so he may place it in the weekly newsletter emailed home.
5.3 – Future Plans
▪ 5.3.1
We chose to go compete this year, because our team mostly consists of juniors. This gives us a chance to compete, takes notes, and return the following year stronger and wiser. Knowing the costs of this project, we will fundraise more often, and earlier on.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| State Conference Registration | FCCLA | $75.00 | 8 | $600.00 | |
| ProStart Cooking Competition | ProStart | $7.00 | 5 | $35.00 | |
| Culinary Food Art Skills Demostration | FCCLA | $7.00 | 1 | $7.00 | |
| Leadership Seminar | FCCLA | $25.00 | 3 | $75.00 | |
| Industry Immersion Tour | FCCLA | $10.00 | 2 | $20.00 | |
| Lunch Ticket for Non-competition students | FCCLA/ProStart | $12.00 | 2 | $24.00 | |
| Hotel: Homewood Suites | Hilton | $130.23 | 4 | $520.92 | |
| Bus Transportation | First Student | $51.00 | 5 | $255.00 |
Total Budget: $1,536.92
This grant will support hands-on, place-based learning for students, field experiences in Montana. Funding will allow our students to travel to the Mannix Ranch, the Blackfoot Challenge, and the Rich Ranch. These learning experiences will deepen students’ understanding of conservation at both the community and watershed level, public lands stewardship, natural resource management, and the challenge of balancing sustainability with rural economic needs.
Throughout the trip, students will engage with professionals working in conservation, science, and Montana-based businesses. Students will participate in a citizen science project, explore how local industries connect, and learn from community members whose work reflects stewardship.
Boots on the Ground
Introduction
Summary
The Blackfoot watershed, located in Western Montana, is known for its beauty, ecological diversity, recreational opportunities, and rural way of life. Unlike other watersheds across Montana, the Blackfoot is, for the most part, undeveloped. A short 90-minute drive from Helena, the Blackfoot water shed area has remained rural with approximately 9,000 residents dotting its landscape. Twenty high-school students enrolled in AP Environmental Science and Biology II will be given the opportunity to experience the hands-on adventures found within a landscape that still has every species that was known to exist when Meriwether Lewis made his return trip east along the Blackfoot River in 1806. This landscape is home to working ranch families, farms, outfitting and tourism businesses, and the Blackfoot Challenge. As a class, we will be learning about Montana’s environment and how humans still make a living off the land while respecting the natural resources and planning for future generations.
2. Justification
Project Need
“Boots on the Ground” will be accomplished only by the effective collaboration of teachers, community professionals, students, parents, and regional experts. It’s the perfect opportunity to have students immersed in science and learn that it involves all of us seated at the table to make informed decisions that will help shape the future of how we care for Montana. We can read about these kinds of town hall interactions, and we do model them in class, but experiencing the land and the people for ourselves will leave students with a much better understanding of how we can work to together, share your successes, and celebrate.
We especially love discussing the “80/20” rule with students—the concept that although we disagree on about 20% of what should be done with the land, water, and air in our present and future, we can all actually agree on the most important 80%. Most Montanans want to live in a clean and healthful environment that supports not only our social and cultural values and needs, but also supports our families economically while preserving the environmental value of the land.
2.1.1 Extra enrichment activities are always hard to fund, but especially when travel and lodging is involved. This grant will allow our students to experience education outside of the classroom while accentuating the viability of the curriculum and giving students the opportunity to share and present the information and knowledge they will gain with others upon our return.
Purpose of the Project
2.2.1 At the Mannix Ranch, we will meet with Erica Mannix to learn about her family’s cattle business and how they’ve changed and diversified to meet the financial needs of their family while keeping the resources of the grassland habitat intact. At Blackfoot Challenge, we will meet with education director Elaine Caton and interview field biologists and technicians to learn about human, livestock and wildlife interactions in the Blackfoot valley. Students will have the opportunity to analyze and interpret data from wolf and grizzly population surveys and visit ranches to see efforts they’ve taken to reduce livestock loss in the wildland interface. We will learn how to be Bear Aware and how to properly use bear spray to thwart an attack.
As we live and work on the Rich Ranch over the three days, students will engage in a conservation project and use math and computational thinking to solve a real-world problem. We’ll attend presentations on outfitting in the Bob Marshall Wilderness, hospitality and tourism in Montana, and taxidermy. Students will have an opportunity to design solutions to landscape-scale problems and engage in argumentation. We’ll experience first-hand how Montanans use technology to acquire process and report information, how building skills and strategies in the writing process can help anyone learn to write for a variety of purposes and audiences, and how ranchers use data and critical thinking to synthesize and communicate information effectively from season to season.
2.2.2 “Boots on the Ground” will incorporate lessons from our Knowledge in Action (KIA) Project-Based Learning curriculum for AP Environmental Science and the crosscutting concepts and practices of the Biology II Next Generation Science Standards. We will meet with local ranchers, workers and business owners to practice asking questions and defining problems.
3. Project Description
Design
Students will be engaged in an intensive and broad investigation of the Blackfoot watershed. The overarching objective is for students to develop a personal relationship with the land and become thoughtful, informed citizens actively invested in the future of Montana and the impact of their footprint. Our emphasis will be on the application of higher-order thinking skills.
3.1.1 Funds will be used for transportation, lodging, food and guest teachers for chaperones.
Students will:
Effectively record and analyze data.
Identify and interpret conclusions from the data obtained.
Identify and describe the success of the Blackfoot Challenge.
Maintain a daily journal documenting the professionals met and unique experiences.
Actively discuss economic, social/cultural, and environmental issues facing our state.
Consider ethical dilemmas of the area.
Prepare a final presentation on the proposed development of a Helena landscape.
3.1.2 Calendar of Activities
September-April: Students will engage in project-based learning about Montana topics, including completing an ecological footprint analysis, planning and designing a sustainable farm, staging town hall stakeholder meetings and holding a mock global climate summit.
Late April: Travel to the Blackfoot watershed and Seeley Swan range
Day one: Travel from Helena up the Blackfoot valley and start our community/watershed level conversation. Stops include the Mannix Ranch and Blackfoot Challenge near Ovando, Rolling Stone Ranch, and Westslope Trout Company.
Day two: Seeley Lake–Public land and natural resource management with officials from US Forest Service and MT Fish, Wildlife and Parks. We’ll also visit Upsata Lake and the Blackfoot-Clearwater Game Range for a conservation project (ex. wildlife fencing or weed mitigation) and do a nature immersion reflection while visiting one of the last remaining old-growth Douglas fir/larch forests in Montana.
Day three: On our return to Helena, we will stop to visit sustainable small business and learn about the challenges of living off the land in a rural economy.
3.1.3 May-June: Students will take the AP Environmental Science exam on Tuesday, May 2nd. We will use the remaining month to complete our final project on community ecology, where we will visit a site near our school slated for development and collect data on the environmental health. Students will present a final community proposal regarding the best use of the land for our ecosystem and our community.
3.1.4 Staff
We will rely on 2-3 staff members to chaperone students on this trip. We will keep the kids organized and on-schedule for the various events and meetings. We’ll prepare students to have open minds while hearing from people with different backgrounds and different perspectives and practice asking questions of our guest speakers and hosts. At the beginning and end of each day, we’ll hold a ‘debrief” session to go over what we know already about the topics, what we want to learn during the activities, and what we have learned that was new during our investigations. Staff members involved in this trip have led students in a similar field experience in the past and have a combined 50 years teaching experience. Both are highly qualified in biological sciences and general science content.
Budget:
Lodging/Facility package: $5000
Bus and travel expenses: $3000
Substitute Teachers: 6 days at $140/day = $840
Availability of Other Funding:
In-Kind Contributions
Presentations for each part of trip: $25/hour x 20 = $500
Fundraising: $1000
4. Relevance to Great Ideas Grants Program Goals
Creativity and Innovation
The specific goals of HEF are to:
Engage in new elements of creativity
Engage students outside of the traditional classroom and textbooks
Work with other classrooms, teachers, parents, students, and the greater community
Provide funds for projects that would not be funded by the district
Our project covers all these goals. We are giving students the opportunity to think freely and creatively and practice utilizing lifelong learning and communication skills.
4.1.1 We feel the best part of this project is when the students return, they will be giving presentations that relate specifically to an area of land in Helena and its proposed development.
Extension of Student Learning
Students learn best when they can touch, feel, see, hear, smell and taste the land they are working to protect. A trip to experience Montana’s Blackfoot Watershed through the lenses of economic, social/cultural, and ecological values will provide a “portal to the wider world.” Our students will have the opportunity to see how environmental work can include everyone through the community stakeholder process, and to learn what their neighbors do to live off the land now and save it for future generations.
5. Evaluation, Dissemination and Future Plans
Evaluation
The assessment of student knowledge will be through tests, presentations, writing journals and displays. Students will share their final project proposals for their semester test in June.
Dissemination
The sharing of information will occur with the community ecology projects presented by the high school students. We will collaborate with other teachers and share the projects with any interested parties.
Future Plans
This is a project that could sustain for years to come. We’d like to continue bringing students to this area as long as we can with additional funding. Exploring the importance of a limited footprint, stewardship and collaboration are skills that will never go out of style here. This project could also be led by a variety of teachers at various levels and schools.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Lodging and Food Package j | Rich Ranch | $200.00 | 25 | $5,000.00 |
Total Budget: $5,000.00
This grant will fund the purchase of an Apple TV, iPad and Apple Pencil pro to improve classroom engagement, instructional flexibility and provide individualized support for students. By combining interactive technology with flexible teaching practices, the Apple TV and iPad integration will encourage curiosity, participation, and a deeper investment in learning.
1. Introduction
The funds for this grant would allow us the purchase of the Apple TV, current iPad to be used with in and the pencil pro. My goals are to use this I’m several areas of the classroom. I will be using it to share student work, create interactive lessons, use digital learning tools and to increase engagement all the while maintaining mobility and proximity to students.
2. Justification
2.1 Project Need
The Apple TV and iPad will be used in the elementary classroom to enhance instructional flexibility, student engagement, and accessibility to digital learning tools. Desk top computers are becoming a thing of the past. This tool will help me flawlessly replace my desk top and allow me to be more mobile in the classroom. I can be teaching a lesson while also keeping close proximity to students who need additional help. Airplay technology supports diverse learners by enabling the use of multimedia resources, educational apps and interactive demonstrations.
2.2 Purpose of Project
2.2.1
The purpose of having an Apple TV with iPad and pencil is to enhance classroom engagement and student participation. With AirPlay technology, I can wirelessly project lessons, apps and student work from the iPad to a larger display, creating an interactive and visually stimulating learning environment. Students love to share their work, this tool allows that to happen quickly and flawlessly, fostering collaboration, creativity and communication skills. It will improve student achievement by increasing motivation to share and collaborate with each other. It will also allow me to have close proximity to my class, keeping behaviors on task and giving support to students who need it, therefore increasing student achievement
2.2.2.
The goals link with the curriculum by allowing me to use the online tools given in a quick and easy way. Less transition from lesson to lesson. I can easily move from one slide to another while teaching my class without having to turn my back or walk away because I will have the iPad in hand instead of having to use a computer. When teaching a specific skill under the camera, I can do the simultaneously while also walking around helping students. I can also easily share a students work. Because sharing is effortless, more students will have a chance to share and talk about their work. Airplay technology links with the goals and objectives of your school by creating classroom community through sharing and collaborating. It will also allow me to monitor student progress more effectively, and maintain consistent engagement with all learners. It links to the objectives of our school through flexibility, supporting better classroom management and allows me to provided immediate feedback and personalized instruction, all the while keeping the class focused on the lesson.
3. Project Description
3.1 Design
3.1.1
Airplay gives me the opportunity to teach letter formation, directed draws, the use of Elkonin boxes, math tool manipulation, the use of digital learning tools including all curriculum online tools and so much more all the while facing my students, being in close proximity, not having to waste time with going back and forth to my desk top. The pencil for the iPad with allow me to write letters, spell and draw a quick and easy without any transitions or additional supplies.
3.1.2
This tool will be used daily in my classroom in the place of a desktop computer. It will allow easy accessibility for guest teachers as well.
3.1.3
I will be using Airplay technology to use the online resources purchased for your ELA and math. It will allow for easy navigation of teaching slides given through the online curriculum. For writing, this technology will be used to demonstrate and to share others work allowing demonstration of their problem-solving process, or showcase their creative ideas for their peers. The large-screen display helps visual and auditory learners connect more deeply with the material, while the iPad’s interactive features keep lessons hands-on and dynamic.
3.1.4
This tool will be used in one classroom. The teacher, para’s of the classroom and guest teachers will all have access to the Airplay technology.
3.2 Budget
3.2.1
The iPad Air with 128GB is $599.00
Apple Pencil Pro for $129.00
Apple TV for $149.00.
Total $877
No shipping
3.2.2
N/A
3.3 Availability for other funding
3.3.1
I have not investigated any other funding for this project.
4. Relevance to Great Idea Grants Program Goals
4.1 Creativity and Innovation
This project is different from the usual classroom approach when using technology because I plan on using tech to transform passive observers into active participants. There is a lot of skepticism of using technology in the classroom because students need hands-on engaging activities. I plan on using this tool to allow more times to share, building communication among students and a sense of ownership in learning. I want to use this technology to create a classroom environment that is inclusive, student-centered, and responsive to a wide range of learning styles. Skepticism of technology puts a stigma that technology is for lazy teachers who do not want to take time to teach and plan lessons. I plan on using it for just the opposite. Having access to this technology will give me the opportunity to have closer proximity to students during lessons that implement technology. By removing the physical constraints of a stationary computer, I will gain the freedom to move throughout the classroom, monitor student progress more effectively, and maintain consistent engagement with all learners. This flexibility supports better classroom management and will allow me to provide immediate feedback and personalized instruction, all while keeping the class focused on the lesson.
4.2 – Extension of student learning
Apple TV extends student learning to allow student thinking to be projected instantly, turning individual work into shared learning. Students will be able to airplay any of their school work to the screen, it will allow me to model skills, encourages discussion, peer feedback and language development. Airplay also extends student learning by supporting visual learners and English learners by making thinking concrete.
5 – Evaluation, Dissemination and Future Plans
5.1 – Evaluation
5.1.1 -Success of this grant will be measured through student growth data, digital work samples, formative assessments and engagement metrics. The integration of Apple TV, iPad, and Apple Pencil Pro allows student thinking to be captured, shared, and address in real time, providing actionable data that informs instruction and supports continuous improvement. An indication of the success of this project will be through observation. Does AirPlay allow me as the teacher to be more mobile allowing closer proximity to children? Are students actively engaged through sharing classwork? Has it encouraged collaboration, communication and a sense of ownership through sharing and discussing lessons and work? By using the iPad and Apple TV, are the interactive features keeping lessons hands-on and dynamic? Strategies I will be using to indicate success is monitoring classroom behavior and my ability to be mobile throughout the classroom while implementing hands-on interactive lessons through Airplay.
5.2 – Dissemination
5.2.1 – Project outcomes, instructional strategies, and student growth data will be share through professional learning communities, classroom demonstrations, and family engagement opportunities. This dissemination plan ensures the impact of the grant extends beyond one classroom contributes to broader instructional improvement. I will be sharing with colleagues by modeling lessons using Apple TV, iPad and Apple Pencil Pro during team meetings. I will be sharing work samples and data during PLCs and provide short “how-to” demonstrations for instructional integration. For professional learning and peer support I will offer classroom visits, share digital folders and mentor interested teachers in integrating interactive technology. Sharing with families and communities will be done by highlighting student learning during family events, share classroom updates through newsletters and share student work that demonstrates learning growth.
5.3 – Future Plans
5.3.1 -This project is designed to be sustainable, replicable, and scalable beyond the initial grant period. The Apple TV, iPad, and Apple Pencil Pro will be embedded into daily kindergarten instruction for literacy, math, and small-group learning, with ongoing collection of student growth data and digital work samples to guide instruction. Successful strategies, lesson templates, and assessment tools will be shared with colleagues through team meetings and professional learning communities to support replication within the school.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Apple TV, iPad, Ipad pencil pro | Apple | $877.00 | 1 | $877.00 |
Total Budget: $877.00
AP Environmental Science, Biology, and Culinary classes will collaborate to improve greenhouse utilization and increase food production within the available space in the existing greenhouse. Students will study environmental conditions, water efficiency, and sustainable growing practices to design a new growing system to maximize vegetable yields over the summer. Students will align crop choices with practical food use, ensuring the greenhouse supports meaningful, real-world applications of science, sustainability, and food systems. The food that is grown will be used in the Culinary classes at the beginning of each school year.
1. Introduction
1.1 Summary of Grant Project, Goals, and Use of Funds
This project proposes a cross-disciplinary greenhouse initiative that integrates AP Environmental Science, Biology, and Culinary Arts instruction through hands-on, systems-based learning. Grant funds will be used to upgrade and optimize an existing greenhouse to improve year-round utilization and increase food production. Students will design, implement, and evaluate a sustainable growing system that emphasizes plant biology, environmental science principles, and practical food applications. The overarching goals are to deepen scientific understanding, improve student achievement through experiential learning, and connect academic content to real-world food systems. Produce grown through this project will be incorporated into Culinary Arts instruction at the beginning of each school year.
2. Justification
2.1 Project Need
2.1.1 Significant Need and Target Population
Students in Biology, AP Environmental Science, and Culinary Arts benefit from authentic, applied learning opportunities that move beyond textbook-based instruction. While an existing greenhouse is available, it is underutilized due to limited infrastructure which limits instructional integration. The target population includes high school students enrolled in science and career and technical education courses who need meaningful opportunities to apply scientific concepts, analyze real data, and see the relevance of sustainability and food systems in everyday life.
2.2 Purpose of Project
2.2.1 Purpose and Anticipated Impact on Student Achievement
The purpose of this project is to enhance student achievement by embedding inquiry-based, project-driven learning into core science and culinary classes. Students will engage in authentic scientific practices such as experimental design, data collection, environmental analysis, and problem-solving. Anticipated outcomes include improved understanding of plant biology, ecosystems, resource efficiency, and sustainable agriculture, as well as strengthened critical thinking, collaboration, and technical skills.
2.2.2 Alignment with Curriculum and School Goals
The project aligns directly with Biology standards related to plant structure, photosynthesis, and ecosystems; AP Environmental Science standards addressing sustainability, resource management, and human impacts on the environment; and Culinary Arts objectives focused on food sourcing, nutrition, and preparation. The project supports school wide goals of interdisciplinary learning, career readiness, and real-world application of academic content.
3. Project Description
3.1 Design
3.1.1 Project Activities and Use of Materials
Students will evaluate environmental conditions within the greenhouse, including light, temperature, soil composition, and water use. Using grant funded materials such as raised beds, irrigation components, soil amendments, and monitoring tools, students will design and implement an improved growing system. Biology students will focus on plant growth and physiology, AP Environmental Science students will analyze sustainability and efficiency, and Culinary Arts students will guide crop selection based on practical food use.
3.1.2 Calendar of Major Activities
Spring: Student research, greenhouse assessment, and system design
Late Spring: Installation of growing systems and planting
Summer: Crop growth, data collection, and system monitoring
Early Fall: Harvest, evaluation of outcomes, and use of produce in Culinary Arts instruction
3.1.3 Curriculum Integration
The project is embedded within existing coursework. Science classes will use the greenhouse as a living laboratory for experiments and data analysis, while Culinary Arts classes will connect production to food preparation, nutrition, and sustainability discussions. Lessons, labs, and assessments will be aligned to course standards.
3.1.4 Personnel Involved
Science educators will contribute expertise in environmental systems, biology, and data analysis, while Culinary Arts educators will provide guidance on food applications and menu integration. The collaborative team was formed to intentionally bridge scientific theory with practical application, offering students a cohesive learning experience.
3.2 Budget
3.2.1 Itemized Project Budget
Grant funds will support the purchase of greenhouse supplies such as growing beds, irrigation materials, soil, seeds, monitoring equipment, as well as cost associated with hiring a company to help design the greenhouse growing system. A detailed, itemized budget is included in the budget summary.
3.2.2 In-Kind Contributions
Existing greenhouse infrastructure, instructional time, and staff support will be provided as in-kind contributions. These contributions represent a significant investment in the project and reduce overall costs.
3.3 Availability of Other Funding
3.3.1 Other Funding Sources
No additional external funding sources have been secured for this project. Regular school funding is insufficient to support the proposed greenhouse improvements and materials.
4. Relevance to Great Ideas Grants Program Goals
4.1 Creativity and Innovation
4.1.1 Innovative Approach
This project moves beyond traditional classroom instruction by uniting multiple disciplines around a shared, real-world problem. Students do not simply learn about sustainability and biology; they actively design, test, and refine solutions in a functioning greenhouse.
4.2 Extension of Student Learning
Students extend learning beyond the classroom through long-term project work, real data analysis, and tangible outcomes. The project fosters deeper engagement, ownership of learning, and connections between science, sustainability, and everyday life.
5. Evaluation, Dissemination, and Future Plans
5.1 Evaluation
5.1.1 Measuring Success
Project success will be measured through student assessments, lab reports, data analysis, reflective writing, and evaluation of crop yields and system efficiency. Pre and post-project assessments will be used to measure gains in content knowledge and skills.
5.2 Dissemination
5.2.1 Sharing Project Outcomes
Project outcomes and instructional strategies will be shared with colleagues through presentations, professional collaboration, and informal demonstrations of the greenhouse system. Opportunities for community engagement may include showcasing student-grown produce and project results.
5.3 Future Plans
5.3.1 Continuation and Expansion
The project is designed for long-term sustainability. Once established, the greenhouse system can be maintained and expanded, replicated in additional courses, or used as a model for further interdisciplinary projects focused on science, sustainability, and food systems.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Supplies and guidance to redesign the greenhouse. | Urban Praire Landscape | $4,200.00 | $4,200.00 |
Total Budget: $4,200.00
World Music Drumming experiences will build connections within our classroom and broaden our perspective of the global community. With avenues for meaningful inclusion of every student, this truly community-focused experience will develop advanced musical skill and build a sense of belonging for all involved. We already own and love our core set of tubano floor drums, and by purchasing the auxiliary hand percussion to accompany them we will enhance and expand the musical experiences for all.
1. Introduction
Across the globe, group drumming and music making serve as sources of connection and community building for people in all walks of life. In many communities, high-quality musical experiences and performances not only accompany significant milestones and occasions but are also an integral part of daily life. The purpose of this project is to integrate the World Music Drumming curriculum in our classroom to strengthen musical skills, and build relationships and a sense of connection between students and to our community.. While our classrooms are fortunate to already have a reasonable selection of the necessary instruments that are most expensive, the tubanos, true implementation of World Music Drumming also requires many other percussion instruments. As I have already invested personally in purchasing the teacher manual for the curriculum and attending the level one workshop, the funds of this grant will be used to purchase the remaining necessary instruments.
2. Justification
All students need opportunities for connection and community building throughout their lives, but with the transitions of the last couple of years, many of our students need these opportunities now more than ever. Research shows that students with strong relationships and a sense of belonging at school have better outcomes academically and socially. As our schools work to build a sense of belonging for each and every student, fully utilizing World Music Drumming curriculum resources will help us do this while also creating high-quality and active music-making opportunities. Key words isolated within the pages of the curriculum include respect, teamwork, focus, communication, community and more. These are the very concepts our school focuses on as we build upon and strengthen relationships and connections for every student. World Music Drumming was specifically written with the National Core Arts Standards in mind. It has been used in classrooms for nearly thirty years with great success. The national standards, often streamlined into their four overarching domains of creating, performing, responding, and connecting, are the basis for the Montana Music Standards, and the foundation of the Helena Public Schools Elementary General Music Curriculum. While World Music Drumming is in itself a curriculum, it will be used here not to replace any curriculum, but to supplement and expand upon what we are doing in a way that engages students while weaving in community building and glimpses into cultures from around the world.
3. Project Description
The instruments purchased with this grant will allow us to dive into the lessons and music ensembles in World Music Drumming in a way that is more authentic to the cultures and traditions from which the music originates, while also increasing student engagement. The addition of these instruments to supplement our current number of tubanos will give us the ability to add all musical parts as written and put an instrument in every child’s hands. This helps us capitalize on our learning time while also bringing to the forefront our focus on being a community in which every individual is a valued member. We have already begun digging into some elements of World Music Drumming in class, and the students are loving the drumming, singing, and dancing we have been able to do so far. As soon as we are able to order and receive these additional instruments, the students will be ready and excited to add them to our ensemble. Often in the spring we host a Family Folk Dance Night where we have a blast teaching our community a few dances from around the world that the students have learned over the year in music class. Partway through the evening, everyone is ready for a short break from the dancing, and this would be the perfect introductory opportunity to showcase the older students performing something from our World Music Drumming experiences – especially because much of the music we will be learning comes from cultures where music making and dancing go hand-in-hand all the time! As time goes on and our students develop their skills further in this music, it could be possible to use their drumming ensembles to accompany a couple of the dances we learn for Family Folk Dance Night or to incorporate this music into our other performances throughout the year. The purchase of these instruments for our program will facilitate these kinds of collaborative projects and experiences in our community for years to come.
World Music Drumming will be used as a supplemental resource in our music classroom and is also in itself based on the same national music standards as the Montana Music Standards and the Helena Public Schools Elementary General Music Curriculum. Specifically, these resources will help us focus on the rhythm, timbre, expression, and form concepts of the HPS curriculum. In early grades these instruments provide an exciting connection to music we hear and respond to from around all the world. Students can practice skills such as steady beat, simple rhythms, turn-taking, and ensemble playing through a wide variety of instruments which helps keep them interested during repeated practice. The wide variety of instruments also require different techniques, helping students practice various gross and fine motor skills while they play. As students advance in the upper grades, these instruments and the ensembles they create provide the opportunity to practice more complex and poly-rhythms, multi-part ensemble playing, and higher level improvisation, composition, and collaboration skills.This work will be primarily conducted by our music teacher, but will also involve our school leadership team when we get to sharing and performance opportunities.
Finding ways to not only engage students in learning music in the classroom, but to use music to help build a positive school environment and sense of belonging for our students and families is a passion of mine. I have worked with colleagues within my building, across our district and state, and now from around the world in pursuit of this passion. I have dedicated my time, financial resources, and energy to learning how to best serve our Helena students and families in this area, and the instruments provided through this grant will take a large step in helping me implement all I have learned.
Budget: *price quote secured
6 Talking Drums – $79.99 ea.
6 Bongos – $44.95 ea.
3 Medium Gankogui – $29.95 ea.
5 Shekere – $42.95 ea.
2 Cowbell – $21.95 ea.
6 Maracas – $15.95 ea.
1 Claves – $13.95
Discounted Shipping from West Music – $42.21
The resources requested through this grant are significantly beyond the scope of the yearly classroom budget at both schools served. While it is true that many of the smaller items could be purchased individually, it would take us years to acquire the instruments necessary to truly implement World Music Drumming in an active and engaging way. The teacher’s guide, a cost of $84.99, has been provided to both schools through past classroom funds and a teacher purchase. The cost of attending the level 1 workshop, necessary to truly bring this music to life, was also covered by our music teacher personally.
4. Relevance to Great Ideas Grants Program Goals
By implementing World Music Drumming in an authentic way, we will stretch the boundaries of our classroom out of Helena, Montana, and even the United States to become citizens of the world. We will do this while also focusing on understanding and using this music in a way that strengthens the bonds within our community. This project will help us explore music from around the world that connects to many of our curriculum goals, but is often excluded because the necessary teacher training and instrument resources are not available. These musical experiences will expand and develop core rhythm, form, timbre, and expression skills for our students in a way that also expands their worldview and focuses on community development and self-discipline. In sharing this experience with our community in the spring, we will take learning outside the classroom once again by including our families and staff and sparking new ideas about the many ways music can play a role in our community.
5. Evaluation, Dissemination, and Future Plans
Throughout this project, success will be continuously monitored based on student engagement and demonstration of learned skills. Small-group and solo performance and discussion opportunities are embedded throughout the lessons to allow students to demonstrate their learning and for teacher data collection and adaptation as necessary. Part of the joy of this music is that it provides significant differentiation opportunities. The music is designed with several instruments and parts that are all important to the group’s success. From there, each part can also be simplified or developed, allowing all students to engage in a way that can be successful for them. We will know this project has long-term success when students can share their music-making with our community and are inspired to continue this learning and collaborative work together.
As we work through this process, lessons and insights can be shared with the other Elementary Music team members here in Helena through our weekly meetings and correspondence. Although none of the other educators have had the opportunity to take the official training, many of them have several of the instruments necessary to get started and will be able to take beginning steps in their own schools with some support and shared knowledge from this project. This work can also be shared with colleagues around the state through our annual convention or numerous workshops throughout the year. I am hopeful that seeing this work and hearing the excitement of our students will spark interest in older students and adults in our community. Perhaps one day we could offer a community experience or adult education opportunity through a partnership with Helena College, the Adult Education branch of Helena Public Schools, or another community organization. Within our schools, this project has the potential to grow and expand as students and teachers continue their learning and develop the skills to embrace World Music Drumming as another key part of what we do together and for our community each year.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Meinl Medium Talking Drum | West Music | $79.99 | 6 | $479.94 | |
| Remo Bongos | West Music | $44.95 | 6 | $269.70 | |
| Overseas Connection Medium Gankogui | West Music | $29.95 | 3 | $89.85 | |
| 6″-7″ Overseas Connection Shekere | West Music | $42.95 | 5 | $214.75 | |
| Basic Beat Cowbell | West Muisc | $21.95 | 2 | $43.90 | |
| West Music Maracas | West Music | $15.95 | 6 | $95.70 | |
| Basic Beat Claves | West Music | $13.95 | 1 | $13.95 | |
| Discounted Shipping for all | West Music | $42.21 | 1 | $42.21 |
Total Budget: $1,250.00
This grant will fund the purchase of recess game stencils, recess equipment, and a ball cart to improve organization and accessibility of outdoor play resources. The stencils will create structured game areas on the blacktop, encouraging students to engage in cooperative, inclusive play. The equipment will support a variety of active recess options, and the ball cart will keep materials organized and easy to access for students and staff. This will increase student engagement, support positive behavior, and provide consistent opportunities for physical movement and social skill development during recess.
– Introduction
– This project requests funding to purchase Peaceful Playground recess game stencils, recess equipment, and a mobile ball cart to improve the quality, organization, and inclusivity of recess. Funds will be used to create clearly marked play spaces, provide age-appropriate equipment, and organize materials for easy access. The goal is to promote structured, cooperative play, increase physical activity, reduce recess conflicts, and support students’ social-emotional development through positive peer interactions.
2.1 – Project Need
Students in elementary grades rely on recess as a primary opportunity to practice social skills, self-regulation, and physical activity. Currently, limited equipment and undefined play spaces contribute to confusion, conflicts, and disengagement during recess. The target population includes kindergarten through 5th graders, particularly those who benefit from clear expectations, visual structure, and guided opportunities for positive peer interaction.
2.2 – Purpose of Project
2.2.1 – The purpose of this project is to enhance recess as a meaningful opportunity for elementary students to build social connections, practice self-regulation, and engage in healthy physical activity. Structured recess promotes cooperation, problem-solving, and positive peer interactions, which support improved focus, behavior, and readiness to learn. These outcomes contribute directly to increased student engagement and academic achievement.
2.2.2 – This project aligns with the school’s commitment to PAX Peace, Productivity, Health, and Happiness by reinforcing social-emotional skills taught in the curriculum. Organized, inclusive play supports peaceful interactions, promotes physical health, increases productivity through improved behavior, and fosters student happiness and belonging, advancing school-wide goals.
3.1 – Design
Peaceful Playground stencils will be used to paint organized game areas on the playground, such as hopscotch and other structured movement games. These stencils will provide visual cues that support inclusive, cooperative play and allow students and staff to intentionally use recess as an extension of learning. Games similar to hopscotch reinforce academic skills including number recognition, counting, sequencing, and following multi-step directions while promoting physical activity. Recess equipment will support a variety of play options, and the ball cart will ensure materials are accessible, organized, and easily transported. Staff will explicitly teach game rules and expectations to students to promote consistent use. These activities align with Montana Physical Education standards related to loco-motor skills, cooperative movement, and participation in physical activities that support health and well-being.
3.1.2 –
Month 1: Order Peaceful Playground stencil materials, recess equipment, and ball cart. Coordinate with district maintenance to schedule playground painting.
Month 2: District painter completes playground stencil installation on the blacktop. Staff prepare and organize recess equipment and establish ball cart checkout procedures.
Month 3: Introduce playground games and expectations to students. A new game will be highlighted weekly during Monday morning announcements to support consistent use.
Ongoing: Recess paraprofessionals and student council members will support students during recess by modeling games, reinforcing expectations, and encouraging inclusive participation. Plan a family game night for students to teach families the games.
3.1.3 – Recess games will be introduced through Monday morning announcements and explicitly taught and practiced during physical education and social skills instruction with the school counselor. Lessons will emphasize cooperation, self-management, empathy, and problem-solving, aligned with school-wide expectations and the PAX framework to support safe, supportive, and inclusive learning environments. Instruction aligns with Montana Physical Education Content Standard 4, which focuses on responsible personal and social behavior in physical activity settings, and the ASCA (American School Counselor Association) Mindsets & Behaviors Standard B-SS 2, supporting positive peer relationships. Students will apply these skills during daily recess, promoting consistency, positive behavior, and transfer of learning across school environments.
Classroom educators, school counselor, recess supervisors, physical education staff, and student council members will collaborate to implement and maintain the project. Each team member contributes strengths that support student success: classroom teachers reinforce expectations and connect games to curriculum; recess supervisors model and reinforce positive play; PE teacher and school counselor teach skills and ensure safe participation; paraprofessionals staff organize equipment and support student engagement; and student council members serve as peer leaders to encourage participation and help sustain consistent play. Together, the team works toward a common goal of increasing physical movement to support classroom performance and providing real-life opportunities for students to apply problem-solving, conflict resolution, and empathy skills. As one team member notes, “When students have structured, inclusive play options, they are more engaged, better regulated, and more prepared to learn.”
3.2 – Budget
3.2.1 –
Recess Stencil 6 Pack- 1,299.99
Recess/PE Equipment Package-1,495.99
Playground Play cart- 849.99
Shipping and Handling- 437.52
3.2.2 – In-kind contributions to this project include staff time for planning, instruction, and supervision. Monday morning announcement time will be used to teach teachers, paraprofessionals, and students the rules and expectations for each recess game at no additional cost. Physical education and support staff will also contribute time to reinforce games and expectations during instructional and recess periods. Paraprofessionals will use monthly building PLC time to reflect how it is benefiting students throughout the year. The total budget request reflects only the cost of materials and equipment outlined in the project budget.
3.3 – Availability of other funding
3.3.1 – Regular school funding does not currently support the purchase of specialized playground stencils or additional recess equipment. No other funding sources are available for this project at this time.
4.1 – Creativity and innovation
4.1.1 – This project extends learning beyond the classroom by transforming recess into an intentional learning environment. The use of visual game stencils and structured play is an innovative approach to supporting behavior, engagement, and social learning school wide.
4.2 – Extension of student learning
This project extends student learning by providing daily opportunities to apply PAX Peace, Productivity, Health, and Happiness during structured recess. Students practice ASCA Mindsets & Behaviors such as effective interpersonal skills and positive peer relationships while reinforcing literacy and math skills through games that involve counting, sequencing, turn-taking, and following multi-step directions. Consistent practice across settings supports academic engagement, self-regulation, and positive behavior.
5.1 – Evaluation
Success will be measured through observation data, reductions in recess-related behavior incidents, student engagement levels, and staff feedback. Currently, there have been 53 playground/outdoor area referrals (½ way through the year), and the goal is to reduce this number by at least 25% by the end of the school year. Progress will be monitored through MTSS-B team meetings and paraprofessional PLCs, using referral data, recess observation checklists, and staff input to track improvements and adjust supports as needed.
5.2 – Dissemination
5.2.1 -Project outcomes will be shared with colleagues through staff meetings, MTSS-B committee updates, and informal walk throughs. The school counselor will collaborate with the Family Engagement team to host an outdoor family game night where students can teach the games to family members. Progress and outcomes will also be communicated to the broader community through school newsletter communication.
5.3 – Future Plans
5.3.1 – Materials are durable and reusable, allowing the project to continue long-term. Future plans include expanding game areas and training student leaders to support inclusive play.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Recess Stencil Pack (6) | Peaceful Playground | $1,299.99 | 1 | $1,299.99 | |
| Equipment Package | Peaceful Playground | $1,495.99 | 1 | $1,495.99 | |
| Ball cart | Peaceful Playground | $849.99 | 1 | $437.52 | $1,287.51 |
Total Budget: $4,083.49