We are seeking funding to purchase snow tubes to encourage students to engage in outdoor activities during the winter months. By providing snow tubes, we aim to make outdoor winter recreation accessible and fun, promoting physical fitness, social interaction, and an appreciation for the outdoors.
Introduction
The snow tube project will take place during the winter months. This activity would be used by students that participate in Unified PE and Lifetime Sports. The need for snow tubes will be used for two different programs. The main need for Unified PE is to continue with physical education for students with special needs while incorporating the use of Helena recreational areas students might frequent after graduating from high school.
Providing snow tubes for Lifetime Sports, we aim to make outdoor winter recreation accessible and fun, promoting physical fitness, social interaction, and an appreciation for the outdoors. These activities will teach students the value of staying active year-round, building habits that contribute to their long-term health and participation in lifetime sports.
Justification
Many children tend to stay indoors during the winter, limiting their physical activity. Providing snow tubes will offer a fun and accessible way to get kids excited about being active, even in the colder months. Snow tubing is not only enjoyable, but it’s also a low-barrier form of physical exercise that encourages coordination, balance, and cardiovascular activity. It can be enjoyed by students of various skill levels and is a stepping stone to other winter sports, such as skiing and snowboarding.
Describe the significant need and the target population.
Physical activity is essential for all students, but students with special needs often face unique challenges in accessing and participating in traditional sports or physical education activities. Many conventional PE activities are not fully adapted to their abilities, leaving them at risk of decreased physical activity, lower self-esteem, and limited social interaction.
Snow tubing offers a safe, inclusive, and adaptable outdoor activity that can meet the diverse physical, cognitive, and sensory needs of special needs students. It is a low-barrier activity that doesn’t require extensive skill or prior experience, making it accessible for students with varying physical and cognitive abilities. Moreover, snow tubing can be modified to suit individual needs, allowing every student to experience the thrill and benefits of outdoor sports without the pressure of complex rules or physical limitations.
This project will specifically target students in both integrated and specialized classrooms, including those with physical disabilities, developmental delays, sensory processing disorders, autism spectrum disorders, and other cognitive or emotional challenges.
Snow tubing introduces students to a form of outdoor recreation they can continue to enjoy throughout their lives. Unlike many traditional sports, snow tubing is easy to participate in and doesn’t require high levels of physical fitness or competitive skill. It fosters a love of outdoor activities and can serve as a gateway to other lifetime winter sports like sledding, skiing, or snowshoeing, promoting lifelong physical health and well-being.
By addressing the unique needs of students, this project provides them with the opportunity to engage in meaningful physical activity, gain confidence, build friendships, and develop skills that will serve them throughout their lives.
Purpose of Project
Promotes Physical Health: Outdoor activities help students maintain physical fitness through aerobic exercise, balance, and strength-building, which are essential components of lifetime sports.
Enhances Mental Well-being: Time spent outdoors, even in winter, has been shown to reduce stress and improve mood, making students more focused and engaged in school.
Encourages Lifelong Habits: Snow tubing introduces children to the joy of winter sports, instilling a love for outdoor activities they can enjoy throughout their lives.
Social Interaction and Teamwork: Snow tubing fosters cooperation, teamwork, and friendly competition, providing valuable life skills in a fun and relaxed setting.
What is the purpose and anticipated impact of your proposed project, and how will it improve student achievement?
Physical activity is directly linked to improved academic performance. Students who are physically active tend to have better focus, higher energy levels, and improved cognitive function, all of which contribute to better academic achievement.
How do the goals link with the curriculum and to the goals and objectives of your school?
This initiative is designed to align with the Montana State Physical Education Standards by promoting outdoor physical activities, specifically snow tubing, which provides our students with a unique and engaging way to achieve lifelong fitness habits.
Montana State Physical Education Standards:
Standard 1: Competency in Motor Skills and Movement Patterns
Our snow tubing activities will help students develop and demonstrate competency in a variety of motor skills and movement patterns, including balance, coordination, and control on different terrains.
Standard 2: Knowledge of Movement and Performance Concepts
Students will apply knowledge of concepts, principles, strategies, and tactics related to movement and performance, understanding the dynamics of motion, gravity, and safety techniques specific to snow tubing.
Standard 3: Regular Participation in Physical Activity
By incorporating snow tubing into our curriculum, we encourage students to participate regularly in physical activity, making exercise a fun and integral part of their lives.
Standard 4: Achieving and Maintaining Physical Fitness
Engaging in snow tubing helps students achieve and maintain a health-enhancing level of physical fitness, promoting cardiovascular health and muscle engagement.
Standard 5: Responsible Personal and Social Behavior
Snow tubing activities promote responsible personal and social behavior, teaching students to exhibit respect for themselves and others through teamwork and cooperation.
Standard 6: Value of Physical Activity for Health, Enjoyment, Challenge, and Social Interaction
Our program emphasizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction, with snow tubing offering a fun and exciting way to engage in physical fitness.
Project Description
We are requesting a grant of $3304 to purchase 28 snow tubes from Capital Sports. Each snow tube cost $118. The funds will cover the cost of high-quality, durable snow tubes that are safe and suitable for student use. Unified PE will use the snow tubes at NW Park. Lifetime Sports has contacted Carroll College and will use the hill there. I have been approved to use the snow hill with proof of insurance and waiver formed signed by a parent.
Snow tubing will take place during the winter months after we get a good cover of snow.
Snow tubing is not only enjoyable, but it’s also a low-barrier form of physical exercise that encourages coordination, balance, and cardiovascular activity. It can be enjoyed by students of various skill levels and is a stepping stone to other winter sports, such as skiing and snowboarding.
Unified PE and Lifetime Sports will be using the snow tubes. We work in the same office and will use the snow tubes as a winter activity to get kids outdoors during the winter months.
Budget
Capital Sports quoted me the price for snow tubes.
Tube: $118
Class Size 28
Grande XL Commercial Snow Tube Sled by Slippery Racer
Relevance to Great Ideas Grants Program Goals
By securing this grant, we will be able to provide our students with an innovative and enjoyable way to meet physical education standards and develop a lifelong love for physical activity. Snow tubing offers a unique blend of fitness, fun, and outdoor adventure, which we believe will have a lasting positive impact on our students’ health and well-being.
Extension of student learning
Getting kids active during the winter months will foster learning in other academic classes. Physical activity increases student achievement in their other classes. Spending time outdoors can help students reset their focus and improve attention, which can lead to better concentration when they return to indoor academic tasks.
Research has shown that being outdoors improves memory and cognitive function. Combining physical movement with learning reinforces information and enhances memory retention.
Outdoor activities reduce stress and anxiety, which can positively affect students’ overall attitude toward learning and schoolwork, leading to a more positive and productive learning environment.
Evaluation, Dissemination and Future Plans
This project will be measured by observing their enjoyment of the activity and seeing them work together as a team. Track the number of students participating in snow tubing sessions throughout the program. High participation rates will indicate student engagement and interest in the activity.
Conduct surveys and ask for feedback from students regarding their experience, enjoyment, and confidence in outdoor winter activities. Positive responses and increased interest in outdoor activities will signal the program’s success in making winter sports enjoyable and accessible.
Visible improvement in students’ tubing skills and safety awareness will show that they are learning and applying new skills. Evaluate teamwork, cooperation, and communication skills as students participate in group snow tubing activities.
To ensure that the impact and success of the snow tubing project are shared effectively with colleagues, other schools, the district, and the community, we will use a multi-faceted communication approach. Below are strategies for disseminating the project’s outcomes and best practices:
Present a summary of the project during PE department meetings or staff-wide meetings. I will share participation data, student progress, and any observed benefits in physical fitness and social skills. This will allow other teachers to understand the project’s success and explore implementing similar outdoor activities in their own programs.
Collaborate with other schools within the district through PLCs, sharing the project’s framework, student feedback, and key outcomes.
I will provide details on how to organize snow tubing activities, including safety protocols, equipment needs, and partnerships (e.g., local businesses like ski resorts). This will encourage other schools to consider winter outdoor activities in their curricula.
Building on the success of the snow tubing project, I have several ideas for continuing, replicating, and expanding the initiative in the future:
I plan to make snow tubing an annual part of the PE curriculum each winter. This will allow new students to experience the activity, and returning students to further develop their outdoor skills and appreciation for winter sports.
In future years, I aim to add additional winter sports like snowshoeing or cross-country skiing to complement the snow tubing project, offering students a wider range of winter outdoor experiences.
As the program grows, I’d like to plan field trips to nearby winter recreation areas, allowing students to experience tubing or other activities in different environments, broadening their skills and confidence in outdoor sports.
The ultimate goal is to encourage students to develop a lifelong interest in winter sports and outdoor activities. By introducing a variety of outdoor winter sports, students will gain the knowledge and skills to enjoy active and healthy lifestyles year-round.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Grande XL™ Commercial Snow Tubes | Capital Sports | $118.00 | 28 | $0.00 | $3,304.00 |
Total Budget: $3,304.00
This grant will fund the purchase of movement props and small, hand held percussion instruments for music students in FLS and Trailhead. The addition of these items will enhance the students’ experience in music and aid them in being successful as we work on our foundational musical skills.
Introduction: This project is focused on providing high quality music experiences to students in FLS and Trailhead classrooms through the use of small, hand-held musical instruments and movement props. Grants funds will be used to purchase items such as bongo drums, finger cymbals, castanets, woodblocks, finger puppets, scarves, soft pompom balls, and a parachute. These items are small and easy for students with coordination and mobility issues to use, and be successful with.
Justification: The population that will benefit most directly from this grant includes students with special mobility and academic needs. This is the first year the music teacher has taught high needs students in a separate class. The needs of the students in the FLS and Trailhead classes are different from their peers, which necessitates the use of different materials to make their time in music class a joyful success.
The purpose of this project is to deliver music instruction in a way that is meaningful to these unique learners (Trailhead and FLS students). Their abilities and needs are very different from other students, and they will make excellent use of new, easy to use materials. The hope is that it will improve student engagement by meeting the students where they are in their education and developmental journeys. The instruments and movement props will provide students the opportunity to be successful quickly in music class, while working on the foundational skills of music (beat keeping, artful movement, creative movement).
Part of the curriculum in elementary music is to be able to keep a steady beat. The stretchy band and parachute will help with this goal by offering students in a very small class the chance to use movement props to learn about steady beat. Most times, these props are meant for large classes (24-30 students) and are not usable in classes as small as 15 or fewer. Another goal in elementary music is to be able to name classroom instruments. The collection of small, hand-held percussion is limited in the music room inventory and the addition of these new instruments will allow students to not only learn the names of these instruments, but how to play them in a small group instructional setting. Creative movement is another skill that elementary music classes focus heavily on. The scarves, puppets, and soft pompoms will assist the students in expressing themselves through creative movement with music and stories.
Project Description: Activities will include common musical exploration: singing, beat keeping, creative movement with props (scarves, stretchy band, parachute), instrumental accompaniment with the percussion instruments, and puppet work to actively illustrate stories. All activities will be tailored to meet the needs of the FLS and Trailhead students, specifically.
Items will be purchased immediately upon receipt of grant funding. Items typically arrive within about three weeks. As soon as the materials arrive, they will be incorporated into FLS and Trailhead music classes. Students will use the parachute during warm ups; they will use puppets to help tell the story of Jennie Jenkins and her baby birds; they will use the various percussion instruments to keep the steady beat and set the tempo for different songs throughout class.
The music teacher will be the individual working directly with this project. While this music teacher has taught students with special needs, she has not taught entire classes of special needs students. She recognized the need for additional materials to help make music a successful, enjoyable experience for these students.
Budget: Budgets are severely limited everywhere this year. The music budget is unfortunately not large enough to provide these new items for FLS and Trailhead music. For a full breakdown of the items to be purchased, please view the budget table.
Relevance to Great Ideas Grants Program Goals: This project seeks to specifically reach over 30 students with high special needs. The typical classroom approach doesn’t necessarily work for these students with such different and unique needs. The music teacher continually seeks to give all students a quality, meaningful experience in class and the addition of the new movement props and percussion instruments will help achieve that goal.
Evaluation, Dissemination and Future Plans: Engaging students in meaningful musical experiences is the main goal of this project, so observing the students engaging in music class will be the measure of success. Progress will be monitored and assessed on a weekly basis, based on how the students are able to actively participate in the various musical activities with their new materials.
Project success and challenges will be shared with other music colleagues during our PLC meetings, as well as with the FLS and Trailhead teachers and paras while they participate in or observe music class.
Future plans for expansion include sharing successes with other educators who also teach specialized music classes.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Small Stretchy Band | West Music | $41.00 | 1 | $41.00 | |
| Canopy Scarf | West Music | $24.95 | 1 | $24.95 | |
| 37″ Scarves | West Music | $42.95 | 1 | $42.95 | |
| Indoor Snowballs/Soft Pompoms | West Music | $50.00 | 1 | $50.00 | |
| Castanets | West Music | $2.95 | 6 | $17.70 | |
| Finger Cymbals | West Music | $31.95 | 4 | $127.80 | |
| Woodblock | West Music | $6.95 | 6 | $41.70 | |
| Parachute | West Music | $18.95 | 1 | $18.95 | |
| Bumblebee Finger Puppet | West Music | $6.50 | 4 | $26.00 | |
| Mini Cardinal Finger Puppet | West Music | $8.99 | 1 | $8.99 | |
| Mini Bluejay | West Music | $9.44 | 1 | $9.44 | |
| Spotted Owl Finger Puppet | West Music | $8.99 | 2 | $17.98 | |
| Mini Raven Finger Puppet | West Music | $9.44 | 1 | $9.44 | |
| Mini Hummingbird Finger Puppet | West Music | $8.99 | 1 | $8.99 | |
| White Duck Finger Puppet | West Music | $6.50 | 1 | $6.50 | |
| Purple Hummingbird Finger Puppet | West Music | $6.50 | 1 | $6.50 | |
| Toca Bongos | West Music | $71.99 | 1 | $24.95 | $96.94 |
| Storage Baskets | Amazon | $36.99 | 1 | $5.99 | $42.98 |
Total Budget: $598.81
The Elements of Cooking project aims to support and encourage students to infuse creativity into their learning through hands-on cooking experiences. By acquiring 30 copies of the acclaimed book Salt, Fat, Acid, Heat by Samin Nosrat, we provide a foundational text that demystifies the culinary process and empowers students to explore cooking creatively. Funds will also be allocated to cover the costs of preparing one recipe from each of the book’s four sections, allowing students to engage in experiential learning that extends beyond traditional textbook limitations. This approach not only enhances culinary skills but also fosters creativity, critical thinking, and problem-solving abilities.
1 – Introduction
1.1 – Summary
The Elements of Cooking project aims to support and encourage students to infuse creativity into their learning through hands-on cooking experiences. By acquiring 30 copies of the acclaimed book Salt, Fat, Acid, Heat by Samin Nosrat, we provide a foundational text that demystifies the culinary process and empowers students to explore cooking creatively. Funds will also be allocated to cover the costs of preparing one recipe from each of the book’s four sections, allowing students to engage in experiential learning that extends beyond traditional textbook limitations. This approach not only enhances culinary skills but also fosters creativity, critical thinking, and problem-solving abilities.
2 – Justification
2.1 – Project Need
2.1.1 – Target Population
Our target population includes 124 students in the culinary arts classes. Many of these students have limited exposure to practical cooking skills, essential for life skills development and future career opportunities. The need for engaging hands-on learning experiences that provide a space for creativity is critical in our current curriculum, as the traditional textbook recipes often fall short in creating a dynamic cooking environment to understand some fundamental aspects of all recipes.
2.2 – Purpose of Project
2.2.1 – Anticipated Impact
This project enhances student engagement and achievement by providing a creative outlet through cooking. By understanding the principles outlined in Salt, Fat, Acid, Heat, students will not only improve their culinary skills but also gain insight into the science and art of cooking. This knowledge will enable them to make informed decisions in the kitchen, enhancing their confidence and creative expression. It will also allow students to engage with families at home by gaining skills to contribute to cooking and preparation of meals at home.
2.2.2 – Curriculum Link
This project aligns with our school’s objectives by integrating culinary arts with practical applications of science, math, and nutrition education. It supports our curriculum’s emphasis on experiential learning and community engagement, supporting collaboration among students, teachers, and families.
3 – Project Description
3.1 – Design
3.1.1 – Project Activities
The project will involve the following activities:
Book Purchase: Acquire 30 copies of Salt, Fat, Acid, Heat to serve as a central resource.
Cooking Sessions: Conduct four weeks of cooking sessions, each focused on one of the book’s sections—salt, fat, acid, and heat. Students will engage in hands-on learning, preparing and tasting dishes that highlight these essential elements.
Reflection and Feedback: After each session, students will reflect on their experiences, which will enhance their critical thinking and communication skills.
3.1.2 – Activity Calendar
Week 1: Distribute books to students and introduce the project.
Week 2: Prepare a recipe focusing on the importance of salt.
Week 3: Prepare a recipe emphasizing the role of fat.
Week 4: Prepare a recipe highlighting the use of acid.
Week 5: Prepare a recipe showcasing cooking techniques with heat.
Week 6: Conduct reflections on book and gather feedback from students.
3.1.3 – Curriculum Integration
This project will be integrated into the existing culinary arts curriculum, enhancing lessons on nutrition, food science, and cultural studies. By applying theoretical knowledge in practical settings, students will deepen their understanding of cooking as a creative and scientific process. Each chapter of Salt, Fat, Acid, Heat will serve as a thematic guide for discussions and hands-on practice, allowing students to explore the nuances of flavor, texture, and technique.
3.1.4 – Project Personnel
The project will involve:
Culinary Arts Teacher: Leading cooking sessions and imparting culinary techniques and theory.
Students: Students will gain creative culinary skills that can be applied while cooking at home for themselves and their families. It will also give students knowledge that will allow them to engage with their parents during meal preparation.
3.2 – Budget
3.2.1 – Itemized Budget
30 Copies of Salt, Fat, Acid, Heat: $692.10
Ingredients for Recipes ($125 per lab): $500
Total Budget Request: $1192.10
3.2.2 – In-Kind Contributions
I will provide some ingredients for the 4 labs as in-kind contributions, estimated at $300 in value.
3.3 – Availability of Other Funding
3.3.1 – Other Funding Sources
We have explored school district funds but have found that our budget is fully allocated to other essential programs. No additional funding sources have been identified that align with this project.
4 – Relevance to Great Ideas Grants Program Goals (30 points)
4.1 – Creativity and Innovation
4.1.1 – Unconventional Approach
This project differs from typical classroom approaches by prioritizing experiential learning through an alternative textbook Salt, Fat, Acid, Heat. Salt, Fat, Acid, Heat empowers students to understand the underlying principles of flavor and technique, encouraging them to experiment rather than merely replicate recipes. This hands-on method allows students to engage deeply with the content, building a sense of ownership over their culinary creations.
4.2 – Extension of Student Learning
By applying the concepts of salt, fat, acid, and heat in real-world cooking scenarios, students will gain a holistic understanding of culinary arts that extends beyond our traditional textbook, “A Guide to Good Food”. For example, learning how to balance flavors using acids and understanding the importance of salting cooking water will enable students to enhance their dishes significantly. This initiative encourages critical thinking and creativity, essential skills for students’ future success.
5 – Evaluation, Dissemination, and Future Plans (5 points)
5.1 – Evaluation
5.1.1 – Success Measurement
Success will be measured through student reflections, feedback forms, and assessments of culinary skills before and after the project. Additionally, student engagement during cooking sessions will be observed and recorded to assess the impact on their confidence and creativity in the kitchen.
5.2 – Dissemination
5.2.1 – Sharing Information
We will share the project outcomes through showcasing student work and experiences. A digital portfolio of recipes and reflections will be created to share with the community, further extending the impact of this innovative culinary program.
Thank you for considering our grant proposal. I believe this initiative will not only enrich our students’ culinary education but also inspire a lifelong love of cooking and creativity in the kitchen.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Salt, Fat, Acid, Heat | Amazon | $23.07 | 30 | $0.00 | $692.10 |
| Recipe supplies for each recipe | Winco | $125.00 | 4 | $0.00 | $500.00 |
Total Budget: $1,192.10
The Musical Masters Series will bring area master music teachers together with first-year band and orchestra students in the 6th grade classroom. Band and orchestra students will receive weekly, small-group lessons with specialists on their instruments. Funds will be used to pay six area instrumental specialists for masterclass private instruction.
Introduction: The Musical Masters Series will bring area master music teachers together with first-year band and orchestra students in the 6th grade classroom. Band and orchestra students will receive weekly, small-group lessons with specialists on their instruments. Funds will be used to pay six area instrumental specialists for masterclass private instruction.
Section 1: Justification
Project Need: Differentiated instruction is a central tenet of any successful music program and is critical for the successful growth of first-year instrumental students as they establish the technique and musical habits that can sustain their involvement in music programs well-beyond middle school. Band and orchestra teachers enter the profession with collegiate coursework experience in teaching all of the instruments in their curricular areas, along with an instrument that is typically their specialty. The Musical Masters Series will bring engaging, enthusiastic experts to the classroom for individualized instruction and connection in a masterclass setting during the band or orchestra class within the school day. In doing so, the pullout-setting will allow professional masterclass teachers to help individualized groups of instruments (flute, clarinet/saxophone, brass, percussion, high strings, and low strings) to achieve and succeed in meeting benchmark skills particular to their instruments, allowing the band or orchestra teacher to continue with the remainder of the sixth-grade group towards the larger learning objectives of the lesson and unit.
Purpose of Project: Measurable student achievement will improve in sixth grade instrumentalists’ understanding of instrumental technique, tone production, musical literacy, and music history. At the same time, the magic of music is its inexplicable ability to enhance and enrich our students’ lives through social-emotional connection and learning, and the Music Masters Series will be a fantastic springboard into that unique magic. Learning a new instrument is not easy! Too often, students disengage from the learning process at the first flare of frustration and confusion, which is understandable, and often, preventable. New band and orchestra students must learn to integrate handling their new instruments and cases around bulky chairs and stands in classes of 30+ students, newly maneuvering hand, finger, and often, mouth placement/air speed, all while processing pitch reading, rhythm reading, and posture. With the ever-growing class sizes of middle school music classes, teachers are tasked with attending to the needs of 35-45 beginners at a time, managing not only the instructional goals, but behaviors and classroom dynamics, along with an every-other-day schedule that is often compromised by school pictures, fire drills, or assessments in other content areas. The Musical Masters Series will create a space for students to gain common footing and understanding specifically related to their instrument of study. Musical Masters directly connects students to curricular goals related to instrument setup, proper posture and hand position on the instrument, and instrument care and maintenance. Students also will receive direct instruction on sound and tone production, pitch identification, how to play each note with the correct fingering or position on the instrument, rhythmic ability, rehearsal etiquette, performing musical pieces in small and large ensembles. Students will be achieving these goals in a safe and productive school environment where learning the fundamentals is the key for success.
Section 2: Project Description
Design: The Music Masters Series will use a thirteen-week series of instrument-specific masterclasses, taught by master-teachers on each instrument. These master teachers will come once a week, thereby connecting with band and orchestra students on “A Day” and “B Day” schedules. Master teachers will design activities centered around skill-building technique and tone development on their specific instrument assignments, as well as building student confidence in note and rhythm reading and their familiarity with different eras of music history. If awarded a HEF “Great Ideas” Grant, the Music Masters Series would be able to launch within two weeks. Within this thirteen-week instructional window, students will either see their master teacher on 6 or 7 different occasions, depending on which day (A or B) their music class falls. The Music Masters Series will conclude with each instrumental group of focus (flutes, clarinets and saxophones, high and low brass, percussion, low strings, and high strings) performing as small ensembles during their 6th grade band or orchestra concerts in late-November or mid-December 2024. This timeline would allow for several follow-up and extension lessons in January 2025 in which master teachers would help students reflect and analyze the experiences involved in their first middle school concert.
The Music Masters Series will be integrated into the curriculum through implementation of the building of fundamental skills in a smaller setting where there will be more individual direct instruction available to the students. Students will have the opportunity to have an entire class dedicated to their specific instrument versus a rehearsal where there are up to seven different instruments being taught in one class. Specific instrument techniques will be covered thoroughly through this type of instruction with the emphasis on student understanding and retention of knowledge. Curricular areas that will be dramatically affected include sound and tone production, note identification and performance, rhythmic ability, and performing in small and large ensembles.
The personnel serving as master teachers in the Music Masters Series would be existing members of the Helena Music Teachers Association (HMTA) and instructional staff from the Ironhorse Consortium for Young Musicians. These instructors are all veteran, professional musicians and teachers with extensive background specializing in starting young players on their specific instruments.
Budget: The budget request for the Music Masters Series is $4,992.00. This will provide a contractual lesson fee for each of the six master teachers for two, hour-long lessons per day for 13 weeks, for a total of 26 lessons at $32/hour, with a total payout for each master teacher of $832.00. The master teachers are providing in-kind donations of their time and professional wage as the average hour-long private lesson ranges between $50-60 per hour, for a total of $1,300 – $1,560 in private studio lessons. In this way, HEF and the Music Masters Series will vastly expand the reach and impact of private music lessons to benefit a greater number of middle school musicians.
Availability of Other Funding: The Music Masters Series is not financially possible through other funding sources. The cost of providing private music instruction in the schools falls outside the reach of district funds and support groups currently available at our schools. While still in the early stages, The Helena Music Teachers Association has assembled a taskforce to further the conversation of how the organization can better support music in our public schools.
Section 3: Relevance to Goals
Creativity and Innovation: The budget shortfalls that the District has experienced have put a unique strain on music educators, with increasing class sizes that often do not allow for scheduling creatively in terms of extra paraprofessional support. Today’s learners are deeply unique and diverse and helping them access confidence, self-reliance, and autonomy on their musical journey is a constant challenge. Furthermore, access to private music lessons is becoming increasingly inaccessible for students without particular financial means, and/or support from home. Students’ access to high-quality, private music instruction should not be an egalitarian endeavor and our students deserve better.
Bringing group lessons to first year players in the middle school setting will create a rich environment for student learning and engagement. Students’ will be able to bring their unique challenges on their instruments to their master teacher and will be able to troubleshoot challenges alongside their peers with their master teacher. The new and more intimate learning environment of a masterclass setting will help students become more comfortable with the intricacies of playing their instrument, without the constraints of a large ensemble rehearsal.
Extension of Student Learning: The fundamentals and knowledge covered in the Musical Masters Series will allow students to be successful in and out of the classroom. Students will gain the confidence needed to fully participate in group ensembles as well as practicing and performing individually. With the skills demonstrated and learned in the specific instrument masterclasses students will be ready to take on more challenging musical pieces and have exposure to professional level musicians and their abilities. Having the opportunity to hear a professional perform can inspire students and open their eye and minds to what is possible for their future.
Section 4: Evaluation, Dissemination, and Future Plans
Evaluation: Project success will be measured through demonstration of skills studied in the masterclass setting, as presented within the repertoire chosen and performed in a band or orchestral setting. The assessment of student progress will be informal and formal, with a series of formal and informal assessments completed by both the masterclass and classroom teachers. Instrument assembly and care, proper hand position, instrument tuning, foundational notes and scales, embouchure placement, rhythm and notation reading, and contextual music history will all be assessed elements.
Dissemination: Success of the Music Matters Series will be shared with the staff at the middle school, as well as the high school music teachers and Lincoln Center Public Relations. The series will motivate many of our students to continue to be involved in music and should help to improve retention of band and orchestra students in the transition from middle to high school. Local media will be notified of the exciting new experience that our students will receive with their Music Masters Series experience, along with an invitation to the sixth grade winter orchestra and band concerts.
Future Plans for Expansion, Replication: The Music Masters Series represents new outreach and collaboration between community professionals and students, but it also represents a new gesture of advocacy for public school music education. The success and confidence of young musicians is deeply contagious and the enthusiasm and sense of self-determination generated in the music classroom will impact students across their entire middle school experience. If funding sources beyond HEF were secured, the reach and impact of the Music Masters Series could be expanded in future years to include other schools. The engagement, excitement, and education provided by master teachers through this series will only help the district’s music teachers juggle the dynamics of teaching rigorous, exciting curriculum to large groups of students that continue with band and orchestra well beyond middle school.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 | |
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 | |
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 | |
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 | |
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 | |
| Private Lesson Master Class | Ironhorse Music/Helena Music Teachers Association | $32.00 | 26 | $832.00 |
Total Budget: $4,992.00
This grant will fund the purchase of universally inclusive music instruments, PE materials, and playground equipment for our dedicated play area for our FLS students. These materials will expand and reinforce academic, social, and motor skills that students work on in their FLS classroom, as well as in music and physical education class.
Section 1:
Project Need (10 points):
Our school has a dedicated section of Functional Life Skills, a class which serves students with a range of physical and cognitive disabilities. At school, our FLS students receive some or most of their services in their small, self-contained class. Whenever possible and appropriate, these students join their age peers in a general education classroom, which sometimes includes time in music and PE class. It is important to have materials available to keep music and PE accessible and inclusive, whether students are in their self-contained classroom or with age peers.
Due to mobility and safety concerns, most of our FLS students spend recess in our school courtyard. The courtyard is a physically safe location for our FLS students, but it lacks play equipment. Donated dolls, play kitchens, etc, are not holding the attention and meeting the needs of our FLS students. A free-standing, portable basketball hoop would provide a fun throwing activity to replace the current, undesired, behavior of throwing rocks. A musical sculpture, similar to the sound garden outside of ExplorationWorks, would provide a tactile and auditory experience for our students, many of whom love sounds and music.
Purpose of Project (10 points):
This project has two primary objectives: (1) to improve access and involvement for our FLS students during music and PE class and (2) purchase appropriate playground equipment so these students have fun, safe, accessible play options at recess. Materials used in music and PE class will be functional for all students, not limited to just FLS students. The playground items will be used almost exclusively by FLS students as they currently are so lacking in play options.
Section 2:
Creativity and innovation (15 points)
Part of innovation is being able to look at a situation and see it not only for what it is, but what it could be. Our school and our team currently work really hard to help students thrive and most days we are very successful. But I can also see how a few pieces of physically engaging, accessible play equipment and booming bass bars can elevate the work that we do and the experiences that our students have.
The purpose of being a teacher is to help students find the limit of their abilities—and expand upon them—rather than ever being the limiting factor for student success. I have lots of students, both in and out of FLS, who will never be capable of playing complex, nimble melodies on xylophones or finger-twisting chord changes on ukulele but who could still proudly hold down the bass lines. Adding more seats at the proverbial music table is good for all students.
Extension of student learning (10 points)
I have observed bass bars to be an excellent entry point to music participation, particularly for students with grip or mobility limitations. For many students and especially FLS students, it is something they can do and do well, allowing them to collaborate with their age peers even when their broader abilities do not align. It is a powerful thing to be included as core, central part of a musical ensemble rather than a peripheral, incidental addition. Bass bars give kids that opportunity. What is amazing about bass bars is that they are simultaneously an easy entry point and the final distinction between an ensemble sounding good and an ensemble sounding great. Fancy, flashy xylophone work is instantly elevated by the addition of the deep bass which can be played the kid who could never play the flashy part. Together, students of mixed abilities can make incredible music together.
As for the playground equipment, I believe that having adequate and appropriate sensory input and output will help these students have better experiences at school. Throwing balls in a hoop encourages gross motor skills and lots of movement, which some of our students desperately need and sometimes seek out in unsafe ways. It could even provide the framework to practice social skills of sharing, taking turns, and teamwork, which are similarly needed. Balance stones, in PE and in a recess setting, can be fun and challenging games for students who have a deficit in their balance skills.
Collaboration
This grant is a collaboration between the music, PE, and Functional Life Skills teachers in our building. We are dedicated to improving the opportunities and outcomes of all our students. In hurried conversations during transition time at school, we check in with how our students are doing and what they need in various settings. Because the FLS program is a program that is here to stay in our building, our team is digging in to set it up for success.
Availability of other funding (5 points)
I will be relentless in the pursuit of quality materials for my students. Receiving this Great Ideas Grant will make an immediate impact on every single student in my school, with a particularly profound impact on our FLS students, and with a relatively minimal energy investment from the teaching team. A “one and done,” if you will. The scale of this grant request is such that if it is not awarded, it would take years of applying for and receiving smaller grants from other organizations to reach the same goal, which equates to a lot more mental energy and time spent trying to hunt down resources and less time and energy spent actually using those resources with students.
Section 3:
A. Design (20 points):
The design of this project is to purchase high-quality, durable, and accessible equipment that can be used in music class, PE class, and in the designated FLS recess area.
In music, we will purchase contra bass bars and a rolling instrument table. The bass bars are large, deep bass instruments that are easy for students to play, even if their gross motor skills are such that their aim and dexterity is limited. The sound produced by these instruments is resonant, visceral, and deeply satisfying. I have borrowed bass bars from another school to test it with my FLS students and the results were nothing but positive. The students were visibly joyful playing these instruments. Playing the bass bars gives FLS students a musically-prized position in class. The rolling instrument tables have adjustable legs to easily change the height. This helps my students in wheelchairs access instruments that are too small to reach from their chairs but too large to sit on their laps or their wheelchair trays. Again, I have borrowed a rolling table from a different school to test it out for feasibility and it has improved instrument access for my students in wheelchairs. For non-wheelchair users, the rolling table provides a safe, elevated surface for smaller instruments that would otherwise sit on the floor during large group rotations.
In consulting with the PE teacher and adaptive PE teacher at my school, we identified balance skills as being an area that our FLS students typically struggle with. Our PE teacher already has a set of balance steppingstones, but they are too curved and not safe or appropriate for our FLS students. This grant would purchase ability-appropriate balance steppingstones so that these students can practice this skill in FLS or in mainstream PE class. Two sets of steppingstones would be designated for outdoor use in the FLS recess area, and two will remain for dedicated use in PE class.
While most of our students spend recess time on the playground with slides and ladders and swings, our FLS students spend recess time in the school courtyard which is mostly grassy with a small brick patio, picnic tables, and two trees. There are a few donated toys such as dollhouses or play kitchens, but they do not hold the attention or interest of our FLS students. These toys are best suited for social, imaginative play, but our FLS population typically struggle with that and would benefit from recess options that meet their gross motor needs. This would purchase balance steppingstones for recess, a portable, but sturdy, 4-foot Funhoop (which is like a basketball hoop but has no backboard) and a mid-sized musical metal flower. The hoop and balance stones will be perfect for our physically highly active students who currently spend recess time throwing rocks. The musical flower will be perfect for our students who are unable to throw a ball but love aural stimulation and enjoy musical sounds. The hoop and the musical flower are both sturdy enough to be used by this population, but still portable and can be used without expensive installation fees and, if necessary, moved to a new location. Our team of fabulous FLS paraeducators supervise recess and will help our students learn to play with this new equipment in a safe and fun way.
B. Budget :
Music subtotal: $2,726.31 includes shipping
Includes set of 5 contra bass bars and mallets ($2,564.32)
Rolling table ($161.99)
PE Equipment: $119.96, free shipping
Balance stepping stones, set of 5, x4
$29.99 each, total of $119.96, free shipping
FLS Playground Equipment: subtotal $2,139.95
Musical flower: $1,699.95
Funhoop: $376
Shipping: $84.00
Discount: -$20.00
Total: $4986.22
At this time, there seems to be no money to be had in our district, and certainly not on this scale.
Section 4:
Evaluation
Evaluating this project will be primarily informal observation. Do our nonverbal students smile when they play the bass bars? Great! Does the Funhoop replace rock throwing? Outstanding! Some of our FLS students are on safety plans in which their violent outbursts are kept as longitudinal data. It will be interesting to see if having different energy outlets at recess help these kids regulate and improve their experiences during classwork.
Dissemination
If awarded, this grant will be announced in the school newsletter. The impact of these materials will be shared across our Professional Learning Community groups.
Future Plans
Our future plans with these materials are to use them with as many students as possible and as appropriate. These are durable, high-quality materials that will last decades. They will be used for the duration of our respective careers at our school and will continue to be functional, enriching, and enjoyable when we are replaced with the next generation of educators.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Set of 5 Bass bars, plus mallets | West Music | $2,564.32 | 1 | $0.00 | $2,564.32 |
| Rolling Instrument Table | West Music | $161.99 | 1 | $0.00 | $161.99 |
| Funhoop | WillyGoat | $376.00 | 1 | $84.00 | $460.00 |
| Musical Toddler Flower, orange | WillyGoat | $1,679.95 | 1 | $0.00 | $1,679.95 |
| Stepping Stones | Special Supplies | $29.99 | 4 | $0.00 | $119.96 |
Total Budget: $4,986.22
Living Skills and Literature combines reading with fundamental hygiene instruction to students using hands-on tutorials. Lessons will teach students how to take care of themselves and gain confidence while enjoying literature at the same time. This grant funding will allow for the best type of instruction, where functional meets fun!
Introduction
Living Skills and Literature will provide cross-curricular lessons to students, with the central focus of the lessons being on self-care and hygiene. Students at our school miss an alarming amount of educational days due to limited or no access to essential self-care items. Our goal is to eliminate these absences by bringing hands-on, engaging, and informative lessons to students on how to meet their needs while also tying in academics to these lessons. The funds will be used to get the project up and running in order to sustain it for future use.
Justification
Project Need:
Last year, a bright, kind, capable, and eager student came to school ready to learn and interact with her peers. Hair messy everyday, her teacher noticed a tremendous amount of matting hidden behind the surface. The student confided to her teacher that her hair was only washed and styled when her mom visited, and the last time that had happened was three months prior. She also didn’t have access to basic styling tools, such as a hairbrush, at home. Unfortunately, her single father was ill-equipped to care for her textured hair. As a result, the girl gave up her recess time and her teacher gave up her prep time to work through the hair, detangling it little by little. This continued until March, when a local cosmetologist donated her time to come to the school and work on detangling the girl’s hair. While not completely finished, this incredibly kind woman left behind instructions and a hair toolkit for the teacher to keep working on it. Eventually, the girl’s hair was fixed, and as a result, her feeling of comfort and confidence around her peers improved significantly. She was in a much healthier headspace to learn and take in new information without worrying about her hair. However, the teacher and the girl both thought about the looming three-month summer break and wondered what state the hair would be in after months away from school and access to help with her hair.
This story, while sad and upsetting, is unfortunately not uncommon amongst the demographics of students the school serves. Many students live in single father homes with similar stories, as well as various other family scenarios. Home lives vary greatly from student to student, as does their cultural background(s). The teacher who spent hours helping this student is not an uncommon sight within the school walls, as many of the teachers in the building keep hair supplies in their rooms, as well as emergency hygiene products for this reason. The uncertainty surrounding our students home lives impacts every aspect of their day. Dental care, hair care, body hygiene, and access menstrual products are major areas of concern. These often unthought of self-care issues have a negative impact on student growth. Many students skip school due to lack of confidence and lack of access to these fundamental needs.
Purpose of Project:
Missed school means missed opportunity to learn. Data surrounding student attendance has proven time and time again how imperative it is for students to be present. We want to eliminate student absences due to hygiene issues and lack of access to necessary supplies. Bridging the gap in the form of life skills lessons is a win-win. Why not expand on what the teachers are already doing in the school and turn it into a fun, engaging, yet educational experience where students learn how to properly care for their hair and bodies at no cost to them while reading books at the same time? Years ago, the school had a similar and loved program for students. Slowly over time, the staff tending to the project moved on from the school, and unfortunately the program stopped. We would like to bring back elements of the program while also adding instruction on hair and age-appropriate hygiene care. There isn’t a curriculum for this type of need in our district, but there is the willingness and dedication of educators that will create these hands-on learning experiences for worthy students. This project coincides with the school’s mission statement to: promote a safe, caring environment which celebrates diversity and motivates students to achieve their individual potential to become lifelong learners.
Project Description
Design:
The vision we have for this project is to equip four areas in the school with supplies. Breakout spaces built into grade level hallways are a perfect spot to supply each area with everything needed to help teach the lessons. No teacher has to give up precious storage space or room within their classrooms. Additionally, the materials requested will take up minimal space and be organized in an aesthetically pleasing way that will be conducive the various types of learning that take place in the breakout spaces. Materials will be easy to store and kept out of reach of curious hands.
The project could be easily integrated into academic domains. Students reading books while getting their hair done can give a book summary to their teachers to exhibit comprehension. Some of the books purchased with the funds will center around self-care and hygiene for students to refer to when needed. Older students who are learning how to do their own hair independently could write step by step tutorials that could be implemented into informative writing. Self-care lessons stressing the importance of taking care of oneself and how that overall health carries over into a growth mindset will be heavily incorporated as well. These are just a few examples of how the project will tie into the curriculum.
The school is full of personnel willing and able to integrate this project into the school environment. While the scope and sequence hasn’t been determined yet, each of the 280 students in the school will have access to the project many times throughout the year. The frequency and nature of the lessons will also be circumstantial depending on the need of each grade level. We anticipate this to be a very sought after program throughout the entire school.
Budget:
The budget for this project is $3,639.43. Please refer to the attached itemized breakdown of each material, quantity, and cost. While most items in bulk need to be purchased from Amazon, we do plan to purchase all of the books through the local bookseller, Montana Book Co. This budget will allow for each of the four areas within the school to be equipped with the materials they need to get the program running efficiently.
Availability of Other Funding:
Unfortunately, there is no access to other funding to get this project off the ground. Each teacher in the building gets $150/year to spend on classroom essentials, which does not usually include these types of materials. In the past, menstrual supplies and hygienic supplies has been sporadically provided by the school counselor or nurse, however, it has not been consistent. Furthermore, school counselors and nurses face the same funding predicament as classroom teachers. However, with the funding provided by this grant, the program will be easier to sustain. Having a stock of items will last for at least a year, and items that will need to be replaced are cost efficient.
Relevance to Goals
Creativity and Innovation:
Self-expression through personal style preference helps build confidence and character. Students who feel good at school and who don’t have to worry about the state of their hair or whether they have the supplies needed to be at school comfortably will have an overall healthier mindset that will promote higher learning readiness. There’s a proverb that says: “Give a man a fish, and you feed him for a day; teach a man to fish, and you feed him for a lifetime.” Each student who accesses the program will be ‘taught to fish’ in the sense that they will learn through instruction and tutorials how to properly care for their bodies and hair. They will learn to advocate to parents about their hair care and hygiene needs in a way that preserves the self-respect of all.
Teachers will set the objectives and deliver the instruction based on the individual needs. Students will learn self-advocacy skills by vocalizing their wants and needs. The project will be inclusive to all, with care taken by educators to be cognizant of cultures. The books purchased through project funding will also be carefully picked to include all cultures and ethnicities. Each student should be able to feel seen through the book selection process.
Extension of Student Learning:
The project will allow students to learn in the most hands-on way possible that isn’t likely within the four walls of a typical classroom. The academic opportunities listed above truly make this a project that can be cross-curricular in a number of ways.
Evaluation, Dissemination, Future Plans
Evaluation:
Evaluation of this project will likely differ from grade level to grade level depending on the objectives. There will not be assessments in the typical sense, but rather, we will know a student has mastered an objective when they are able to demonstrate proper care without assistance. Educators will communicate mastery to parents through the communication systems set by the district. Students themselves will be able to show their grownups what they have learned through this project by doing it themselves at home.
Dissemination:
As mentioned, communication with grownups will occur through the established district communication systems, such as Class Dojo and phone calls. Students will be able to share their knowledge with grownups and peers, sometimes even styling peer’s hair if they feel comfortable in doing so. Older students guiding younger students would be a huge motivator for all. Staff meetings will be the main source of communication among colleagues, and the school’s social media pages will be a wonderful way to get the word out to the community about this project.
Future Plans:
The idea is that the project will be sustainable once the initial funding provides access to the larger, more expensive items, as well as a stock of hair materials. After that, the items that need to be replenished can be easily due to low cost. Once the pilot year is finished, we will reach out to community members for donations of the items such as toothbrushes/toothpaste, deodorant, etc.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Stools | Amazon | $160.99 | 1 | $0.00 | $160.99 |
| 50 piece butterfly clips | Amazon | $3.99 | 4 | $0.00 | $15.96 |
| 50 piece flower clips | Amazon | $5.99 | 4 | $0.00 | $23.96 |
| Mini claw clips -72 piece | Amazon | $8.99 | 4 | $0.00 | $35.96 |
| Barrettes-100 piece | Amazon | $6.90 | 4 | $0.00 | $27.60 |
| 10 ft. Extension Cord | Amazon | $14.99 | 3 | $0.00 | $44.97 |
| 12 Cube Organizer | Amazon | $69.96 | 2 | $0.00 | $139.92 |
| Girls Underwear-20 pair pack | Amazon | $18.51 | 6 | $0.00 | $111.06 |
| Menstrual Pads-144 pack | Amazon | $22.39 | 10 | $0.00 | $223.90 |
| Toothpaste-24 pack | Amazon | $16.11 | 11 | $0.00 | $177.21 |
| Toothbrushes-150 pack | Amazon | $20.00 | 2 | $0.00 | $40.00 |
| Girls Deodorant-18 pack | Amazon | $28.99 | 5 | $0.00 | $144.95 |
| Boys Deodorant-24 pack | Amazon | $34.31 | 5 | $0.00 | $171.55 |
| Deodorant Wipes-450 piece | Amazon | $29.99 | 1 | $0.00 | $29.99 |
| Bookshelf | Amazon | $54.14 | 3 | $0.00 | $162.42 |
| Hair Serum | Amazon | $9.99 | 6 | $0.00 | $59.94 |
| Shampoo/Conditioner-Curly Hair | Amazon | $17.99 | 6 | $0.00 | $107.94 |
| Leave-In Conditioner-Curly Hair | Amazon | $7.67 | 6 | $0.00 | $46.02 |
| Shampoo/Conditioner-Straight Hair | Amazon | $19.99 | 3 | $0.00 | $59.97 |
| Hair Pomade | Amazon | $14.99 | 2 | $0.00 | $29.98 |
| Hairspray | Amazon | $8.97 | 8 | $0.00 | $71.76 |
| Hair ties-thin hair | Amazon | $3.97 | 10 | $0.00 | $39.70 |
| Waver Iron | Amazon | $38.98 | 2 | $0.00 | $77.96 |
| Desk Mirror | Amazon | $9.99 | 4 | $0.00 | $39.96 |
| Salon Towels | Amazon | $19.99 | 1 | $0.00 | $19.99 |
| Capes | Amazon | $5.99 | 4 | $0.00 | $23.96 |
| Hair ties-thick hair | Amazon | $8.99 | 3 | $0.00 | $26.97 |
| Detangling Brush | Amazon | $10.99 | 4 | $0.00 | $43.96 |
| Hair Dryer-Straight Hair | Amazon | $19.95 | 2 | $0.00 | $39.90 |
| Hair Straightener | Amazon | $14.99 | 4 | $0.00 | $59.96 |
| Curling Iron | Amazon | $17.99 | 4 | $0.00 | $71.96 |
| Heat Protectant | Amazon | $14.79 | 4 | $0.00 | $59.16 |
| Revlon Styler | Amazon | $35.50 | 2 | $0.00 | $71.00 |
| Blow Dry Brush | Amazon | $7.88 | 4 | $0.00 | $31.52 |
| Wet Brush-2 Pack | Amazon | $17.25 | 3 | $0.00 | $51.75 |
| Styling Combs-10 pack | Amazon | $5.99 | 2 | $0.00 | $11.98 |
| Bobby Pins-400 piece | Amazon | $4.45 | 4 | $0.00 | $17.80 |
| Hair Elastics-200 piece | Amazon | $8.49 | 4 | $0.00 | $33.96 |
| Metal Salon Clips | Amazon | $5.99 | 2 | $0.00 | $11.98 |
| Hair Loop Tool | Amazon | $6.99 | 2 | $0.00 | $13.98 |
| Hair Accessories Kit | Amazon | $8.99 | 4 | $0.00 | $35.96 |
| Teasing Combs-6 pack | Amazon | $4.99 | 1 | $0.00 | $4.99 |
| Spray Bottles | Amazon | $6.99 | 6 | $0.00 | $41.94 |
| Hair Tool Organizer-2 pack | Amazon | $30.99 | 2 | $0.00 | $61.98 |
| Hair Wax | Amazon | $9.99 | 2 | $0.00 | $19.98 |
| Clear Carrier Bag | Amazon | $16.99 | 4 | $0.00 | $67.96 |
| Clear Toiletry Bag-16 pack | Amazon | $20.99 | 3 | $0.00 | $62.97 |
| 100 Piece Hair Clips | Amazon | $50.99 | 1 | $0.00 | $50.99 |
| Hair Dryer with Diffuser for Curly Hair | Amazon | $29.90 | 2 | $0.00 | $59.80 |
| Nail Clippers-100 pack | Amazon | $27.99 | 1 | $0.00 | $27.99 |
| Dental Flossers-500 pack | Amazon | $17.99 | 1 | $0.00 | $17.99 |
| Socks-100 pair | Amazon | $47.99 | 1 | $0.00 | $47.99 |
| Miscellaneous Children’s Books | Montana Book Co. | $500.00 | 1 | $0.00 | $500.00 |
Total Budget: $3,634.04
Students at Warren Elementary will have “A Place to BE”. To be safe, secure, and accepted. To be emotional and find regulation. To let go and be themselves. This project will create a developmentally appropriate sensory space for students to find emotional regulation and utilize tools that support overall growth.
Section 1 – Introduction
Have you ever had an emotional moment in a space that was uncomfortable? Being in front of friends, family, colleagues, or strangers and feeling vulnerable can certainly leave a very strong feeling of discomfort. It may even lead to the suppression of feelings or a strong need to hide or internalize how you truly feel. In a school setting, students are surrounded by others. Working together with their peers, teachers, and coaches. Their feelings can be present, whether big or small, at any time of the day. Not often are our students given physical space to explore and understand their feelings. The goal of this grant is to create “A Place to BE”. To be safe, secure, and accepted. To be emotional and find regulation. To let go and be themselves. Funds will aid in the purchase of needed materials to create a sensory room. This project will create a developmentally appropriate sensory space for students to feel their true feelings, find emotional regulation, and furthermore discover support, tools, and acceptance.
Section 2 – Justification
A. Project Need
Students today are asked to grow their emotional intelligence at a rapid rate. As educators, we often see how difficult it can be to teach and model emotional intelligence due to factors outside our control. Students are faced with various challenges in and out of the classroom that have a lasting impact on their development. Growth of emotional intelligence involves the development and understanding of self-awareness, self-regulation, motivation, empathy, and social skills. As a staff member who supports all students, I have found that elementary students, staff, and families are often requesting help with understanding/managing emotions, overcoming challenges, and defusing conflict in peaceful ways.
The proposed project will target the entire population of a Helena elementary school where the enrollment typically reaches 280-300 students per year. The sensory space will provide a meaningful intervention for students who need support beyond what teachers can accommodate in their individual classrooms. This brings special attention to students who struggle with internalized emotions as they will be given a chance to self-advocate.
B. Purpose of Project
This project’s purpose is to create a sensory room for all students. The sensory room will provide students with the necessary tools and a safe physical space to practice emotional regulation, learn coping skills, reflect on experiences, seek support, and return to learning. Ultimately, learning these strategies at a young age will lead to emotionally intelligent adults and members of our community. Our goals include helping young students build a strong foundation of emotional intelligence as this will allow our students to create stronger relationships, succeed at school, and help achieve personal goals. The project will promote a connectedness to feelings, aid in turning intentions into action, and guide positive decision making in our youth. Our school believes in the universals of kindness, honesty, safety, respect, and responsibility. The sensory room will allow students to practice those skills and use them in real world situations.
Section 3 – Project Description
A. Design
Grant funding for this project will support the creation of a space where students may utilize tools to grow in their emotional intelligence and achieve success. The sensory room will include a physical space where students feel safe and accepted. The space will include items such as sensory stimulating furniture, swings, balance beams, calm lighting, music, sensory exploration, fidget tools, sent therapy, emotional regulation posters, digital resources, books, and more.
Students are exposed to all kinds of “noise” in their world, from emotional and mental to technology and busy classrooms. The sensory room will pull students away from the noisy society that they face daily and into a room where they can calm their thoughts and feelings to return to their learning environment with higher rates of academic success.
Once the sensory room has been created and is ready to receive students, staff will be trained in the proper usage of the space. This will include methods for referral, use of the physical space, and schoolwide expectations. While the sensory room will be a welcome addition to our building and many students will want to access the space, it will be important to teach the meaning of the space and how it can be used as a learning tool. The school counselor will partner with teachers to introduce the sensory room to all students through classroom lessons relating to emotional regulation and intelligence.
B. Budget: Please see the attached budget form.
C. Availability of other funding
The complete cost to create a multigrade level sensory room exceeds the budget set aside for social emotional learning in our school. No other additional funding beyond the district budget restraints have been researched.
Section 4 – Relevance to Great Ideas Grants Program Goals
A. Creativity and Innovation
At the elementary level students primarily spend their day in their assigned classroom. While many teachers include a calm down spot or a safe place to experience emotion, most elementary schools in our district do not have a dedicated private space for students to regulate and reflect on their behaviors. Additionally, the sensory space will also house the school’s mental health team. This allows for mental health professionals to triage situations and provide adequate support and guidance. The space will include a technology check in. This step will provide our mental health team with data and understanding to properly support students. We will utilize Microsoft Reflect, a well-being app to support connection, expression, and learning. This app will be used as an initial screener for all students using the space. This and other researched methods of connecting will allow us to be creative in our approach to helping students.
B. Extension of student learning
Students in Helena are provided with social skills lessons delivered weekly by their school counselors. Counselors are using a district adopted curriculum called Second Step. This program is considered highly effective and models valuable life skills, such as goal setting/growth mindset, emotional management, empathy, and problem solving. The sensory space will reinforce the Second Step curriculum by using similar language and resources. This room will provide an extension of student learning in the classroom and a safe space to practice the skills they are gaining each week.
Section 5 – Evaluation, Dissemination and Future Plans
A. Evaluation
Teachers and staff will collect data on usage of the space through a digital check in procedure called Reflect, as mentioned above. This app will ask students to reflect on their current feelings, provide space for them to give details, and start an action plan for managing emotion. This procedure will guide immediate aid (basically let us triage students) and collect long-term data for future use and evaluation.
Furthermore, evaluation will occur through teachers and staff using both informal and formal observation, teachers and admin will be asked to report concerns and successes, tracking of behavioral referrals, and finally, student input and feedback will be regularly requested.
B. Dissemination
Results of this project will be shared with stakeholders both at the district and community level. Findings will be shared with fellow teachers, administrators, counselors, and student support staff during professional learning communities (PLC). Furthermore, community members will be invited to view the sensory space and reports of its use will be provided to families and community members via our school newsletter.
C. Future Plans
We hope that the sensory room is a growing tool in our building. We would like to see it used regularly and with feedback make needed improvements. Also, we hope the data collected from this project will help aid other schools in creating similar sensory rooms/tools. We understand that the world of social emotional learning is ever growing and changing. We will continue to build resources that aid our students to be lifelong learners who are confident and emotionally intelligent.
We are overjoyed with the opportunity to apply for this grant and enrich our students’ education with a sensory room. Thank you for the opportunity to apply for a Great Ideas Grant. We look forward to hearing from you soon.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Terrin 101.5” Upholstered Sofa | Wayfair | $939.99 | 1 | $0.00 | $939.99 |
| High-Low Pablo Rug | $384.99 | 1 | $0.00 | $384.99 | |
| HWB Hanging Egg Chair with Stand | Amazon | $179.99 | 1 | $0.00 | $179.99 |
| Moon Pod Bean Bag Chairs | Amazon | $299.00 | 1 | $0.00 | $299.00 |
| hand2mind Express Your Feelings Sensory Bottles | Amazon | $24.99 | 2 | $49.98 | |
| 2-in-1 Tilting & Rotating Puzzle Board | Amazon | $119.49 | 1 | $0.00 | $119.49 |
| Furnihouse Coffee Table with 2 Storage Drawers and Open Storage Shelf | Amazon | $189.99 | 1 | $0.00 | $189.99 |
| Essential Oil Diffuser with Remote Control | Amazon | $21.24 | 1 | $0.00 | $21.24 |
| Edens Garden OK for Kids 6 Set, Best 100% Pure Essential Oil Synergy Blend Aromatherapy Starter Kit | Amazon | $67.95 | 1 | $0.00 | $67.95 |
| Bright Autism Tap-Tap Touch Sensory Lights – Dimmable Room Lighting for Therapeutic & Educational Play. Visual & Tactile Soothing LED Stimulation | Amazon | $155.00 | 1 | $0.00 | $155.00 |
| Bright Autism Hugger Pillow for Sensory Needs- Calming Vibrating Pillow for Kids | Amazon | $49.99 | 1 | $0.00 | $49.99 |
| Rossetta Astronaut Galaxy Projector, Star Projector | Amazon | $44.99 | 1 | $0.00 | $44.99 |
| Japanese Zen Garden Kit for Desk | Amazon | $53.75 | 1 | $0.00 | $53.75 |
| AVINIA Digital Kitchen Timers, Visual timers Large LED Display Magnetic Countdown Count up Timer for Classroom | Amazon | $15.99 | 1 | $0.00 | $15.99 |
| Magnetic Tiles, 110PCS Magnet Building Set | Amazon | $39.99 | 1 | $0.00 | $39.99 |
| The “Nugget” Couch | Nugget | $249.00 | 1 | $0.00 | $249.00 |
| White/Gray Glossy Marble Contact Paper Wallpaper 15.8″x78.7″ Peel and Stick | Amazon | $7.99 | 4 | $0.00 | $31.96 |
| SEL Books for Children Budget (various kinds) | Amazon | $500.00 | 1 | $0.00 | $500.00 |
| The “Chunk” Ottoman | Nugget | $219.00 | 1 | $0.00 | $219.00 |
| SEL Games Budget (various kinds) | Amazon | $500.00 | 1 | $0.00 | $500.00 |
| 10 Pack Large Fabric Storage Baskets with Handles Collapsible Storage Baskets for Shelves | Amazon | $60.52 | 2 | $0.00 | $121.04 |
| Student Fidget Tools Budget (various kinds) | Amazon | $500.00 | 1 | $0.00 | $500.00 |
| Basic Art Supplies Budget | Amazon | $150.00 | 1 | $0.00 | $150.00 |
| Pillows and other decorations Budget | Amazon | $115.00 | 1 | $0.00 | $115.00 |
Total Budget: $4,998.33
Many students need sensory supports to help regulate and navigate daily routines. Calming spaces filled with various sensory items will be accessible to all students and educators within the school. Calming spaces give students the opportunity to identify self-regulation tools so they can more readily access their learning.
1 – Introduction
1.1 – Summarize grant project, goals and how you will use the funds.
Many students need sensory supports to help regulate and navigate daily routines. Calming spaces filled with various sensory items will be accessible to all students and educators within the school. Calming spaces give students the opportunity to identify self-regulation tools so they can more readily access their learning.
2 – Justification (30 points)
We, the school counselor and school resource teachers, serve on our school’s Leadership Team. Our leadership team identified a need to build in more tiered (flexible) behavior responses within the general education setting. We are a Title 1 school whose academic data is concerning. A high number of our student population have multiple ACE’s (Adverse Childhood Experiences). The calming spaces offer regulation tools and/or supports to students whose behaviors may be impacting their ability to fully access their learning environment and full learning potential. Calming spaces will be in breakout spaces between grade level classrooms. These spaces will contain alternative seating choices (wobble stools, rockers, carpeted area), fidgets for sensory needs, and coping/calming strategies posters. A well-developed sensory system is essential for cognitive and social intelligence. When students can focus and participate, their academic performance improves, and their anxiety and stress levels decrease. Implementation of sensory strategies and tools school-wide can create a more calming and safe learning environment for all students. Our goal is to offer students regulation opportunities and meaningful connections throughout their school day. We are striving to decrease our ‘major’ behavior referrals and create a calm and supportive learning environment for all students.
3 – Project Description (35 points)
3.1 – Design -We, the school counselor and resource teachers, often serve students who benefit from various supports to help them access their learning environment. Part of our training is recognizing the diverse needs of learners and how to support those needs within the general education system. We know before students can access their learning; we must address their basic needs. In recent years, we have observed an increase in student behavior across the general education setting. Many of our 3-5 students are self-reporting feeling anxious and overwhelmed. As a school counselor, I teach weekly Second Step lessons. Students have expressed the need for more coping and stress reduction strategies. Resource teachers often incorporate calming strategies and regulation tools when supporting students on their caseloads. Our goal is to implement our combined knowledge and skill sets to provide all K-5 students and teachers with calming tools and strategies.
Week 1 of receiving the items: We (school counselor and resource teachers) will organize calming spaces within each grade level pod (K-5) and create a user-friendly check-out system for other sensory items for all staff to access.
Week 2 of receiving the items: We will create a PowerPoint highlighting the benefits of supporting students’ sensory needs within their educational environment. Share PowerPoint to staff during weekly staff meeting. Will teach students how to use breakout spaces and sensory spaces during scheduled Social Skills lessons (K-5).
Once a month: During a staff meeting we will share ideas and/or examples demonstrating how to use items in calm spaces. All staff will be given the opportunity to discuss their experiences with the calm spaces and sensory items. Photos of sensory items and calming spaces will be shared in the staff newsletter. Self-regulation strategies and coping skills will be taught monthly with Social Skills lessons (K-5). Coping skills and regulation strategies will also be shared with parents/guardians in the monthly school newsletter.
3.2 – Budget
3.2.1 – List itemized project budget, sources of supplies and cost, including taxes and shipping – SEE NEXT PAGE (itemized list)
3.2.2 – If applicable, list any in-kind donation or contribution to the project. Please try to assign a monetary value to in-kind contributions. Include a total budget request
3.3 – Availability of other funding
3.3.1 – What other possible sources of funding have you investigated, including regular school funding? If none, please so indicate.
We are allotted $150 per year. Often these funds are used for classroom materials and/or supplies.
4 – Relevance to Great Ideas Grants Program Goals (30 points)
4.1 – Creativity and innovation
4.1.1 – How is this project different from the usual classroom approach?
Teachers may not always have room to provide such a space inside the classroom due to learning materials, normal classroom furniture and student bodies. This project is different from usual classroom approaches in that it offers students a safe space to go where they do not feel as though they are being watched or judged by peers. Calming spaces offer a space that is near adult supervision while also allowing students the privacy to work through various emotions. Students will be able to rejoin classroom activities once they have worked through their emotions. This will allow students to engage in more learning opportunities rather than have their behaviors impact their ability to access their learning. Our goal is to be proactive when supporting behaviors, rather than reactive.
4.2 – Extension of student learning
This project not only will provide students with opportunities to develop positive coping strategies and reregulation skills but will also enhance students’ development and expression of empathy towards others.
5 – Evaluation, Dissemination and Future Plans (5 points)
5.1 – Evaluation
5.1.1 – Indicate how the success of the project will be measured, including strategies and tools you will use to assess student progress.
Data collection by staff members including frequency and duration of use of calming spaces and whether student could return to class appropriately.
Office major/minor behavior tracking monitored and reflected upon during MTSS-B and SLT team meetings.
5.2 – Dissemination
5.2.1 – How will you share the information from your project with your colleagues, other schools, or district-wide or the community?
Staff share out at PLCs or weekly staff meetings
Contact district office to do a “spotlight” in their newsletter
Discussion and share out in the parent newsletter
Offer opportunities for other buildings to see how spaces are used
Buddy classrooms provide cooperative modeling (intermediate classrooms to primary classrooms)
5.3 – Future Plans
5.3.1 – What are your future plans for continuation, replication or expansion of this project, if any?
We are trying to create a sustainable system within our school setting. Moving forward we likely will need to re-stock some inventory. We will continually monitor use by students and get student input on what they would like to see in the spaces. Potential to create additional spaces within the school setting (PE, music, counselor’s office).
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Weighted Lap Pad – 3 pack | Amazon | $59.99 | 3 | $179.97 | |
| Pop Fidgets – 57 pcs | Amazon | $8.49 | 1 | $8.49 | |
| Squishy Stress Ball (9 pcs) | Amazon | $11.99 | 1 | $11.99 | |
| Fidget Pack (28 pcs) | Amazon | $9.95 | 8 | $79.60 | |
| Putty (4 pack) | Amazon | $13.95 | 3 | $41.85 | |
| Light Covers (set of 18) | Amazon | $66.99 | 18 | $1,205.82 | |
| Sand Timers | Amazon | $19.99 | 18 | $359.82 | |
| Pyramid Model Preschool Kit | Discoverysource.com | $249.99 | 1 | $37.35 | $287.34 |
| Standing Desk | Amazon | $85.94 | 1 | $85.94 | |
| Standing Desk (set of 5) | Amazon | $416.81 | 1 | $416.81 | |
| Whole Body Listening Story | MT Book Company | $14.99 | 7 | $104.93 | |
| Whole Body Listening Poster | MT Book Company | $10.00 | 7 | $70.00 | |
| Compression Vest | Amazon | $25.99 | 3 | $77.97 | |
| Sensory Chew Necklaces (6 pack) | Amazon | $9.98 | 2 | $19.96 | |
| Sensory Chew Necklaces on String (5 Pack) | Amazon | $6.98 | 2 | $13.96 | |
| Chair Bands (24 pack) | Amazon | $29.99 | 1 | $29.99 | |
| Swing Stand | Amazon | $114.99 | 1 | $114.99 | |
| Sensory Swing | Amazon | $49.98 | 1 | $49.98 | |
| Noise Canceling Headphones (3 pack) | Amazon | $38.99 | 1 | $38.99 | |
| ZOR Area Rugs | Amazon | $91.95 | 10 | $919.50 |
Total Budget: $4,117.90