This grant will fund the purchase of Rogue Slant Plates, providing students of all abilities with the tools to squat and lift more effectively and safely. The slant plates support proper biomechanics, improve mobility, and expand exercise variety, helping every student find success regardless of body type or experience. Serving over 350 students daily in classes, plus many more who use the weight room outside of class, this project enhances strength, confidence, and lifelong fitness habits.
Project Narrative
1 – Introduction
1.1 Summary of Project, Goals, and Use of Funds
This project seeks funding to purchase Rogue Slant Plates to expand inclusive, effective, and safe strength training opportunities in the school weight room. The slant plates, also known as squat wedges, will allow students of all body types, mobility levels, and abilities to perform squats and other lifts with improved biomechanics and reduced risk of injury. The project’s goals are to (1) create equitable access to strength training, (2) enhance learning by improving student confidence and movement efficiency, and (3) increase exercise variety available to students during class and open use of the weight room. Funds will be used solely for the purchase, shipping, and implementation of these plates, which will benefit over 350 students daily during weight training classes and many additional students who use the facility outside of class.
2 – Justification
2.1 Project Need
2.1.1 Significant Need and Target Population
The weight room serves as a hub for physical education, athletic development, and lifelong fitness instruction. More than 350 students each day participate in classes held in this facility, in addition to dozens more who use the room during after-school hours and summer programming. Students represent a wide range of physical abilities, body types, and levels of experience.
A significant challenge in strength training—especially with squats and lower-body lifts—is that not all students possess the same mobility, joint health, or anatomical leverages. Many struggle to achieve proper depth, form, or balance, which can lead to discouragement or even injury risk. Without adaptive equipment, these students are often limited in their participation, resulting in unequal learning opportunities.
The Rogue Slant Plates directly address this need. By elevating the heels, the plates create a more accessible squat position that reduces ankle mobility demands, helps maintain upright posture, and promotes proper movement mechanics. This allows all students—from beginners to advanced lifters, from shorter to taller frames, and from those with limited mobility to highly flexible athletes—to experience success and progress in their training.
2.2 Purpose of Project
2.2.1 Purpose and Anticipated Impact
The purpose of this project is to provide every student equitable access to fundamental strength training movements. By enabling proper form and expanding exercise variety, the slant plates will directly improve student confidence, physical literacy, and long-term fitness habits. The anticipated impact includes:
* Improved squat depth and technique for students with limited ankle mobility.
* Greater inclusivity for students of all body types and physical abilities.
* Increased exercise variety, allowing for split squats, lunges, and other training variations.
* Enhanced safety by reducing improper movement patterns.
* Stronger engagement and motivation, as students experience success earlier and more consistently.
This project will improve student achievement not only in physical performance but also in broader educational outcomes by fostering persistence, resilience, and self-efficacy.
2.2.2 Connection to Curriculum and School Goals
Strength training is a core component of the physical education curriculum, aligning with standards that emphasize fitness, movement competency, and lifelong health. The project supports curriculum goals by ensuring students can safely perform essential lifts, thus reinforcing unit objectives in strength development, biomechanics, and wellness. It also contributes to the school’s broader mission of promoting inclusive education, equitable access, and preparation for lifelong health and fitness.
3 – Project Description
3.1 Design
3.1.1 Project Activities and Use of Materials
The Rogue Slant Plates will be incorporated into daily strength training sessions in multiple ways:
* Squat Assistance: Students with limited ankle or hip mobility will use slant plates to achieve proper depth and alignment.
* Exercise Variety: Plates will be used for front squats, split squats, step-ups, and overhead movements to expand training options.
* Injury Prevention:By promoting upright posture and balanced mechanics, the plates will reduce stress on the lower back and knees.
* Student Empowerment: The ability to perform lifts effectively will increase motivation and engagement for all learners.
3.1.2 Calendar of Major Activities
* Month 1: Purchase and delivery of Rogue Slant Plates. Teacher training on proper use and integration into lessons.
* Months 2–3: Initial classroom implementation in weight training and physical education classes. Student orientation and instruction on how to use plates safely.
* Months 4–6: Full integration into class workouts, targeting progressive skill development. Data collection begins on student participation and outcomes.
* Months 7–12: Continued use, evaluation, and adaptation of exercises. Sharing of results with colleagues and incorporation into summer programs.
3.1.3 Integration into Curriculum
The plates will be used during units on strength training, biomechanics, and lifelong fitness. They will support lessons in proper squat mechanics, progressive overload, and injury prevention. Their versatility ensures they will be integrated into both introductory and advanced courses, reinforcing student learning at all levels.
3.1.4 Personnel Involved
The project will be led by certified physical education teachers and strength training instructors. Staff members bring expertise in biomechanics, student-centered instruction, and inclusive fitness programming. Their combined strengths in curriculum design and hands-on training will ensure effective implementation.
3.2 Budget
3.2.1 Itemized Project Budget
Rogue Squat Wedge – 125.00/unit
Rogue Slant Plates Grip Tape – 13.00/unit
Detent Pin Pair – 26.00/unit
*Total Budget Request: 3,608.00
3.2.2 In-Kind Contributions
The school will provide ongoing maintenance, secure storage, and instructional integration at no additional cost. Staff time devoted to training and implementing the project will also serve as an in-kind contribution.
3.3 Availability of Other Funding
3.3.1 Other Funding Sources Investigated
No other funding sources are available through current school budgets, which are limited to standard equipment replacement and do not allow for the purchase of specialized adaptive tools such as slant plates. Therefore, this grant represents the only viable funding opportunity to meet this need.
4 – Relevance to Great Ideas Grants Program Goals
4.1 Creativity and Innovation
4.1.1 How the Project is Different from Usual Approaches
Traditional weight training instruction relies on fixed equipment and standard teaching strategies, which do not adequately address mobility differences among students. This project introduces an innovative solution that adapts exercises to students, rather than forcing students to adapt to equipment. By providing accessible training tools, the project ensures all learners can participate meaningfully, setting it apart from usual approaches.
4.2 Extension of Student Learning
The project extends student learning beyond physical education by teaching problem-solving, perseverance, and body awareness. Students will learn how to adapt tools to meet their individual needs, developing transferable skills in resilience and self-advocacy. These lessons extend into athletics, extracurricular activities, and lifelong fitness practices.
5 – Evaluation, Dissemination, and Future Plans (5 points)
5.1 Evaluation
5.1.1 Measuring Success
Project success will be measured using both quantitative and qualitative methods:
* Pre- and post-assessments of squat depth and form quality.
* Student surveys measuring confidence, engagement, and perception of inclusivity.
* Teacher observations documenting increased participation and skill progression.
Data will be reviewed each semester to assess impact and refine instructional strategies.
5.2 Dissemination
5.2.1 Sharing Results
Results will be shared through staff meetings, professional learning communities, and district-level physical education gatherings. Teachers will provide demonstrations of the slant plates in action and highlight student progress, encouraging replication at other schools. Success stories may also be shared with the wider community through newsletters and school communications.
5.3 Future Plans
5.3.1 Continuation, Replication, and Expansion
The slant plates are highly durable, ensuring continued use for years. Future plans include expanding the collection of plates to meet growing student demand and sharing implementation strategies with other schools in the district. The long-term goal is to establish a model of inclusive strength training that can be replicated in multiple settings, ensuring that all students have access to safe and effective fitness opportunities.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Rogue Squat Wedge | Rogue | $125.00 | 22 | $0.00 | $2,750.00 |
| Detent Pin Pair | Rogue | $26.00 | 22 | $0.00 | $572.00 |
| Grip Tape | Rogue | $13.00 | 22 | $0.00 | $286.00 |
Total Budget: $3,608.00
This grant will fund the purchase of inclusive golf equipment that is modified in such a way to promote skill success and inclusion within the game of golf for all students.
1. Introduction
1.1 Inclusive Golf for All grant proposal is geared towards promoting inclusive activities for students in general ed physical education as well as Unified PE grades 6-8. Funds will be used to purchase modified golf equipment to be implemented in all PE classes with our student population just under 1000.
2. Justification
2.1 Project Need: Access to sports that support healthy lifestyle, exercise and inclusivity for all students. Golf is not only a lifelong option for physical activity but a sport that is gaining interest in our school community. As the need for differentiated instruction and modified equipment continues, the availability for access to this type of equipment for the sport will promote inclusion for general and special education students to work together, in a least restrictive game of golf.
2.2 This game aligns with standards for physical movement, hand-eye coordination, striking skills with lever systems and healthy active lifestyle promotion, with an emphasis on Standard 1: Demonstrating competency in a variety of motor skills and movement patterns. By offering a new and non-traditional approach to golf, student engagement will most likely increase with the end goal of all students finding success and competency in movement games. This also connections with our school’s objectives for being cooperative achievers.
3. Project Description:
3.1 Design- Bucket golf teaches chipping or short range golf skills in a safe and effective manner by utilizing larger club heads, increased ball size and oversized ‘golf holes.’
3.1.2 Inclusive Golf (Bucket Golf) for All will be taught in the fall semester and revisited late spring of each school year.
3.1.3 Integration will take place after we develop basic grip and golf swing mechanics (fall/spring annually)
3.1.4 Equipment will be shared with all Physical Education staff members as well as para-educators that support students within a collab PE class. Spring activities will include a 9-hole golf tournament within PE classes. Collaborative activities are a strength within our department, with several of our teachers being avid golfers as their choice for lifelong activity.
3.2 Budget:
3.2.1 Bucket Golf Bundle @ $249.99 per set (5 sets- one per teacher, plus additional set to cover be used by Unified PE), 5 additional modified golf clubs
Total w/ tax & shipping NTE: $1249.95
3.2.2 No in kind donations received. Total requested amount not to exceeed $1250.00
3.3 Our annual PE budget has already been exhausted in purchased equipment to replace worn or broken materials. No other funding source is available at this time.
4 Relevance to Great Ideas Grant Goals:
4.1 Creativity and Innovation: By offering a non-traditional game that has high interest and promotes inclusion with an elevated success rate for learners, we are bucking the norm for regular instruction in golf. Teaching the short sided game of Golf in an innovative approach while learning skills and teaching facets of the traditional game will engage the learners and emphasize fun through movement activities in our beautiful outdoors.
4.2 Promotes extension of golf swing and grip with an emphasis on the short game of golf (chipping etc).
5 Evaluation, Dissemination, Future Plans
5.1 Evaluation 5.1: Success will be measured through the implementation of Bucket Golf in ALL PE classes 6-8, with the inclusion of Unified PE sections for 6-8th graders. Students will be able to demonstrate competency through safe and proper swing mechanics. By hosting a culminating events, such as a 9-hole course for all students to complete, teachers will be able to observe success in skill development and student knowledge of the game of golf through whole class competition (within small group participation).
5.2 Dissemination: I will conduct a staff training for PE teachers at my school, prior to implementation of the sport. My plan is to also host a PIR in late spring 2026 or summer 2026 for all secondary PE teachers interested in implementing this game in their curriculum.
5.3 Future Plans
5.3.1 Future plans for implementation would be to add this sport to our curriculum during Spring 2026 and continue for future years. Replication or expansion ideas include teaching this to elementary educators in a future PIR training. I would also like to invite high school golf athletes to attend a Bucket tourney and work alongside middle schools in giving feedback and encouragement for skill development.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Bucket Golf Pro Bundle 9 Hole Set | Bucket Golf | $199.99 | 5 | $999.95 | |
| Bucket Golf Additional Right Handers Clubs | Bucket Golf | $34.99 | 4 | $0.00 | $139.96 |
| Bucket Golf Additional Left Handers Clubs | Bucket Golf | $34.99 | 2 | $0.00 | $69.98 |
Total Budget: $1,209.89
The Cohesion Dance Project will bring creative movement and dance workshops to all KinderSprouts in Helena. Grant funds will provide instructional materials and class costs to support active participation. Through movement, students will build coordination, confidence and self-expression, enhancing social emotional growth and early learning skills.
-Introduction
This project will bring the Cohesion Dance Project to all KinderSprout students through creative movement workshops. Funds will be used to pay class fees. The goal is to promote motor development, creativity and social emotional skills through movement based learning, occurring one time every other week for 30 minutes.
-Justification
–Project Need
Young learners need opportunities to build coordination, confidence and collaboration through physical expression. Many students have limited access to structured arts programming. This project will provide all KinderSprout students equitable access to dance and movement experiences that strengthen both physical and cognitive growth.
The purpose is to integrate creative movement into learning, helping students develop body awareness, self regulation and teamwork. Anticipated impacts include improved focus, motor skills and confidence, which contribute directly to overall student achievement.
Goals link with curriculum standards in physical development, technology applications, and language and communication. Movement activities reinforce coordination, sequencing, control and strength-key components of KinderSprout learning objectives.
-Project Description
–Design
The project will provide interactive dance sessions supported by props (ribbons). This tool will make lessons engaging, accessible and adaptable for diverse learners.
—Calendar of Activities
November: Schedule classes, working with Cohesion and all KinderSprout teachers.
December: Launch workshops with introductory dance sessions, introduce props.
January-April: Expand lessons to integrate rhythm, storytelling and collaboration.
May: End classes.
The project integrates into curriculum by reinforcing literacy through movement storytelling, mathematics through counting and patterns, and social and emotional learning through cooperation in group activities.
Personnel will include classroom educators, dance outreach instructors and classroom paraeducators. Educators provide classroom integration, while outreach instructors bring expertise in movement and creativity.
–Budget
Classes-$3,000
Total Request-$3,000
–Availability of Other Funding
No other funding sources currently exist for this arts integration initiative. Regular school funding does not cover dance programming or related supplies.
-Relevance to Great Ideas Grant Program Goals
–Creativity and Innovation
This project introduces dance and movement as instructional tools, which differ from traditional seated, teacher led instruction. It engages kinesthetic learners and uses creativity to deepen learning.
–Extension of Student Learning
Students extend learning by applying academic concepts (patterns, sequencing, storytelling) in physical form. Movement bridges cognitive, emotional and social development, making learning holistic and memorable.
-Evaluation, Dissemination and Future Plans
–Evaluation
Success will be measured through teacher observations, student self-reflection activities, and growth in motor skills, cooperation and confidence. Feedback from outreach instructors and families will also be collected.
–Dissemination
Outcomes and strategies will be shared with colleagues through PLC meetings and informal peer collaboration. Highlights may also be shared with families through class newsletters.
–Future Plans
If successful, this project may be replicated in additional grade levels and sustained through integration into physical education and music programs.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Dance Workshops (14 class sessions) | Cohesion Dance Project | $375.00 | 8 | $0.00 | $3,000.00 |
Total Budget: $3,000.00
We are seeking funding to produce four Helena History walking tours and to purchase wireless headphones for students participating in these tours. These tours are an important tradition in Helena Public Schools, helping students connect with the history of our community. However, many children struggle to hear the tour guides, especially in outdoor settings. Wireless headphones will ensure every student can hear clearly, allow guides to speak in a calm voice, and provide support to learners with ADHD by reducing distractions. With tour scripts and this technology, all students will have equitable access to engaging and memorable walking tour experiences.
Introduction:
We are seeking funding to produce four Helena History walking tours tailored to the vocabulary and interest of elementary school students. Additionally, we would like to purchase classroom audio equipment to enhance the Helena History tours provided to all third-grade students at our school. Each spring, these walking tours help students connect with Helena’s rich history and community, yet many children struggle to hear the guides in outdoor and crowded settings. Wireless headphones will ensure clear communication, improve focus for students with attention challenges, and provide equitable access for all learners.
With this funding, we will provide wireless headphones for sixty third graders at our school and develop four scripted Helena History walking tours for any third grade teacher in our district to use. Each tour will be accompanied by laminated historic photos, allowing students to compare the past and present while engaging deeply in Helena’s story.
Justification:
Helena History scripts are a critical need for our third grade teachers throughout the district. Over twenty years ago, a group of teachers published a booklet called “Camp to Capitol”. Profits from the sale of the book went towards publishing more books. These booklets are no longer being published and are out-of-date. Our third grade teachers have been using booklets that are tattered. Scripted walking tours with laminated historic photos would allow for easy up-dates and eliminate the need for a hard copy booklet.
Wireless headphones are a critical need for our Helena History tours. Currently, teachers must shout over street noise and crowds, leaving many students unable to hear or stay engaged. In quiet, sacred spaces like the Cathedral of Saint Helena, guides cannot speak at all, preventing students from learning about the building’s remarkable stained glass and architecture in the moment. With headphones, guides could communicate clearly and respectfully, ensuring every student experiences the full richness of Helena’s history. This technology will transform tours into more inclusive, engaging, and memorable learning experiences for all third graders.
Wireless headphones and transmitters will allow every child to hear the tour guide’s presentation. The system offers multiple benefits:
All students, including those with ADHD or attention challenges, can better focus on the information without being distracted by surrounding noises.
Guides can speak calmly without needing to project, ensuring consistent audio quality and reducing vocal strain.
Different student groups can be assigned to separate channels, allowing multiple groups to engage in activities within the same space without disruption.
Purpose of Project:
The purpose of this project is to expand access to Helena History walking tours for elementary students across the district. With funding, we will purchase sixty wireless headphones for third graders at our school and develop four distinct walking tours highlighting different historic districts nearby. Each tour will include a fully typed and formatted script for guides to follow, along with laminated historic photographs to help students compare Helena’s past and present.
The impact of this project extends far beyond our school. Once the four tours are created, we will invite other elementary schools to participate by busing or walking their third graders to our starting points. Third grade teachers can then use our scripts and laminated historic photographs to guide their own students in learning about Helena’s past.
With the passing of Ellen Baumler, Helena lost the expertise of one of the most knowledgeable historic docents in our state. She would often take third graders on tours at no cost. Other organizations, such as the Foundation for Montana History, now charge fees for guided tours, which are limited to 15 participants at a time. Our approach, combined with wireless headphones, will allow groups of up to 60 students to participate at once, making the tours free, accessible, and inclusive.
By walking through historic neighborhoods while hearing stories of the past, students are actively engaged in learning. These tours foster pride in their community, develop a stronger sense of place, and align with third-grade Common Core standards, which emphasize understanding local history, events, and early settlements.
Project Description:
Design
The Helena History walking tours for third graders at our school will consist of four consecutive tours offered every Friday in May. (Tours for other schools’ third graders could be scheduled according to teacher discretion.) Using research from multiple sources, we will develop landmark-by-landmark scripts for four historic areas near our elementary school. These tours foster community pride, strengthen students’ sense of place, and support third-grade Common Core standards emphasizing local history, events, and early settlements.
To maintain the integrity of the materials, we will use plastic folders and page protectors for the scripts and use our school laminator for the accompanying historical photographs. Circle clips will keep the photos organized and easy to handle during the tours. At grade level meetings, we will let other teachers know about this valuable resource.
The most critical component of this project is the wireless audio transmission system, which includes four transmitters and sixty receivers to ensure all students can clearly hear the guide. To protect this investment, we also plan to purchase a three-year protection plan.
Four third-grade teachers will collaborate on this project, building on a decade of experience leading Helena History walking tours together. Last spring, the team met to explore ways to strengthen and expand the existing Helena History unit to reach more third graders in our district, not just those who attend our school. Each educator contributes unique expertise: one member worked throughout the summer as a guide for the Foundation for Montana History, while the other three bring extensive classroom experience and a deep knowledge of Helena’s past. Collectively, this team is well-prepared and highly motivated to provide engaging, accurate, and meaningful history tours for all third-grade students.
Calendar of major activities:
January 1-March 31, 2026: Each third grader teacher will choose one historic district in which to conduct research and write a detailed script for. We will divide the work between these four teachers which will include:
-Researching, writing, and printing scripts
– Inserting scripts into page protectors and into folders
– Finding and laminating historic photographs to supplement each walking tour (digital copies of Montana Historical Society owned photos are $15 each, and some photos are available to the public on the Montana History Portal)
Friday, May 1, 2026: Last Chance Gulch (Helena History District)
Using the teacher-created Historic Helena Walking Tours binder, walk along Last Chance Gulch to discuss and admire the architecture and discuss the layers of history that tell of Helena’s journey from a mining camp in 1864 to the capital city it is today.
Friday, May 8, 2026: South-Central Historic District
The South-Central area includes some of Helena’s first permanent settlements. This area shows Helena’s change from a mining camp to a city. Using the teacher-created Historic Helena Walking Tours binder, start at the Fire Tower (the Guardian of the Gulch) and continue on to State Street and Catholic Hill.
Friday, May 15, 2026: Courthouse Square and Central Neighborhood
Courthouse Square has been the center of the Montana Territory’s justice system since officials built the first courthouse in 1867. When the territorial government was moved from Virginia City to Helena in 1875, the courthouse became the territorial capitol building. Using the Historic Helena Walking Tours binder, begin at the U.S. Assay Office and continue on to the Myrna Loy, the courthouse, and finally the Cathedral of Saint Helena.
Friday, May 22, 2026: Reeder’s Alley and the Mansion District
Reeder’s Alley is one of the oldest neighborhoods in Helena. We’ll begin by discussing the history behind the alley and then continue up the alley to Benton Avenue where we will learn about one of the oldest neighborhoods in Helena. Students will learn about the architecture of many homes and the stories behind the people who were able to make a living in this thriving gold town in the late 1800s and early 1900s.
Friday, May 29, 2026 Badge Ceremony and Tour Evaluation
Invite parents to a Badge Ceremony in the classroom. Students will give speeches to recall Helena History facts and stories from the tours. Each child will receive an official Helena History Tour Guide nametag lanyard. Third grade students will be encouraged to wear their name badges while giving the Helena History tour to their family members.
2026-2027 School Year Present at grade level meetings for third grade teachers throughout the district about this valuable resource for teaching Helena History.
Budget
Dunwell Plastic 3 Prongs, 2 Pocket Folders (6 Pack)
Amazon
$8.95
Smelha Sheet Protectors 500 pages, Letter Size
Amazon
$24.69
Akonege 3 Inch (12 Pack) Loose Leaf Binder Rings for Flashcards
Amazon
$8.99
60- Foshine Badge Holders with Lanyards
Amazon
$79.90
EXMAX Wireless School tour guide transmission system
Amazon
$2100.00
3-year protection plan
Amazon
$169.99
Sterilite Large Storage bin
Walmart
$8.98
40- high resolution, Montana Historical Society (MHS) owned photos ($15/photo)
Montana Historical Society
$600
Total cost including shipping: $ 3001.50
This project does not include any in-kind donations or external contributions. We have not yet identified funding sources that could fully cover the costs, and regular school funds are insufficient to support a project of this scale. Additionally, platforms such as DonorsChoose are not feasible due to the high cost and the need to fund multiple teachers simultaneously.
Relevance to Great Ideas Grants Program Goals
This project offers an innovative approach to teaching history. Rather than relying solely on classroom textbooks, students actively explore their community, extending learning and fostering natural engagement with Helena’s past. By visiting contemporary sites and examining their historical context, students experience immersive “you are there” moments. At the conclusion of the unit, students share what they have learned with others, strengthening connections between the classroom and families. Third graders become stewards of Helena’s history, passing on their knowledge and cultivating a deeper sense of place. This hands-on approach to learning about history inspires curiosity and encourages students to explore additional historical sites and events beyond the classroom.
Over time, our goal is to expand access to Helena History walking tours to all elementary schools within the district. Third-grade teachers in the district will coordinate transportation to the tour starting points and use our scripts to lead their classes on walking tours. This will enable ALL third-grade students in Helena (not only those at our school) to have access to these tours.
Evaluation, Dissemination and Future Plans:
The success of this project will be evident in the enthusiasm and engagement of students participating in the tours, as well as the excitement of third-grade teachers across the district who gain a dynamic, hands-on learning experience for their students. Student learning will be assessed during the badge ceremony, where teachers can evaluate how effectively students communicate what they have learned to their families.
The four teachers involved in this project will share the outcomes and resources with grade-level colleagues at other schools. If awarded this grant, we plan to present our tours at grade-level meetings. Our long-term vision is to expand this program annually, gradually including more students and schools throughout the district, fostering widespread engagement with Helena’s history.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| 6- Dunwell Plastic 3 prong, pocket folders | Amazon | $8.95 | 1 | $0.00 | $8.95 |
| 500 Smetha Sheet Protectors | Amazon | $24.69 | 1 | $0.00 | $24.69 |
| 12- Akonege 3 in Loose Leaf Binder Rings | Amazon | $8.99 | 1 | $0.00 | $8.99 |
| 60- Roshine Badge Holders with Lanyards | Amazon | $79.90 | 1 | $0.00 | $79.90 |
| Exmax Wireless School Tour Guide Transmission System | Amazon | $2,100.00 | 1 | $0.00 | $2,100.00 |
| 3-Year Protection Plan for Exmax Transmission System | Amazon | $169.99 | 1 | $0.00 | $169.99 |
| Sterilite Large Storage Bin | Walmart | $8.98 | 1 | $0.00 | $8.98 |
| 40 High Resolution, MHS owned photos | Montana Historical Society | $15.00 | 40 | $0.00 | $600.00 |
Total Budget: $3,001.50
This project will provide third-grade students with art supplies for yearlong, curriculum-aligned projects that foster perseverance. As students tackle complex creative tasks—from painting to three-dimensional building—they’ll learn to persist through challenges and see their work through to completion. Art becomes a tool for building grit, confidence, and a growth mindset.
Creative expression is far more than a brushstroke on canvas or the shaping of clay—it is a transformative journey that fosters perseverance, emotional growth, and academic engagement. This grant proposal seeks funding to provide third-grade students with essential art supplies for a yearlong series of curriculum-aligned projects. These projects are designed not only to nurture creativity but also to build grit, confidence, and a growth mindset. Through immersive experiences in multi-media painting, pottery, and other complex artistic challenges, students will learn to embrace mistakes, persist through frustration, and celebrate the satisfaction of completing meaningful work.
In today’s educational landscape, where standardized testing and academic benchmarks often dominate, the importance of arts education can be overlooked. Yet research consistently affirms that the arts play a vital role in fostering cognitive, emotional, and social development. A comprehensive review published in the IOSR Journal of Humanities and Social Science found that instruction in the arts significantly enhances critical thinking, creativity, and interpersonal skills, while also promoting psychological well-being and emotional intelligence. Similarly, a report from the National Endowment for the Arts highlights that participation in arts activities from kindergarten through fifth grade is positively correlated with social-emotional attributes and academic outcomes. These findings underscore the value of integrating arts into core curriculum—not as an extracurricular luxury, but as a foundational component of holistic education.
Justification for the Project
Children today face a rapidly changing world that demands resilience, adaptability, and the ability to work through challenges. Yet for many students, especially in the early grades, doing hard things can feel overwhelming. When tasks become difficult, it is common for children to disengage, give up, or avoid the work altogether. This project is designed to teach students how to persevere—and more importantly, how to start a project and see it through to the end.
Research shows that perseverance, or “grit,” is a stronger predictor of long-term success than IQ or talent. According to psychologist Angela Duckworth, students who develop grit are more likely to achieve their goals, overcome setbacks, and thrive academically and socially. But grit isn’t innate—it’s teachable. Through structured, hands-on art projects that span days or weeks, students will learn to manage frustration, revise their work, and experience the pride of completion.
Art is an ideal medium for this kind of growth. It invites creativity while requiring focus, patience, and problem-solving. Most importantly, creating art is fun. It engages students in a way that traditional academic tasks may not, offering a safe and joyful space to explore, experiment, and persist.
While some children have explored the outdoors through hiking, fishing, or simply playing in open spaces, many spend their free time immersed in virtual worlds like YouTube and video games. These digital habits, while common, often limit opportunities for hands-on learning, creative exploration, and the development of perseverance.
At eight and nine years old, students are at a critical developmental stage. They are learning how to manage frustration, solve problems, and persist through challenges. Yet many struggle with task completion, especially when projects require sustained effort or delayed gratification. In a world of instant entertainment and quick rewards, the ability to stick with something hard—and finish it—is becoming increasingly rare.
This project addresses that need by engaging students in meaningful, curriculum-aligned art experiences that require planning, patience, and persistence. By providing equitable access to materials and structured support, we ensure that all students—regardless of background—can participate fully. The target population includes children from diverse socioeconomic backgrounds, some of whom may not have access to art supplies or enrichment opportunities outside of school. Through this initiative, we aim to nurture not only creativity, but also the resilience and confidence that come from doing hard things—and finishing them.
Instructional Structure and Curriculum Integration
This project is structured around a series of instructional modules, each carefully aligned with our third-grade English Language Arts curriculum. To deepen engagement and reinforce learning, every module will be accompanied by a hands-on art project that connects directly to the story, theme, or skill being taught. These creative extensions are designed not only to enrich academic understanding, but also to build perseverance, critical thinking, and personal expression. By integrating visual arts with literacy instruction, we offer students a dynamic and inclusive learning experience that supports both cognitive and emotional growth.
The learning modules and accompanying artistic projects planned are as follows:
Module 1: What a Character
Focus: Point of view and character traits
Art Project: Students create personalized color wheels using only primary colors, which are transformed into umbrella artworks held by the artists. Materials include construction paper, cardstock, tempera paints, and brushes.
Module 2: Use Your Words
Focus: Descriptive writing and self-expression
Art Project: Students collage transparency film photos of themselves with images and words representing their interests, then use sunlight to create cyanotype prints.
Module 3: Let Freedom Ring
Focus: Civics and historical context
Art Project: Students learn basic sewing techniques using felt, needles, and embroidery thread to design personal flags and create stuffed animals, connecting to historical flag-making.
Module 4: Stories on Stage
Focus: Reader’s theater and performance
Art Project: Students paint and construct masks of animal characters using cardstock, construction paper, acrylic paint, duct tape and yarn.
Module 5: Teamwork
Focus: Collaboration and community
Art Project: Students work in teams to design collage mosaics using paint and mixed media, representing the strengths and personalities of their group.
Module 6: Animal Behaviors
Focus: Research and comparison
Art Project: Students create watercolor paintings of two animals they research, highlighting behavioral and physical traits.
Module 7: Make a Difference
Focus: Environmental awareness and generosity
Art Project: Students use recycled materials to make paper beads and create jewelry, which they wrap as gifts.
Module 8: Imagine! Invent!
Focus: Innovation and science integration
Art Project: Students create oil-pastel drawings with embedded electrical circuits using copper tape, batteries, and LED lights.
Module 9: Farm to Table
Focus: Agriculture and sustainability
Art Project: Students print fruit and vegetable patterns onto canvas market bags using fabric ink.
Module 10: Tell a Tale
Focus: Storytelling and narrative writing
Art Project: Students sculpt clay monsters and story settings, glaze and fire their creations, and write original stories to accompany them.
Anticipated Impact
The anticipated impact of this project is multifaceted. As students tackle complex creative tasks, they will build the stamina to persist through challenges and complete long-term projects—skills essential for academic success. Art becomes a vehicle for practicing focus, planning, and revision, all of which mirror the writing process and support literacy development. Students will also gain confidence in expressing ideas visually and verbally, enhancing their ability to communicate and think critically.
By embedding art into ELA instruction, we create inclusive, differentiated learning experiences that reach diverse learners. This project will improve student achievement by:
Reinforcing key literacy skills such as sequencing, summarizing, and character analysis through creative application.
Supporting social-emotional growth, which research shows is linked to improved academic outcomes.
Increasing engagement and motivation, especially for students who may struggle with traditional text-based tasks.
Team Structure and Personnel
This project will be led by a team of third-grade teaching partners who will collaboratively design and implement integrated art projects aligned with each Reading unit. These units also incorporate Social Studies and Science content, supporting a cross-disciplinary approach that deepens student learning. Each educator contributes distinct strengths—ranging from curriculum development, creative artistic ideas, and organization to innovative instructional strategies. By working together, the team ensures consistency across all third-grade classrooms and maximizes their collective expertise to create meaningful, hands-on experiences that engage students and reinforce core academic concepts.
The collaborative nature of this team allows for shared planning, reflection, and refinement of instructional practices. It also ensures that students across all classrooms benefit from a unified vision and equitable access to materials and opportunities. The team’s commitment to inclusivity, creativity, and perseverance is at the heart of this initiative.
While our school district provides some basic art supplies, the specific materials required for this project—such as cyanotype paper, LED circuit components, fabric ink, and clay—are not readily available through standard school provisions. To help bridge this gap, we host an annual fundraiser during our school-wide art show. Proceeds from this event directly support our art program and allow us to replenish many of the consumable supplies used throughout the year. Additionally, family contributions through Amazon wish lists have helped provide materials for individual projects, demonstrating strong community support and engagement. A drying rack and storage bins have been included in the proposal to ensure materials are well-cared for and organized for future use.
Relevance to Great Ideas Grant Program Goals
This project aligns closely with the goals of the Great Ideas Grant Program by bringing creative, hands-on learning into the classroom through engaging art experiences. It introduces students to materials and techniques not typically found in standard curricula, allowing them to explore beyond textbooks and worksheets. As students work through multi-step projects, they develop essential life skills such as grit, perseverance, and problem-solving. These experiences teach students to adapt, revise, and persist through challenges—skills that are foundational for academic and personal success.
The project also fosters collaboration among students and teachers and strengthens connections with families and the broader community. Our annual art show and fundraiser serve as a celebration of student creativity and a platform for community involvement. While the district provides basic supplies, this grant will make it possible to implement innovative strategies and provide meaningful learning experiences that would otherwise be unattainable within the current budget.
Creativity, Innovation, and Student Impact
This initiative transforms the classroom into a dynamic, student-centered environment where creativity and persistence are celebrated. Students take pride in their work and often bring their creations home, extending the learning experience beyond school walls. Art is also a calming and therapeutic outlet. For example, a student recently refused to leave the playground due to emotional distress. When he learned he could finish painting a fall scene, he quietly returned to class and worked through the incident while painting—demonstrating the restorative power of art.
Evaluation and Future Plans
Success will be measured through student reflections, teacher observations, completed artwork, and participation in the annual art show. Family feedback and community engagement will also inform our evaluation. As curriculum evolves, new art ideas will emerge, but our philosophy—using art to help students persevere—will remain. This grant will provide both consumable materials that can be used for many years and durable tools that support long-term creative learning.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Poly Fill | Amazon | $7.99 | 2 | $0.00 | $15.98 |
| Masking Tape Bulk 10 rolls | Amazon | $16.99 | 1 | $16.99 | |
| Storage Bins with Lids- 4 pack | Amazon | $29.99 | 3 | $89.97 | $179.94 |
| 500 ocs Diode Lights | Amazon | $11.99 | 1 | $0.00 | $11.99 |
| Conductive Copper Tape | Amazon | $13.99 | 1 | $1.00 | $14.99 |
| 50 pcs Battery 3V | Amazon | $17.98 | 1 | $0.00 | $17.98 |
| Cotton Swabs- 1000 ct | Amazon | $9.99 | 1 | $1.00 | $10.99 |
| Foam Paint Brushes – 2 inch 16 pack | Amazon | $5.99 | 2 | $0.00 | $11.98 |
| Foam Brayer Paint Rollers | Amazon | $8.86 | 2 | $0.00 | $17.72 |
| Self Adhesive Foam Sheets | Amazon | $7.99 | 3 | $0.00 | $23.97 |
| 100 pcs mini tote bag | Amazon | $79.99 | 1 | $0.00 | $79.99 |
| Black Construction Paper- Large | Amazon | $10.29 | 3 | $0.00 | $30.87 |
| White Construction Paper- Large | Amazon | $13.96 | 2 | $0.00 | $27.92 |
| Bulk Tissue Paper | Amazon | $7.99 | 1 | $0.00 | $7.99 |
| Acrylic Yarn 52 Skeins | Amazon | $29.99 | 1 | $0.00 | $29.99 |
| Low Fire Gloss Glaze | Amazon | $244.95 | 1 | $0.00 | $244.95 |
| White Tempera Paint | Amazon | $21.99 | 1 | $0.00 | $21.99 |
| Black Tempera Paint | Amazon | $17.99 | 1 | $0.00 | $17.99 |
| Washable Tempera Paint Set of 6 | Amazon | $68.99 | 1 | $0.00 | $68.99 |
| 18 Color Acrylic Paint Set | Amazon | $36.99 | 1 | $0.00 | $36.99 |
| 262 pack Embroidery Thread | Amazon | $23.79 | 1 | $0.00 | $23.79 |
| 23 pcs Large Eye Sewing Needles | Amazon | $4.59 | 2 | $0.00 | $9.18 |
| 120 pcs Felt Sheets | Amazon | $36.99 | 2 | $0.00 | $73.98 |
| Crayola Oil Pastels Classpack | Amazon | $54.33 | 1 | $0.00 | $54.33 |
| White Cardstock paper | Amazon | $14.46 | 1 | $1.00 | $15.46 |
| Cyanotype Paper | Amazon | $9.95 | 3 | $0.00 | $29.85 |
| Transparent Printer Sheets | Amazon | $14.01 | 1 | $0.00 | $14.01 |
| Paint Brushes Set of 144 | Amazon | $10.50 | 1 | $0.00 | $10.50 |
| Prang Watercolor Set Master pack | Amazon | $83.01 | 2 | $0.00 | $166.02 |
| Low Fire Clay | Archie Bray | $38.18 | 3 | $0.00 | $114.54 |
| Assorted Duct Tape 12 Colors | Amazon | $20.99 | 1 | $0.00 | $20.99 |
| 100 Pack Flameless LED Tea Light | $25.99 | 1 | $0.00 | $25.99 | |
| Art Drying Rack 36 adjustable shelves | Amazon | $129.99 | 1 | $0.00 | $129.99 |
Total Budget: $1,578.83
This grant will fund flexible movement seating options that will allow students who are kinetic learners to rock, wobble, or stand, which seating encourages physical activity that increases blood flow, oxygen to the brain, and core strength, which in turn helps maintain alertness and concentration.
● 1 – Introduction
o 1.1 – Summarize grant project, goals and how you will use the funds.
▪ All kids learn differently! In fact, many students are kinetic learners who have an innate need to move, wiggle, and fidget while they learn. Without movement, kinetic learners have a great challenge in the classroom with tasks such as listening, thinking, collaborating, problem-solving, creativity, and information processing. The typical middle school classroom comprises of approximately 4 to 8 kinetic learners who require additional movement that traditional desks don’t provide. Traditional desks are static. They confine our kinetic learners and put them in an inflexible and uncomfortable position, which severely decreases their ability to focus and be alert in the classroom. Kinetic learners want to be successful; they just need flexible movement seating options so they are set up for success! Unfortunately, the budget at our school doesn’t allow for this type of purchase.
▪ The goal of our grant project is to allow students to thrive in our classrooms by meeting them where they are at kinetically and providing them with flexible movement seating options in all 7th-grade classrooms. We will use the funds to purchase 34 wobble stools, 10 stacking stools, 36 disco seats, 6 lap desks, and 5 standing desks for our classrooms.
● 2 – Justification (30 points)
o 2.1 – Project Need
o 2.1.1 – Describe the significant need and the target population.
▪ 25% of our 7th-grade student population has Individualized Education Plans or 504 Plans. Individualized Education Plans are maps that lay out the program of special education instruction, supports, and services a student needs to make progress and have success in school. A 504 Plan is a plan that removes barriers to learning and provides multiple accommodations that change how and in what way the student learns alongside their typical peers. Increasingly, the most common accommodation for these students is flexible movement seating. However, due to our budget constraints and the fact that 7th Grade students transition to 7 different classes within a single school day, the students with kinetic needs do not have equitable access to the different seating options in their classes, which would provide them with the ability to move and thrive. Additionally, it isn’t reasonable for students to carry a special seat or chair from class to class. Not to mention that it would be quite embarrassing for a middle school student to carry a special chair around with them. However, if it happens to be in all classrooms, it is normalized and becomes a regular part of the 7th-grade classroom landscape.
o 2.2 – Purpose of Project
o 2.2.1 – What is the purpose and anticipated impact of your proposed project, and how will it improve student achievement?
▪Providing all 7th-grade classrooms with flexible movement seating options allows students with kinetic needs to have the ability to thrive in all subject areas. Kinetic learners have a need to release excess energy, which improves focus and enhances overall classroom participation, alertness, and motivation. Additionally, by making flexible seating available and a regular part of all 7th-grade classrooms, it protects and insulates kinetic students from the judgment of other students who might otherwise be distracted by, annoyed by, or frustrated with a classmate who needs to move but cannot do that appropriately in our current static seating.
o 2.2.2 – How do the goals link with the curriculum and to the goals and objectives of your school?
o An Individualized Education Plan and 504 Plans are legally binding documents; however, our current general education 7th-grade classrooms do not have access to flexible movement seating. These funds would allow all 7th-grade classrooms to have flexible movement seating available to meet students’ individual movement needs and have success!
● 3 – Project Description (35 points)
o 3.1 – Design
o 3.1.1 – Describe project activities and how you will use the materials/supplies included in your budget to implement your project and address your stated need
▪ Students needing flexible movement seating would have options such as a wobble stool, disco seat, seated lap desk, regular stool, or standing desk in their classes. Each teacher will structure the expectations and procedures for appropriate use within their classroom.
o 3.1.2 – Include a calendar of major activities, a description of each major activity and timelines for accomplishing it.
▪ Once the flexible seating is purchased, student use would be daily in all classes.
o 3.1.3 – Describe how the project will be integrated into curriculum.
▪ Flexible seating gives those students who struggle to stay focused and alert due to movement constraints a better opportunity to engage in all curricula at our school.
o 3.1.4 – Describe briefly the types of personnel (NOT names), organizations or staff members who will work directly with the project. When applying for a team grant, include the strengths of each educator as well as why the team chose to work together.
▪ The entire 7th-grade team is applying for this grant because every teacher has students who struggle to stay focused and alert, and providing extra movement opportunities in their classrooms will give students pathways to success academically and behaviorally.
o 3.2 – Budget
o 3.2.1 – List itemized project budget, sources of supplies and cost, including taxes and shipping.
▪ All items will be purchased through Amazon
▪ 34-18 Inch Wobble Chair at $54.99 each
▪ 6-Surf Portable Lap Desk at 34.99 each
▪ 36-Wiggle Seat Inflated Wobble Cushion at $67.99 for 12
▪ 5-Adjustable Height Standing Desk at 19.99 each plus $20 shipping
▪ 10-Stools-83.99 for 5
▪ Total Budget=$2631.50
o 3.3 – Availability of other funding
▪ Our school building budget cannot support flexible seating for so many classrooms; therefore, there is not other availability for other funding.
● 4 – Relevance to Great Ideas Grants Program Goals (30 points)
o 4.1 – Creativity and innovation
o 4.1.1 – How is this project different from the usual classroom approach?
▪ Our classrooms are set up with traditional static desks and static tables that do not allow for student movement without major disruption.
o 4.2 – Extension of student learning
▪ By adding flexible movement seating in our classrooms, our 7th-grade team of teachers will have the perfect opportunity to teach all 7th-grade students about different learning styles each school year, and students will know and understand their own learning style preferences. A student knowing and understanding their learning style preferences helps them have greater success with their academics and behavior. Additionally, this empowers students to ask for what they need to help them achieve success. Furthermore, students will recognize that everyone learns differently and there are different types of ways others learn best. For example, some students learn best auditorily (by actively listening), while some students learn best visually (through pictures and demonstrations), while other students learn best through reading and writing, and many students learn kinetically through movement. This confirms the need for flexible movement seating for our 7th-grade classrooms. Flexible seating will also result in students who are not on Individualized Education Plans or 504 Plans realizing they, too, are possibly kinetic learners and will also benefit daily from the use of a wobble stool or disco seat.
● 5 – Evaluation, Dissemination and Future Plans (5 points)
o 5.1 – Evaluation
o 5.1.1 – Indicate how the success of the project will be measured, including strategies and tools you will use to assess student progress.
▪ The success of the project will be measured by teachers’ observation of improved students’ academic focus, alertness, output, performance, and mood. Teachers will observe kinetic students requesting to leave class less. Teachers will observe the students’ general mood becoming less frustrated and irritable, and instead increasingly open, happy, and willing to participate. Teachers will observe students self-selecting to use the flexible movement seating without judgment because the teachers will normalize it. Teachers and administrators will observe calmer and more engaged students throughout the 7th-grade. Finally, the office staff and principals will see a decrease in office referrals for disruptive behaviors in the classroom.
o 5.2 – Dissemination
o 5.2.1 – How will you share the information from your project with your colleagues, other schools, or district-wide or the community?
▪ The 7th-grade teaching staff will provide testimonials about the positive impact that flexible movement seating options have had on individual students. We will share our good news with other schools face-to-face at cross-town PLC meetings and at our whole-staff meetings. We will welcome the Helena Public School Public Relations Director to observe the new flexible movement seating options by visiting our classrooms and highlighting it online through the district’s Instagram platform and other public relations platforms.
o 5.3 – Future Plans
o 5.3.1 – What are your future plans for continuation, replication or expansion of this project, if any?
▪ Our project to implement flexible movement seating in all 7th-grade classrooms will expand beyond this year’s students. This project and the flexible movement seating options will be enjoyed by future students for years to come. The lesson about learning styles and learning preferences will help all 7th graders achieve empathy and understanding for meeting the needs of all types of learners (kinetic, visual, auditory, and reading/writing) and help students understand and know their own learning style preferences, which will empower students to ask for or get what they need to be successful.
Project Budget
Budget Item Vendor Unit Cost Quantity Shipping Cost Total Cost
Wobble Stool Amazon $54.99 34 $0.00 $1869.66
Wobble Cushion Amazon $67.99 for 12 3 $0.00 $203.97
Standing Desk Amazon (Ncescmal) $19.99 5 $20.00 $119.95
Stacking Stool Amazon $83.99 for 5 10 $0.00 $167.98
Lap Desk Amazon $44.99 6 $0.00 $269.94
Total Budget
$2631.50
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Stacking Stools for Kids/Adults | Amazon | $83.99 | 2 | $0.00 | $167.98 |
| The Surf Portable Lap Desk | Amazon | $44.99 | 6 | $0.00 | $269.94 |
| ACE Active Core Engagement Wobble Stool | Amazon | $54.99 | 34 | $0.00 | $1,869.66 |
| Inflated Wobble Cushion Pump Wiggle Seat for Sensory Kids | Amazon | $67.99 | 3 | $0.00 | $203.97 |
| 31 Inch Adjustable Height Standing Desk | Ncescmal-Amazon | $19.99 | 5 | $20.00 | $119.95 |
Total Budget: $2,631.50
We seek funding in our Unified PE program to purchase kick scooters to promote healthy, active transportation. Kick scooters will provide a fun, low cost way to travel around campus as we get daily physical activity in an inclusive environment.
1 – Introduction
1.1
Unified PE engages students in physical activity and sport alongside peers with and without developmental disabilities, helping to foster important social relationships. This is a unique opportunity for students of varying ability levels and backgrounds to come together on equal terms through ongoing fitness, sport, leadership and wellness activities.
This Kick Scooters project aims to outfit out Unified PE students with kick scooters, those much like a skateboard with a handlebar. The goal being to create a means for student mobility. Mobility for recreation and exercise, as well as the ability to use this tool for transportation, even after graduating.
2 – Justification
2.1
The main need for the project is for all students, those with and without developmental disabilities, to be able to recreate inclusively together. Additionally, some students may find this as a mode of transportation in their personal lives.
2.2
Aside from a creative and new PE activity, Unified PE students will become efficient riders, riding safe, and continue development of balance, leg strength, and endurance.
Below is a description of the physical, mental, and emotional benefits:
Physical health benefits
• Low-impact, high-intensity cardio: Scooting elevates the heart rate and is effective for burning fat without putting heavy strain on joints. This makes it an accessible option for those who find high-impact sports like running too strenuous.
• Strengthens multiple muscle groups: Riding a kick scooter engages a wide range of muscles across the entire body, from the feet up to the core and back. This strengthens the legs, glutes, core, and back with every push and glide.
• Improves balance and coordination: The act of balancing on a moving scooter strengthens the core and hones coordination skills, which is important for overall physical stability and agility.
• Enhances cardiovascular health: Regular scooting improves heart function and the body’s ability to use oxygen, which reduces fatigue and decreases the risk of cardiovascular diseases.
Mental health benefits
• Reduces stress and anxiety: Exercise, particularly outdoors, is a known stress reducer. Scooting provides a fun, active way to spend time outside, which can improve mood and mental well-being.
• Improves mental focus: The concentration required to navigate and balance on a scooter can help sharpen mental focus and attention.
• Encourages getting outdoors: It offers an easy, fun way for young adults to step away from screens, get fresh air, and engage with their environment. Being in nature can have restorative properties that help with mental fatigue.
Practical and social benefits
• Provides affordable transportation: A kick scooter is a low-cost, low-maintenance alternative for getting around town. For young adults on a budget, it can replace short car trips or help them cover the “last mile” to or from public transport.
• Promotes environmental responsibility: Choosing to scoot instead of drive for short trips helps reduce carbon emissions and promotes eco-friendly habits.
• Offers a sense of independence: Gaining the skill and mobility that a scooter provides can be an empowering experience that boosts confidence and self-reliance.
• Facilitates social interaction: Scooting can be a fun group activity. It creates opportunities to socialize with friends and engage with the community, fostering a sense of connection.
3 – Project Description
3.1
The thought process behind this project is to begin using scooters as soon as they are here. Certainly, scooters will be used during good weather and outdoors mainly. We have a lot of space around our campus for riding. We have obvious sidewalks and bike path, but indoors we would be able to use these on the decks of the gym area.
The unified PE class falls under the umbrella of the district’s physical education curriculum. All four of the national standards will be met by using scooters:
Standard 1 – Develops a variety of motor skills
Standard 2 – Applies knowledge related to movement and fitness concepts
Standard 3 – Develops social skills through movement
Standard 4 – Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity
This Unified PE class is co-taught by teachers from both the health and physical education department and the special education department. Paraprofessionals are an additional supervisory resource for this group of students.
3.2
Madd Gear Metro Cruise 250 Scooter
Kick Scooter with suspension for adults and teens — 200mm wheels — light weight — folding frame — adjustable handlebar –
Order from AMAZON
$99.99 each
Need 30 total
Shipping is free
30 x $100 = $3000 (requested)
3.3
We have not considered asking the department for this equipment. Mainly because the department usually absorbs the cost of all equipment for the various classes each year. Much of the costs associated with the department cover the consumable items used each year. These kick scooters will be a long-term investment for the students.
4 – Relevance to Great Ideas Grants Program Goals
4.1, 4.2
This project gives our Unified PE students a new exciting way to promote physical activity that really allows them to get moving. They will learn to use the scooter in a safe manner that allows them to move from place to place efficiently. This approach to make these students physically active is a completely new idea for our students.
5 – Evaluation, Dissemination and Future Plans
5.1, 5.2, 5.3
This project will be shared with our colleagues hopefully through word of mouth and observation of our unified work. I will not actively advertise what our Unified PE Partners and Athletes are doing in and around school and Helena. If asked to talk about or work with others, we will be more than happy and proud to let others know who we are and what we do!
I think our mission of unification and inclusion is already happening in classrooms, schools, and in Helena. This is nothing new, we are just trying to shore up the scaffold and make it go higher! Our students are being included and are living unified to a high degree. We just want to make Helena a better place than it already is!
To ensure what we learn can be used by others will be determined by continued support of HPS and our school administrators. When we learn to make Helena a better, more unified place, then others will follow suit. As stated before, we are an inclusive place. . . we can be better.
There should be a strong future for Unified PE in years to come. I believe this class will be successful and attract, in the future, high character students to continue the process of Living Unified.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Madd Gear Metro Cruise 250 Scooter | Amazon | $100.00 | 30 | $0.00 | $3,000.00 |
| $0.00 |
Total Budget: $3,000.00
Many students in elementary students return to school with underdeveloped reading skills. As a school we are always searching for new innovative, engaging ways to develop reading skills while having fun. Words with Friends is a great game that is engaging and fun for all peers. We wanted to take the concept of the game Words with Friends and apply it to the activities our students do with their class buddies. We wanted to purchase word work boards to help create a love of learning new words while applying their knowledge of age-appropriate phonics.
This project will allow teaching and learning to happen not only from teachers but through peers. Often students can learn more through their peers and apply their skills in a game format. Students will then be able to apply their foundational reading skills in a kinesthetic word work board and build more words as their knowledge increases. The skills built within the word work boards include Cross-grade level activities have proven benefits in fostering mentorship, increasing student engagement, and reinforcing core academic skills through peer teaching. By using letter tiles, students from different grade levels can engage in interactive ways, with hands on literacy tasks that promote collaboration and deeper understanding of word construction and phonemic awareness. The work will also increase vocabulary and word usage as the classmates share ideas with one another. The ideas can then be shared in writing samples completed at various grade levels.
The Words with Friends project is a way for every grade to use the game concept of sharing ideas and foundational reading skills to make words together. Letter tiles are a versatile, reuseable resource that can support a wide range of literacy skills including phonemic awareness (blending, segmenting, substituting sounds), word building and decoding, spelling and word pattern recognition, vocabulary expansion, and cooperative learning and communication skills.
Classrooms can get together and have upper and lower grades work together to help develop reading skills within individual words. As the words are created and developed students get to be both the teacher and the student as their skills grow. Students will then get to take their words that they acquire an apply them into their daily writing and collaborated writing projects. Students always have the deepest sense of pride when knowledge and skills are shared. They love helping one another grow in their skills. The funds will help purchase word work mats that allow for kinesthetic movement of letters to create a variety of words from small CVC words to larger multisyllabic words for the upper elementary. Once funds have arrived mats can be purchased immediately and be implemented into the already established classrooms and their collaboration of upper and lower classrooms.
Future plans can be to take the words created and make a dictionary of words to be used as a resource for future writing projects completed in class. The writing of each child will grow as their vocabulary increases with each word mastered. This will be a resource all students will benefit from.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Word Tile Folders | Vowel Valley | $126.00 | 39 | $0.00 | $4,914.00 |
Total Budget: $4,914.00
This grant will fund a care corner for students to be able to access materials that they may need to make their learning easier. Students need their most basic needs met prior to being able to access the learning opportunities offered in a school setting. Some of those needs are as basic as food in the form of snacks, clothing, hairbrushes, and beyond. Other types of tools students may need are more along the self awareness such as sensory tools to help regulate emotions. This corner will provide these materials so that students can access as needed.
1. Introduction:
This grant will purchase items that will be available to students as they are needed. The goal is to teach students that there are ways and tools that they can access to meet their needs. They can learn to advocate for themselves in a safe setting so that they feel their best and can spend their time at school learning and feeling confident. A teacher in kinder and in first will build a care corner for the students in the area. Other students beyond the grade levels identified will have access to the items as well.
The items will range from the most basic items such as food for snacks beyond crackers. Items that will fill a hungry child’s stomach such as gogurt, fruit, jerkey, etc. to hair brushes and hair accessories so that their hair can be combed. We’d like to purchase sweats, extra socks and underwear along with some croc type shoes for days when they have accidents and don’t have extra clothes to change into. Beyond physical needs we’d like to build an area to support sensory needs when students are feeling anxious and overwhelmed. Examples of those are weighted stuffed animals, noise cancelling headphones, timers, mints/gum, and breathing timers. We’d like to buy ice trays and ice packs for students to use when hurt or to change the input they have. These items will be stored in cabinets and small refrigerators so that they are readily available to students as they need them without having to go to the office or request tools from specialists in the district. An extra halloween costumes, some valentine cards, and birthday treats will also be available for students who do not have the ability to purchase for themselves. Items that have a long shelf life but so that the student can choose what they need.
2. Project Need:
2.1 As many schools are seeing more and more kids coming to school without very basic things that would make their school experiences easier. As educators we know that students need to feel safe and secure before they are able to focus on learning. There are simple items that we can collect to allow children to feel safe and secure in school. When children come to school hungry or late without having the chance to comb their hair they can have a more challenging time to learn. While there are many opportunities beyond the school or organizations within the community to help families I’d like to build an area where my students can learn to advocate for themselves and how to access the things they need. For example, a student who is hungry may need more than my goldfish for a snack. A gogurt with protein and an apple might actually fill their stomach in a way that they can focus beyond food. A child who’s adult or sibling wasn’t available to help comb hair before school can learn where brushes and hair ties are. A student who becomes overwhelmed or is nervous can access tools to help teach them how to self regulate. As students learn what they need to feel good can eventually be transferred beyond the classroom and school environment to skills and tools that can support them in life.
2.2 Purpose of the Project:
The purpose of this project is to create a care corner for students who may need supplies and tools beyond classroom tools such as crayons and notebooks. The goal is that students learn that the materials are available to them and that they learn to self advocate for what they need while learning that the adults in the school can help them. The bigger goal is to help students feel secure so that basic needs aren’t what they are focusing on and that they can settle down and work on learning. These goals align with our ultimate goal of building independent learners. 5 and 6 year olds are very aware of when they’re hungry. They know when their classmates have someone available to comb their hair. Many of our students come in lacking skills to help themselves calm down or feel settled. They can learn to help themselves and ways to access tools to support them as humans which transfers into their ability to learn.
3.1 Project Description:
The first thing that will happen is to create the corner. A cabinet and small refrigerator will be used for the materials. Once materials are purchased there will be different ways to teach children how to access them.
Basic needs: This shelf in the care corner is designated for items that students need to meet their basic needs. For exampe baskets will be used to store clothing, underwear, etc. shoes, hair care, toothbrushes, wipes, and snacks. For this students will need adult support to know what is their. These items will be privately taught to students who may need them. The teaching will be done in a respectful way so that students know it’s available to them. Social stories will also be purchased to show students how to ask for what they need in an appropriate way.
Emotional Needs: This shelf will be used for students who need support helping themselves when they are feeling anxious, worried, or need support regulating their bodies. Items on this shelf will be taught as needed for students who demonstrate need for it. It will also have a simple check-out procedure so that students learn the value of borrowing and returning. Social stories will also be used with these materials to help students understand how to use the materials. Items on this shelf will range from timers – both sand and visual, fidgets, weighted animals, weighted lap blankets, noise cancelling headphones, gum, hard candy, different textured items, and a small toy grocery cart that can be loaded to allow students to push and pull. Along with these sensory items, there will be visuals of how a student may be feeling that they can use to help adults help them. The materials that students may access for sensory needs also will need to have the district parent permission form so that families are aware that the child is using them.
Ouch: We know that beyond emotional and basic needs, there are times that students need something to make ththat em feel better. It could be from tripping on the playground to just not feeling their best. It’s amazing what a drink of water and an ice pack can do to show kids that we hear them. This shelf will have some disposable cups as well as reusable ice packs. There is also some new research on how cold items such as ice packs or frozen juice cubes can support a student when they’re upset or feeling out of control.
Special Occasions: This shelf will have an extra Halloween costume, extra pajamas, Valentine’s and shelf stable birthday treats. These are back-up items for students when they don’t have a costume or their adult didn’t realize it was a pajama day. Most students are able to bring birthday treats, but for those that can’t it’s an easy way for them to be able to celebrate with their classmates.
Each shelf will take time to build and time to teach how to use. While the ultimate goal is to self advocate it will take time to teach that skill. Along with being able to access the tools they need, there will also need to be time to teach them how to use them appropriately and how to return them to the same place so that they are available in the future.
This project will be integrated into the curriculum through stories and discussion. We spend a lot of time talking about how fair is getting what we need and not what we want. We also read a lot of books that show different types of students and different needs that they may have. Along with reading picture books, social stories are used in a way to teach very simple skills to students. All of these materials naturally weave within the different social studies, self help, and Second Step lessons that are being taught.
3.2 Budget – see attached
3.3 Availability of other Funding:
-In October I will be presenting to my school’s parent organization requesting that they support this grant by helping with the food. My focus is on filling them up and with that comes a need beyond crackers. Items that I will be requesting are gogurts, string cheese, jerkey, and easy fruits for kids. This ask will be in the form of a monthly commitment to purchase and replenish supplies.
– Last school year I asked friends to donate hats, gloves, and snowpants that we could keep in our area so that students had access to the clothing that they would need to be warm outside if theirs was lost or if they weren’t sent to school with. I was able to create a pretty simple check-out system for kids to access them and had a lot of success with it.
-This summer a former student’s mom was getting ready to donate pants and I asked if I could have them. Kids need to change their clothes for a lot of reasons and having them near the classrooms so that kids can change in a private and respectful way helps everyone feel better.
-Amazon wishlist – as items are depleted or new needs arrive, I keep an amazon wishilist built that famliy and friends have access to in a way to support this project.
-The biggest need is the initial creation of it.
4. Relevance to Great Ideas Goals:
In a normal school day there can be anywhere from 1-5 kids who could access these materials. I teach 5 and 6 year old students. When they have accidents I usually send them to the nurse or if they need an ice pack they go to the office. That’s a big walk in wet pants when I can just as easily help them grab them and change in the bathroom. A reusable ice pack is faster to grab rather than spending time waiting to get them from someone else. Often 5-6 year olds are dependent on the adults to help them. That’s a great thing for kids who have adults who are able to do those things. The reality is however, that many adults are doing everything they can and sometimes they aren’t in a place whether it’s emotional or financially to do these things. This will allow students the ability to say, I didn’t get to comb my hair. I’d like to do that. Or, I’m having a hard time settling down and the breathing timer helps me. I already hear it’s to loud in here, I’d like some headphones so that I can work. The tools are available and students have fast and easy access to them.
5. Evaluation, Dissemination, and Future Plans:
I will be able to tell if this project is effective by if students are able to use the materials. I will know if they are learning better because their little tummy’s are full. I will see them taking time to make themselves feel good whether it’s through something to help their physical appearance like their hair or something to help them feel better internally such as a headphones. While I won’t be able to measure it’s success formally, there will be no doubt that that it’s worth it if students are using it.
Many students can benefit from this type of closet. If awarded the grant, I will share with colleagues so that they area aware of the materials and how to access them.
As I find what students use and what will need to be replenished I will be able to restock through donations whether it’s an email out to families, an amazon wish list, or visiting with my local parent group. My hope is this will be something that all students can access.
| Budget Item | Vendor | Unit Cost | Quantity | Shipping Cost | Total |
|---|---|---|---|---|---|
| Neenah white cardstock (for printing social stories) | Amazon | $16.99 | 1 | $0.00 | $16.99 |
| Binding Machine for Planner (for social stories) | Amazon | $26.99 | 1 | $0.00 | $26.99 |
| Kids Clogs size 13 | Amazon | $13.99 | 1 | $0.00 | $13.99 |
| Kids Clogs – 12-12.5 | Amazon | $13.99 | 1 | $0.00 | $13.99 |
| Kids Clogs – 11-11.5 | Amazon | $13.99 | 1 | $1.00 | $14.99 |
| 12 Pack Chair Bands | Amazon | $26.99 | 1 | $0.00 | $26.99 |
| Color Monster Plush – Social emotional skill | Amazon | $19.99 | 1 | $0.00 | $19.99 |
| Metal Storage Cabinet | Amazon | $99.99 | 2 | $0.00 | $199.98 |
| The Color Monster Book | Amazon | $13.47 | 1 | $0.00 | $13.47 |
| Mindfulness Breathing Buddy | Amazon | $22.99 | 1 | $0.00 | $22.99 |
| Breathing Pal – Kyle Mindfulness Light | Amazon | $21.89 | 1 | $0.00 | $21.89 |
| Storage Basket | Amazon | $36.99 | 2 | $73.98 | |
| Hand2Mind Express Your Feelings | Amazon | $19.99 | 1 | $19.99 | |
| Super Hero Costume – Back-up Halloween Costume | Amazon | $13.99 | 1 | $0.00 | $13.99 |
| Ice Cube Tray with Lid and Bin | Amazon | $7.99 | 1 | $0.00 | $7.99 |
| 6 piece Noise Cancelling Headphones | Amazon | $42.99 | 1 | $42.99 | |
| Mr. Sandman Weighted Lap Blanket | Amazon | $21.99 | 1 | $21.99 | |
| Hug smiling Weighted Lap Pad | Amazon | $24.99 | 1 | $24.99 | |
| Weighted Hippo Animal | Amazon | $18.99 | 1 | $18.99 | |
| Weighted Sloth | Amazon | $27.89 | 1 | $27.89 | |
| Boys tagless underwear | Amazon | $19.99 | 2 | $39.98 | |
| 2.4 Cu. Ft. Mini Fridge | Amazon | $149.99 | 1 | $0.00 | $149.99 |
| 500 Paper Cups | Amazon | $22.99 | 1 | $22.99 | |
| Boo Boo Ice Packs | Amazon | $8.99 | 1 | $0.00 | $8.99 |
| Small Ice Packs | Amazon | $15.99 | 1 | $0.00 | $15.99 |
| Small Ice Packs | Amazon | $8.99 | 1 | $0.00 | $8.99 |
| Amazon Basics Washcloths | Amazon | $17.95 | 1 | $0.00 | $17.95 |
| 100 Pack of disposable toothbrushes | Amazon | $36.69 | 1 | $0.00 | $36.69 |
| Kitsch | Amazon | $6.99 | 1 | $0.00 | $6.99 |
| Extra Large Hand Mirroor | Amazon | $5.99 | 1 | $0.00 | $5.99 |
| Goody Ouchless Pony Hair Ties | Amazon | $3.78 | 1 | $0.00 | $3.78 |
| Hair Ties for Thick Hair | Amazon | $9.99 | 2 | $0.00 | $19.98 |
| 56 pcs. mini wet hair brush | Amazon | $26.59 | 1 | $0.00 | $26.59 |
| 4 pack of boys sweats | Amazon | $31.99 | 2 | $0.00 | $63.98 |
| Hanes Durable ankle socks | Amazon | $8.79 | 4 | $0.00 | $35.16 |
| Girls Underwear | Amazon | $18.00 | 2 | $0.00 | $36.00 |
| Digital Timer | Amazon | $19.99 | 1 | $0.00 | $19.99 |
| Visual Timer — Dinosaur | Amazon | $16.74 | 1 | $0.00 | $16.74 |
| Sand Timer | Amazon | $20.99 | 1 | $0.00 | $20.99 |
| Fidget poppers | Amazon | $9.99 | 1 | $0.00 | $9.99 |
| Textured Sensory Stickers | Amazon | $7.99 | 1 | $0.00 | $7.99 |
| Silicone Sensory Sticks | Amazon | $9.99 | 1 | $0.00 | $9.99 |
| Teenie Needoh Fidget | Amazon | $7.05 | 2 | $0.00 | $14.10 |
| $0.00 |
Total Budget: $1,244.89