Building Brain Bridges

Cycle: Q4 – 2025-2026

• Applicant Name: Elyse Ramirez
• School: Smith Elementary (5th)
• Email: [email protected]
• Cell Phone: 4064653286
• Work Phone: 4063241535

• Funds Requested: 96.91
• Number of Students Served: 30
• Number of Schools Served: 1
• Grade Levels to be Served: It won’t let me do a “+” above in both number of students served. I hope to be able to bring my initiative to more than just my class!

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will fund the purchase of “Bilateral Coordination Activity Mats”. These mats are proven to help focus, visual scanning, attention to detail, bilateral coordination, motor planning, right/left discrimination, cognitive flexibility, following directions, and help strengthen neurological pathways. “Crossing the midline” exercises like these improve communication between the brain’s hemispheres, boosting learning and processing speed. All skills that will help 5th graders not only be more engaged in their learning, but be excited to strengthen their brains! We plan to be “big buddies” with other classes next year and share our mats with our school at large too.

Briefly describe your project and how you would use the funds (include project timeline):

Building Brain Bridges will allow students to engage in daily bilateral brain coordination activities through these special mats. My plan is to begin rolling this routine out at the beginning of our day for 5-10 minutes and after our lunch break for 5-10 minutes as a way to reset and “get the brain ready to learn”. I plan to utilize these practices in addition to the mindfulness and SEL work we are already doing in 5th grade (and KinderSprouts too!) to tap into the explicit bilateral coordination. It will serve as a coveted addition in the “keep our kids engaged!” movement that seems to get more and more teacher brain power and ingenuity with each passing year… I have been on a dedicated hunt to infuse my classroom routines and culture with everything I can to ensure my students build their self-efficacy and positive self-perception. These mats will allow my students to experience and build their “brain bridges” for themselves, but also in their teaching and sharing with other classes at our school through being “big buddies” for other students in our building they will help others build “brain bridges” as well. I will be able to do this with my current class in Trimester 3, but also begin next year with it and utilize them the entire year with our whole school!

How will the project improve student experience/opportunities?

Studying research on neuro art and strengthening bilateral coordination, it’s proven to lower the burden and cost of chronic and degenerative diseases, mental health challenges, addiction, and trauma. Being my 11th year working with elementary schoolers, I’ve witnessed the shift in student’s attention and self-efficacy over their learning. The activities this project provides are typically promoted for students with ADHD, but studies show the positive affect these exercises can have for all. If I can infuse our day with fun exercises that strengthen their neurological pathways and help build the “bridges in their brain” all the while keeping them engaged, I know I will be helping our students not only for their time in our school system, but for their life beyond!

Total Budget: $123.91

Let’s Get That on Record(er)

Cycle: Q4 – 2025-2026

• Applicant Name: Sarah Dramstad
• School: Four Georgians (Music, PK-5)
• Email: [email protected]
• Cell Phone: 406-465-1882
• Work Phone: 406-324-1300

• Funds Requested: 466.18
• Number of Students Served: 85
• Number of Schools Served: 1
• Grade Levels to be Served: 4th

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will purchase new recorders so that my 4th graders can use matching, high-quality recorders that will play in tune with each other. With these recorders as a tool, we will explore new ways of making music and improve our music literacy skills. My school currently has enough good-quality recorders for my fifth graders, but not for my fourth graders. This project would update our recorders so that fourth graders can also experience the diverse and enjoyable learning experiences offered by playing the recorder.

Briefly describe your project and how you would use the funds (include project timeline):

If awarded, I would use the funds to purchase 85 Yamaha soprano recorders, which is enough for my large group of 4th graders. I will also purchase one bottle of sanitizing spray, which I would use to clean mouthpieces whenever we get to the different sizes of recorders (sopranino, alto, or tenor), which are non-standard instruments and would be shared rather than assigned to an individual student. If I received these instruments with enough time remaining, I would start my 4th graders on them this year. If the instruments didn’t come until the very end of the year, I would rest easy knowing I have enough instruments for next year’s groups of 4th and 5th graders.

How will the project improve student experience/opportunities?

When you talk to an adult about the recorder, they might visibly cringe or joke about how their school time would have been better spent learning to file their taxes. Those grownups have not learned how to play recorder with me!

In my opinion and experience, the recorder is a flexible, accessible instrument that offers both creative and cognitive challenges for students and is well-suited for upper elementary students to play. Playing the recorder requires the kinesthetic coordination of breath, tongue, and fingers. The recorder also supports notation literacy by being an instrument that kids can hold and play without looking at it, allowing their eyes to look at and decode melodic notation. (Xylophones, on the other hand, require the player to look at which bar they are hitting, so melodic notation is less accessible on xylophones.)

I approach recorder with the same creative, student-centered approach I aim for in the rest of my teaching, so students will be improvising, playing questions and answers with each other, and using student-selected pop music to serve as backing tracks as we start to learn different notes.

Recorder also serves the wonderful purpose of giving my 4th and 5th graders a bit of experience playing a woodwind instrument, which is helpful scaffolding for kids who end up joining band in middle school. The fingering system used on the recorder is remarkably similar to the finger systems of the flute, clarinet, and saxophone, which is something that I remembered being delighted by when I was a beginning saxophonist.

Total Budget: $466.18

End of the Year ABC Countdown

Cycle: Q4 – 2025-2026

• Applicant Name: Holly Westerberg
• School: Jim Darcy (Kindergarten)
• Email: [email protected]
• Cell Phone: 406-788-2797
• Work Phone: 406-324-1410

• Funds Requested: 363.80
• Number of Students Served: 18
• Number of Schools Served: 1
• Grade Levels to be Served: Kindergarten

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will fund the purchase of materials needed for an engaging, successful ABC countdown to finish kindergarten. Each day up until the last day of kindergarten is a different letter that comes with an activity and or theme. For example B for bubble day, C for camping day, Y for wear yellow day. We start 26 school days before the last day of school. It’s a fun, memorable way to end their first year of elementary school.

Briefly describe your project and how you would use the funds (include project timeline):

This funding will support the purchase of materials and classroom resources tied to specific letter themes. For example, during Camping Day (C), funds will be used to purchase decorations, a camping backdrop, dramatic play materials and books to support storytelling, collaborative play and vocabulary. On Hawaiian Day (H), materials such as leis, and cultural books will introduce students to new traditions while supporting listening and speaking skills. Q Wedding will include dress-up clothing and props that encourage imaginative play, sequencing, and oral language as students role-play events. During Glow Day (G), fluorescent materials, and hands-on activities will provide a unique sensory experience that increases engagement and reinforces concept recognition. Disney Day (D) will incorporate familiar characters through books, storytelling and themed centers to motivate reluctant learners and strengthen comprehension and narrative skills.
ABC countdown starts 26 days before the last day of school to allow us one day for each letter in the alphabet. Some days are more simple such as Y for wear yellow where some days are more themed are require more prep and materials. Overall, the ABC Countdown creates a rich inclusive learning environment where all students can actively participate, make meaningful connections, and end the school year with confidence and enthusiasm.

How will the project improve student experience/opportunities?

The ABC Countdown project significantly enriches student experiences by providing interactive, hands-on, and imaginative learning opportunities that go beyond traditional classroom instruction. Each themed day, such as Camping Day, Hawaiian Day, QU Wedding, Glow Day and Disney Day, immerses students in a playful yet educational environment where they actively explore new concepts, practice critical thinking, and engage in collaborative problem-solving. These experiences foster curiosity and creativity by allowing students to experiment and explore ideas in low-stakes, joyful setting. This project will improve student learning by increasing engagement, supporting diverse learning styles, and reinforcing foundational academic skills in an exciting, memorable way. Students will develop stronger language skills through discussion and role-play, improve fine motor and problem-solving abilities through hands-on tasks, and build social-emotional skills through cooperative play. Additionally, the ABC Countdown fosters a positive classroom community and encourages a love of learning as students celebrate their growth throughout the year.

Total Budget: $418.16

Learning Through Play

Cycle: Q4 – 2025-2026

• Applicant Name: Madisen Burton
• School: Four Georgians Elementary (First Grade)
• Email: [email protected]
• Cell Phone: 4062022408
• Work Phone: 4063241318

• Funds Requested: 500
• Number of Students Served: 21
• Number of Schools Served: 1
• Grade Levels to be Served: First

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will provide toys and games designed to support social-emotional learning (SEL) through purposeful play. Funds will be used to purchase items such as a play register, Play-Doh, Magna-Tiles, sensory boxes, a food bin, train set, Hot Wheels with track, and a variety of board games. These materials will be used in structured and unstructured play to help students build skills in cooperation, self-regulation, communication, and problem-solving. By integrating SEL-focused play into daily routines, this project will create a supportive classroom environment that strengthens relationships and improves student engagement and readiness to learn.

Briefly describe your project and how you would use the funds (include project timeline):

This project focuses on strengthening students’ social-emotional skills through structured and play-based learning experiences. Funds will be used to purchase a variety of SEL-focused toys and games, including a play register, Uno, Play-Doh, Magna-Tiles, sensory boxes, a food bin, train set, Hot Wheels with track, and additional board games. These materials will be incorporated into daily classroom routines, including morning tubs, center time, and small group instruction, to provide consistent opportunities for students to practice collaboration, self-regulation, and communication.

Timeline:
    •    Month 1: Purchase, organize, and introduce materials with clear expectations and modeling of SEL skills
    •    Month 2: Integrate materials into daily classroom centers and guided activities
    •    Ongoing: Use materials regularly to reinforce SEL skills through play and peer interaction
    •    End of term: Reflect on student growth in engagement, behavior, and social skills to assess impact

How will the project improve student experience/opportunities?

This project will enhance student experience by providing intentional opportunities for social-emotional learning (SEL) through play. Using games and hands-on materials, students will practice essential skills such as turn-taking, cooperation, emotional regulation, communication, and problem-solving in a natural and engaging way. Items like card and board games will support peer interaction and patience, while sensory materials and Play-Doh will help students develop self-regulation strategies. Dramatic play items, such as a register and food bin, will encourage role-playing and social connection. These opportunities will create a more inclusive classroom where all students can build relationships, feel supported, and develop the skills needed for success in school and beyond.

Total Budget: $496.68

Planting the Seeds of Reading

Cycle: Q4 – 2025-2026

• Applicant Name: Angela Jones
• School: Kessler Elementary (KinderSprouts)
• Email: [email protected]
• Cell Phone: 2082215826
• Work Phone:

• Funds Requested: 500
• Number of Students Served: 18
• Number of Schools Served: 1
• Grade Levels to be Served: KinderSprouts

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will fund my classroom library for my new KinderSprouts classroom! Moving from second grade to Sprouts, I lack an age-appropriate classroom library. I’m hoping to develop a new classroom library that will foster a love of reading in my students!

Briefly describe your project and how you would use the funds (include project timeline):

My project timeline starts as soon as I *hopefully receive the grant! I will order new library books through online platforms such as Scholastic. Scholastic, along with other retailers such as Kohl’s, sell plush animals that correspond with certain books. For example, the story, The Day the Crayons Quit, have plush crayons that go along with the story. By displaying the books and the plush characters, my students will be more eager to read the books. I will use the funds throughout the summer to have my classroom library ready to go by back-to-school time in the fall!

How will the project improve student experience/opportunities?

This project will enhance both the experiences and opportunities available to my students by creating a rich, engaging, and developmentally appropriate literacy environment. By adding age-appropriate books and interactive plush book characters, my students will have access to stories that will spark imagination, build vocabulary, and support early language development.

At the preschool level, hands-on and play-based learning is essential. With the plush book characters, it will bring stories to life, engaging my students in imaginative play. This project will also expand opportunities for my students by increasing their access to a diverse range of books that reflect different cultures, backgrounds, and experiences.

Ultimately, this grant will support a classroom library that supports school readiness by building foundational literacy skills. I hope it fosters a lifelong love of reading by making books accessible and engaging for my students.

Total Budget: $506.53

Brainwork with Vertical Learning

Cycle: Q4 – 2025-2026

• Applicant Name: Mary Robertson
• School: Jim Darcy Elementary (2nd Grade)
• Email: [email protected]
• Cell Phone: 406-465-2306
• Work Phone: 406-324-1429

• Funds Requested: 348.94
• Number of Students Served: 20
• Number of Schools Served: 1
• Grade Levels to be Served: 2nd grade

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will fund the purchase of two-sided dry erase board easels, markers, and erasers. Students will have the ability to solve two- and three- digit equations using both place value strategies and vertical form while giving them the necessary movement they need during focused math instruction. It will also provide opportunities for partner learning, as well as a means for the instructor to “see” their brains in action.

Briefly describe your project and how you would use the funds (include project timeline):

Beginning in November of the school year, students are introduced to many strategies to solve two-digit addition and subtraction equations and word problems. They are given several practice problems for each lesson. Rather than having students work through each problem in their workbooks, students will work with a partner at a white board easel to solve the equations and word problems. The instructor will be able to circulate and offer guidance as needed. This will continue throughout the year as our math curriculum moves into more complex equations involving three-digit numbers. Students will be taught proper turn-taking and other necessary parts of the process so that working together becomes second nature. Having enough whiteboards, markers, and erasers for the entire class to participate will benefit everyone- students and the teacher. Instead of waiting for a turn, everyone will be involved.

How will the project improve student experience/opportunities?

This project will improve student engagement in several ways. Many students become easily distracted when given tasks that require a great deal of focus and detail. Simply standing to do the work is one way to offer the kinesthetics to those students who need to move while they think. Because I will be able to easily scan the classroom and see the work, correction and explanations are more readily shared with students. They also happen as the work is being done, instead of after the work is handed in. Working in collaboration with a peer is often positive in that it takes the “two heads are better than one” adage to a real-life outcome. Students will be given the opportunity to “talk math” during this time as well. Vertical learning in math also creates accountability for students and has been shown to deepen learning through student engagement. Active learners retain more information than static ones.

Total Budget: $348.94

Read, Reflect, Regulate

Cycle: Q4 – 2025-2026

• Applicant Name: Joice Franzen
• School: Bryant (Library/PK-5)
• Email: [email protected]
• Cell Phone: 406.438.5685
• Work Phone: 406.324.1220

• Funds Requested: 500
• Number of Students Served: 280
• Number of Schools Served: 1
• Grade Levels to be Served: PK-5

• Principal/ Support Service Signatures: Download

Summary Grant Description

Imagine a small group of students leaning in over colorful new picture books, sharing thoughts, reflecting on emotions, and learning to navigate feelings together. This grant would make that scene possible by purchasing thoughtfully selected social-emotional learning (SEL) books to support small-group instruction across all levels. Children pause to name emotions, discuss choices, and explore fairness and empathy, guided by staff. Relatable characters and real-life scenarios make abstract skills tangible, turning each story into both a conversation starter and a practice space. Through these story-driven interactions, students build self-awareness, perspective-taking, and emotional regulation, laying the foundation for lifelong social-emotional growth.

Briefly describe your project and how you would use the funds (include project timeline):

Funds will be used to purchase a diverse collection of social-emotional learning (SEL) picture books from Montana Book Company, a local vendor. These books will serve as a special enhancement to our school’s developing SEL small-group instruction by adding engaging, story-based resources that deepen discussion, reflection, and skill practice. Rather than replacing existing supports, this project will expand what staff can offer by providing thoughtfully selected texts aligned to specific SEL tiers and topics.

The collection will be organized to support instruction across all SEL levels, from early emotional literacy in primary grades to ethical thinking and leadership in upper elementary. Books will be selected to address a range of topics including emotional regulation, perspective-taking, relationship skills, fairness, and self-advocacy. This will allow staff to easily match materials to the focus of each small group and provide developmentally appropriate resources across grade levels.

The collection will be developed and launched in time for next school year: books will be purchased this spring, reviewed and organized over the summer, and made available to staff and students at the start of the next school year. Once in place, the collection will be accessible for use in targeted SEL small groups throughout the year. Because the books will be added to the library, they can also extend learning beyond the group setting by giving students opportunities to revisit stories independently and share ideas with families.

By creating a curated, flexible SEL collection, this project will provide a lasting resource that enhances small-group instruction and supports students’ social-emotional growth in meaningful, engaging ways.

How will the project improve student experience/opportunities?

In small groups, students gather around thoughtfully selected new stories that mirror common childhood experiences, watching characters navigate feelings, choices, and relationships. These grant-funded books will add a rich, engaging layer to our school’s growing SEL small-group work, giving staff meaningful tools to spark discussion, reflection, and skill-building. By focusing first on a character’s experience, students can explore familiar challenges in a safe, shared way—without feeling singled out or put on the spot. Students pause, share, and practice strategies together, guided by staff. Just as students receive targeted support in reading or math, these SEL groups provide structured opportunities to practice self-awareness, emotional regulation, empathy, perspective-taking, and leadership.

Younger students explore basic emotions, strategies to calm themselves, and recover from mistakes, while older students consider fairness, navigate social interactions, and reflect on ethical choices. Through dialogue, role-play, and reflection, students develop tools to understand themselves, recognize others’ perspectives, and engage thoughtfully with their peers.

By adding these books to the library, the learning can extend beyond the small group itself. Students can revisit stories independently, share them with classmates, and even bring ideas and lessons home to their families. Every page read, every conversation sparked, and every reflection shared helps students grow their emotional skills in a tangible, memorable way.

Total Budget: $500.00

Oral Language Support for K-5 Students

Cycle: Q4 – 2025-2026

• Applicant Name: Ali Pfund
• School: Warren (ELA/K-5)
• Email: [email protected]
• Cell Phone: (253)229-1930
• Work Phone: 406-324-1613

• Funds Requested: 459.00
• Number of Students Served: 60
• Number of Schools Served: 1
• Grade Levels to be Served: K-5

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will be used to purchase Story Champs, an evidence-based supplemental language and literacy intervention program designed to improve students’ narrative skills, comprehension, and expressive language abilities.

Briefly describe your project and how you would use the funds (include project timeline):

The Story Champs program will be implemented next school year with students who need ELA support for reading comprehension, vocabulary, and other foundational skills necessary for comprehension. Once the funds are acquired, the team will complete the required training and begin implementation during the 2026–2027 school year.

How will the project improve student experience/opportunities?

The Story Champs intervention program will improve student experience and opportunities by bolstering Tier 2 and Tier 3 speaking and listening skills. This is an evidence-based oral language program targeting story comprehension, vocabulary, and syntax. The program is designed to improve reading comprehension and explicit language instruction by targeting oral language which is fundamental for all ELA instruction. This will be utilized by the special education teacher, speech-language pathologist, and potentially support staff to support students who struggle with spoken language and listening comprehension.

Total Budget: $459.00

Buds & Buddies Gardening Grant

Cycle: Q4 – 2025-2026

• Applicant Name: Severena/Mikayla Samuelson/Nickol
• School: Four Georgians (3rd/1st)
• Email: [email protected]
• Cell Phone: 4063241307
• Work Phone:

• Funds Requested: 500
• Number of Students Served: 50
• Number of Schools Served: 1
• Grade Levels to be Served: First and Third

• Principal/ Support Service Signatures: Download

Summary Grant Description

Project funds will be used to purchase reusable cedar plant boxes, flower bulbs, vegetable seeds, reusable shovels, and gardening soil. This project aligns seamlessly with a curriculum-based learning module focused on community partnerships and a farm-to-table experience. Students will engage in hands-on learning that supports understanding of plant life cycles, sustainability, and food systems. Through this project, students will explore how plants grow, adapt, and survive during winter months. Although Montana has a shorter growing season, many plants go dormant rather than die, allowing students to observe seasonal changes and resilience in agriculture year-round.

Briefly describe your project and how you would use the funds (include project timeline):

Between October 2026 and June 2027, the project will guide students through seasonal planting and observation aligned with Montana’s short growing season. In October 2026, students will plant tulip bulbs and garlic in reusable cedar boxes before the ground freezes, adding mulch to protect the soil and learning about plant dormancy. Radishes, spinach, and lettuce may be started indoors or discussed through planning activities. From November through February, students will focus on winter dormancy concepts as plants rest underground, using journals, models, and lessons on life cycles and soil health. In March 2027, students will prepare soil and begin indoor seed starting for lettuce and spinach while observing early garlic growth. April will bring outdoor planting of lettuce, spinach, and direct-sown radishes. In May, potatoes will be planted after the last frost, with ongoing care and data collection. By June 2027, students will harvest early crops, observe garlic development, and reflect on farm-to-table learning and community connections.

How will the project improve student experience/opportunities?

This gardening project will significantly enhance learning experiences for first- and third-grade students by providing hands-on, real-world connections to the classroom curriculum. Many students have limited or no exposure to growing their own plants or flowers, and this project offers a meaningful opportunity to build that understanding from the ground up. By planting and caring for bulbs, vegetables, and soil, students actively engage in science concepts such as plant life cycles, seasonal changes, and the needs of living things in a way that is developmentally appropriate and memorable.

For first graders, the project supports curiosity and foundational observation skills. Young learners will practice following steps, making predictions, and describing changes they see over time. For third graders, the project deepens learning through journaling, comparing plant growth, and connecting plant development to environmental conditions, especially Montana’s shorter growing season. The farm-to-table component helps students understand where food comes from, encouraging healthier eating habits and stronger community connections.

Beyond academic learning, this project fosters independence, responsibility, and confidence. Students take ownership of their plants, which encourages pride in their work and motivates them to explore gardening outside of school with family members. The seasonal nature of the project also teaches patience and resilience, as students learn that growth does not always happen immediately. Overall, this project creates an engaging, inclusive learning experience that supports curiosity, exploration, and lifelong learning for both first- and third-grade students.

Total Budget: $500.00

Building Wellness and Goal-Setting Through the Don’t Fence Me In 5K

Cycle: Q4 – 2025-2026

• Applicant Name: Brooke Kupcho
• School: PAL (9-12)
• Email: [email protected]
• Cell Phone: 7018705485
• Work Phone: 4063241650

• Funds Requested: 500
• Number of Students Served: 12
• Number of Schools Served: 1
• Grade Levels to be Served: 9-12

• Principal/ Support Service Signatures: Download

Summary Grant Description

I am requesting funds to purchase 7 Fitbit Inspire 3 devices for students in our Don’t Fence Me In 2-block class. Students will train during the school day to run the DFMI 5K, building endurance and confidence. Fitbits will allow students to track steps, distance, and heart rate, helping them set goals and see progress in real time. This promotes accountability, motivation, and improved mental health. Students in this class can participate in the race for free thanks to the Prickly Pear Land Trust, removing financial barriers.

Briefly describe your project and how you would use the funds (include project timeline):

We will use these Fitbits starting from block 10 and continuing through the end of the year for the DFMI class. These Fitbits will be utilized year-round, as many teachers offer activities such as rock climbing, yoga, Pilates, HIIT, hiking, and PE classes. Having a device to track heart rate and distance will enhance our discussions and provide more health-related insights into the activities our students are already engaged in!

How will the project improve student experience/opportunities?

This project will significantly improve student experience by providing both meaningful opportunities for physical growth and tools that support personal development. Students in the Don’t Fence Me In 2-block class often benefit from nontraditional, movement-based learning environments where they can build confidence through action rather than solely academics. Training for the DFMI 5K during the school day gives students a structured, supportive way to set and achieve a challenging goal.

Access to Fitbit Inspire 3 enhances this experience by making progress visible and measurable. Students will track steps, heart rate, and distance, allowing them to set individualized goals and monitor improvement over time. This data-driven approach increases motivation, builds accountability, and helps students develop lifelong skills such as goal setting, perseverance, and self-reflection. For many students, seeing tangible evidence of their growth is a powerful confidence booster.

The project also supports mental health and emotional regulation. Physical activity is a proven way to reduce stress and anxiety, and pairing movement with goal tracking helps students feel a sense of control and accomplishment. These benefits often translate into improved engagement and attendance throughout the school day.

Additionally, this project expands access to community-based opportunities. Students enrolled in the class can participate in the DFMI 5K at no cost thanks to the Prickly Pear Land Trust, removing financial barriers that might otherwise prevent participation. Completing the 5K connects students to their community and gives them a shared, celebratory experience tied to their hard work.

Overall, this project creates a more inclusive, motivating, and empowering learning environment where students can experience success, build resilience, and recognize their own potential. My goal is to write an additional grant to get a full set of 12 watches.

Total Budget: $489.65

Masters of Puppets

Cycle: Q4 – 2025-2026

• Applicant Name: Jennifer Skogley
• School: Central Elementary (K-5 Music)
• Email: [email protected]
• Cell Phone: 406-570-2849
• Work Phone: 406-324-1232

• Funds Requested: 461.77
• Number of Students Served: 415
• Number of Schools Served: 1
• Grade Levels to be Served: K-5

• Principal/ Support Service Signatures: Download

Summary Grant Description

This project will utilize finger puppets and wooden blocks for music class. The finger puppets will be used in a variety of settings for kindergarten and first grade to physically activate their learning and help them work on their fine motor skills. The blocks will be used with middle grade and older students to help them explore and compose on the xylophones. The blocks have a dual purpose: composition tool, and fine motor skill practice. This will eventually lead to better control over the mallets as students get older and experience more complicated music on the barred instruments.

Briefly describe your project and how you would use the funds (include project timeline):

The funds will be used to purchase several sets of finger puppets (close to 30 puppets in total) and blank wooden blocks. There is a plethora of animal songs to be used in kindergarten and first grade music where the puppets will make many an appearance! The puppets will also be used in the special education classes as well, where the students are even more hands on and learn best by touch. The puppets will be used year around for various songs and activities. Once the blocks have been labeled with the musical alphabet, older students will begin learning how to use them in simple composition projects. It will start as whole-group compositions, then eventually be broken down into individual students rolling the ‘dice’ to see what kind of composition rolls up. The composition blocks can be used throughout the year as students experiment with different methods of composing.

How will the project improve student experience/opportunities?

We know students learn in a variety of ways (aural, kinesthetic, etc.). Puppets are a fantastic way to help reach a wide variety of learning styles in one setting, while helping to engage even the most shy young musicians. Sometimes a student who is hesitant to participate will join in freely when there are puppets involved. The joy it brings to little faces is a true delight! Puppets also help calm students down if they are feeling particularly active or upset. The magic of puppets is endless! Not only does the addition of puppets encourage students to step out of their box, it also helps them work on some fine motor skill development. Students are having a hard time grasping smaller objects and holding on to them. What better way to work on a skill than with soft, plushy puppet? The wooden blocks will also serve a dual purpose: fine motor skill work, as well as a tool for learning how to compose. The blocks will have notes of the musical alphabet written on them, and students (mostly older) will roll the ‘dice’ to see what notes the blocks land on. Whatever pattern they roll, they can transfer to the xylophones for a beginner composition activity. This composition tool can be used for very beginners, as well as more experienced musicians as we learn how to compose throughout our years in elementary music.

Total Budget: $461.77

Small Space Fitness with TRX Resistance Training

Cycle: Q4 – 2025-2026

• Applicant Name: Christy Maharg
• School: CR Anderson Middle School (Physical Education)
• Email: [email protected]
• Cell Phone: 317-696-3024
• Work Phone: 406-324-2769

• Funds Requested: 219.92
• Number of Students Served: 912
• Number of Schools Served: 1
• Grade Levels to be Served: 6th-8th

• Principal/ Support Service Signatures: Download

Summary Grant Description

This grant will fund the purchase of four TRX Resistance Training Kits and the mounting hardware to be used in the Fitness Lab (our studio workout space) at CR Anderson Middle School. With the installation of these resistance training systems, students will be able to learn and complete hundreds of body-weight exercises. These resistance systems will give students a fun and safe way to improve their muscular strength, muscular endurance, balance, and coordination.

Briefly describe your project and how you would use the funds (include project timeline):

This grant will fund the purchase of four TRX Resistance Training Kits and the hardware required to install them in the Fitness Lab at CR Anderson Middle School. Each kit includes durable wall-mounted straps with handles that allow students to perform a wide variety of body-weight exercises for full-body resistance training. These systems support strength, balance, coordination, and core stability while accommodating students of varying fitness levels.
With grant funding, the physical education department plans to purchase the equipment before the end of the 2025–2026 school year. Installation will take place during the summer, so the equipment is ready for student use at the start of the 2026–2027 school year.
The TRX systems will replace six broken and worn stationary bikes that must be removed from the fitness lab due to safety and usability concerns. In addition to replacing outdated equipment, these training kits will provide a cost-effective, safe, and space-efficient solution that significantly expands exercise options within the lab. This upgrade will increase student engagement and allow more students to participate in meaningful, high-quality fitness activities during physical education classes.

How will the project improve student experience/opportunities?

This project will provide students at CR Anderson with a safe, engaging, and challenging way to develop muscular strength, muscular endurance, balance, and coordination. These TRX resistance bands will replace worn and broken stationary bikes that can no longer be used due to safety concerns. This equipment will expand opportunities for movement within the fitness lab while allowing students to learn and perform a wide variety of bodyweight exercises. By gaining experience with versatile exercises that require minimal equipment, students will be able to apply these skills outside of school and develop habits that support lifelong physical activity. Introducing this equipment will also increase student engagement and enhance the overall quality of physical education instruction for all students at CR Anderson.

Total Budget: $219.92

Improving Visuals for Language Learning

Cycle: Q4 – 2025-2026

• Applicant Name: Carrie Owen
• School: Helena High (Spanish)
• Email: [email protected]
• Cell Phone: 4062026889
• Work Phone:

• Funds Requested: 448.99
• Number of Students Served: 400
• Number of Schools Served: 1
• Grade Levels to be Served: 9-12

• Principal/ Support Service Signatures: Download

Summary Grant Description

This would fund the purchase of a color printer to be shared between World Languages teachers. Visuals are an integral part of language instruction and while many, many materials work well in black and white, some just beg for color. Examples to follow. In addition, the printer would be used for advertisements for community outreach and events.

Briefly describe your project and how you would use the funds (include project timeline):

With the funds, we would purchase a mid-price color printer (about $350) and a spare set of ink cartridges to last the rest of this year. All HHS World Language teachers (there are 6 of us) would be invited and welcome to use it. As a department, we would develop guidelines for usage to keep it to a level we can support with our departmental budget going forward. As soon as the funds became available, we would put this plan into action. Thank you again for all you do to support us and our students.

How will the project improve student experience/opportunities?

Imagine you are creating a food web to support speaking and writing about the interconnected nature of organisms unique to the Galapagos Islands or exploring the cultural significance of beauty pageants in Latin America, but all the materials you are given are missing the pinks, the greens, blues, and reds that bring these subjects to life. Last week, I was teaching the word for “leave” or “go out” in first year. It’s closely related to the word found on exit signs. I looked above my door an acutely wished I had a green Spanish language exit sign there. I quickly found a graphic online and printed it, but that colorless version is still sitting on the counter. It’s just not the same. Currently, in order to print such materials in color, we have to email them to the main office and wait for our wonderful but very busy secretarial colleagues to find a spare moment to print them in color. We also have the option to send them to the district printing service, but the turnaround time is long and sometimes unpredictable. If we receive this grant, after the initial purchase of the printer, we would work together to keep color printing to a level our department budget can support. However, we could use a boost with the initial investment. In addition to printing classroom materials, we would use the printer for promotional materials for our community events. For our recent public library event, our German teacher went to Staples and paid out of pocket. I appreciate your consideration of this proposal to help make the visuals in our language classes more engaging and relevant.

Total Budget: $469.00