Public School Proud Grant Winners
2022
The Sioux Falls Public Schools Education Foundation had another record-setting year for Public School Proud Grant applicants. The organization will award 54 Public School Proud Grants to 88 educators throughout the Sioux Falls School District. Through the Public School Proud Grant Program, any teacher in the district can apply for up to $10,000 to purchase materials that give students hands-on, immersive, or innovative experiences.
A list of winners up to this point can be found below.
Keep checking back as the list will be updated weekly!
May 26
Bryan Aukerman at Washington
Bryan Aukerman received $1,290 for his proposal, “A More Metacognitive Consideration of Media, Media Bias, and Valid Research Through Ad Fontes Media Bias Chart.”
With the grant, Bryan will purchase an Ad Fontes subscription and the SUMMA News Literacy Curriculum. Both will be used by students in Accelerated English II and AP Language and Composition. In the proposal, he wrote, “This site-subscription provides access to the media bias chart but also how the bias of individual articles and sources is calculated. This is the fodder for a more substantive discussion with students about how we evaluate sources in today’s glut of voices but also suggests ‘opposing viewpoints,’ so students can consider the larger discussion of any current argument. The SUMMA Curriculum is the interactive face of the Media Bias Chart, giving students current news articles and asking them to independently evaluate the presentation of the news, requiring students to become better consumers and evaluators of information.”
Allison Smith at Washington
Allison Smith was the second Public School Proud Grant winner! She will receive $1,999.96 for her grant, “Backyard Brains Toolkit.”
She will purchase two neuroscience kits. In the proposal, she wrote, “These materials can be used in the classroom setting as stations in which students work in groups through experiential and discovery learning. Students can record and analyze muscle action potentials, experiment on how manipulating variables affects these potentials, and make conclusions based on their trials. During our nervous system unit, students learn about neuron activity and how reflexes are used to manipulate muscle control. The technology in these toolkits allows students to experience and analyze the science in real time rather than through simple 2D and 3D models that are currently used. Beyond content acquisition, these toolboxes can spark student interest in a rapidly-developing and high-demand career area.”
May 16-20
Arlene Smith at Jefferson
Arlene Smith received $1,500 for her proposal, “Tiyóspaye Owáyawa – Inclusive Drum Circle.”
She will use funds to purchase a traditional Lakota drum that will be used by students in the Native American Connections Club. There are drum circles in other high schools, but this will be the first one where females are included as drummers and singers.
Jared Hulstine at Jefferson
Jared Hulstine received $1,398.30 for his proposal, “Art Gallery Display.”
In the application, he wrote, “Having a unique and dedicated area for student exhibits and art shows will offer a real-world experience for students that doesn’t exist in many school spaces. Students will learn how to prepare, curate, and install art displays and how to take care of the system for many years to follow.”
Emily Leitheiser and Cassie Blair at Jefferson
Emily Leitheiser and Cassie Blair received $1,904 for their grant, “Breakout with Knowledge.”
They will use funds to purchase 16 Breakout EDU kits for 9th grade biology students. In the application, they wrote, “The scenarios will allow students to develop critical thinking skills, problem-solving strategies, and practice teamwork. They may be used as a review tool before an assessment; to reinforce new science content; and, most importantly, as an opportunity to develop leadership skills, build strong interpersonal relationships, and see learning as fun and relatable.”
Kevin Kurtz at Jefferson
Kevin Kurtz received a $2,500 Public School Proud Grant for his proposal, “Installing a Mirror in the Music.”
In the application, he wrote, “The SFSD Music Library holds 2800 compositions. Of those, less than two percent of the compositions were written or arranged by a female composer; however, females make up 49 percent of the student body. Of those 2800 compositions, less than three percent were written or arranged by individuals of color; according to the 2021 District Demographic Report, non-white students make up 40.7 percent of the student body. The grant will be used to fill the band library with music composed by female and diverse composers to increase representation.”
Nicole Fette and Michelle Clayberg at Roosevelt
Nicole Fette and Michelle Clayberg received $1,277.66 for their proposal, “Building Skills for Success in School and Life.”
This grant will serve students in grades 9-12 who are enrolled in the Jobs for America’s Graduates (JAG) Program. They will purchase copies of the books Top 20 Teens and 7 Habits of Highly Effective Teens. In the proposal, they wrote, “The Top 20 Teens curriculum offers role-playing scenarios and anecdotal stories with activities that immerse students in real-life situations, such as job interviews, conflict resolution, and making good choices. Students referred to the JAG program are often some of the most at-risk youth in our communities. The supports embedded in JAG exhibit 40+ years of proven dropout prevention success and help change the face of the future for students and their families.”
Shaina Harris at Roosevelt
Shaina Harris received $1,411 for her proposal, “Vocational Skills Coffee Shop.”
In the application, she wrote, “Our vocational skills program is a work-skills program that teaches students with disabilities the importance of having a job. Opening a school coffee shop will offer students the opportunity to learn new skills that will be of benefit to them. We focus on everyday math, learning a job, career readiness, money management, and everything else that affects a career, such as transportation, time management, appearance and grooming, professional communication, etc. Opening a student-run coffee shop will address many teaching standards in the vocational skills curriculum and prepare our students for success when they seek employment.”
Chris Updegraff at Roosevelt
Chris Updegraff received one of our largest grants this year. He will use $6,289.90 to purchase 40 brake stations that will be used by more than 100 students in his automotive classes. In the application, he wrote, “This grant will provide the finances to purchase materials to create 40 individual brake stations: 20 for a front caliper and rotor design and 20 for brake drums and shoes. Students will learn the tasks of brake disassembly and reassembly as they complete the procedure at each brake station. This project is innovative because it allows students to work with one partner, increasing time on task and student engagement. Students will be able to help each other learn the tasks of disassembly and reassembly, which mirrors the automotive industry and prepares students for automotive careers after high school. This project also incorporates cross-curricular instruction, as the Introduction to Welding students will weld the brake component mounts that are necessary for the brake stations.”
May 2-6
Krystine Reavis at Renberg
Krystine Reavis received $2,249.25 for her proposal, “Go, Robot, Go!”
She will use the funds to purchase Dash robotics kits that will be used by 200 students in the library during their Makerspace time. With the Dash robots, students learn to code and they then have the opportunity to apply their programming skills in a rich 3-D environment.
Betsy Anderson & Ken Nemmers at Renberg
Betsy Anderson and Ken Nemmers received $795.47 for their proposal, “Functional Fraction Help.”
Betsy and Ken will use funds to purchase fraction bars, decimal and percentage graphs, and magnetic board manipulatives. In the application, they wrote, “We want students to physically hold and manipulate fractions with fraction bars or pies. Students struggle to build whole fractions and these tools will help them explore, create, and visualize the fractions.”
Marcia Gaudet at Lowell Elementary
Marcia Gaudet received $985.39 for her proposal, “Project READ (Reading Engagement for All Diverse Students).”
In the application, she wrote, “The goal of Project READ is to enhance robust literacy instruction for English Learners by building a section in our library with books in both English and Spanish. Research demonstrates culturally responsive practices in our schools accelerate EL learning and academic growth. Here is one example of how books in Spanish and English impact students: Last year I had a student who was not showing a great deal of growth in reading or her academic English growth. I asked her about reading at home. She said she did not have time because she had to help put her brother and sister to bed each night. I suggested she could read to her brother and sister when putting them to bed. She said that would not work because they spoke Spanish at home. I began giving her picture books in Spanish and English for her to take home to try. She came back asking for more! Her reading score on the yearly language assessment went from a 2 in 2nd grade to a 6 in 3rd grade after she began reading at home using books in Spanish and English! This year in 4th grade she has been an engaged learner, improving in all academic areas.”
April 25-29
Becca Frahm, Cailey Linn, Donnetta Warrington & Emily Dilly at JFK
Becca Frahm, Cailey Linn, Donnetta Warrington, and Emily Dilly received a $4,066.79 Public School Proud Grant for their proposal, “Increasing Regulation.”
They will purchase emotions board, a sand and water table, light filters, kinetic sand kits, therapy balls, and sensory sacks. These materials will be used by students throughout JFK Elementary who need help with sensory regulation. In the application, they wrote, “When dysregulation goes unaddressed, the body’s central nervous system remains imbalanced. For some students, this can lead to significant behavior issues. As a result, students may need to be removed from the classroom in an attempt to provide space to calm down without interrupting others. When we provide a safe space for students to regulate, their most basic needs are met, and they’re able to do that without missing large chunks of classroom instruction.”
Tina Slade at Susan B. Anthony
Tina Slade from Susan B. Anthony received $1,726.77 for her proposal, “The Learning Connection.”
She will purchase alphabet books, phonics little readers, magnetic number tiles, learning locks, letter crayons, picture magnets, feelings and emotions dough maps, and a peaceful kids yoga kit. In the application, she wrote, “The Learning Connection will support the bridge that brings learning content and strategies to families at home. Oftentimes, parents are not aware of what and how to teach foundational skills to support their student as they begin their educational journey. This project will provide hands-on manipulatives, books, and project ideas to use on a rotating basis throughout the year. Kits will include items designed to reinforce beginning literacy, math, and social skills. By practicing and forming connections at home, students are more invested in their learning and better able to apply this to similar activities at school.”
Rhonda Wilson at Harvey Dunn
Rhonda Wilson from Harvey Dunn Elementary received $1,255.04 for her grant, “Come Play in Junior K!”
She will use funds to purchase step and balance stones, activity balls, bean bags, wrist ribbons, the knock down number challenge game, a play tunnel, and a swing and catch cup set. These activities will help Rhonda incorporate gross and fine motor play into her students’ day.
Meredith Stevens, Haley Beckstrand, & Leah Ohmechool at Harvey Dunn
Meredith Stevens, Haley Beckstrand, and Leah Ohme received $1,737.18 to purchase multi-sensory learning tools for 75 special education students.
In the application, they wrote, “Research has shown that hands on learning opportunities are essential for long-term skill retention. Through the addition of well-chosen, multi-sensory learning tools, students will be able to engage in reading lessons that activate three senses (sight, hearing, and touch), which will help increase success with sight word recognition and spelling pattern recall.”
Zoey Karapetyan at Rosa Parks
Miss Z (Zoey Karapetyan) at Rosa Parks Elementary received a $3,998 Public School Proud Grant for her proposal, “MakerBot Printing.”
She will use the funds to purchase four MakerBot 3D printers for the library. She wrote, “The printers will be used to enhance engagement, support curriculum and content standards, as well as add another aspect of technology-enabled learning to the library. With the 3D printers, students will study architecture around the world, geometric robots, complex circuits, global music, art sculptures, engineering challenges, and cardboard construction.”
April 18-22
Dawn Marie Johnson, Brent Thurlow, & Connor Bergh at Axtell Park
Dawn Marie Johnson, Brent Thurlow, and Connor Bergh received $1,030.31 for their grant, “Fortitude Foss: JoeCast.”
They will purchase podcasting equipment for students at Joe Foss. In their application, they wrote, “The podcast system will provide a hands-on experience for students by creating partner and group projects that will challenge and inspire them to learn and grow. Students will have an opportunity to effectively communicate and learn how to disagree with viewpoints respectfully. We feel Fortitude Foss will cultivate a culture within our pod that is empowering and educational!”
Mary Johnson at Axtell Park
Mary Johnson received $1,435.00 for her proposal, “Makerspaces: Creations of the Brain.”
She will use the funds to purchase a variety of items for her makerspace area. She wrote, “I will use funds from this grant to serve students with disabilities, special needs, and behavioral issues in exploratory activities that supplement classroom learning. Makerspaces can include everything from basic art supplies to coding software for computers. Providing Makerspace items for students will give them opportunities to learn life skills through independent thinking, problem solving, and working in collaboration with others.”
Allyssa Krull, Josee Mendel, & Kelsey Pick at Oscar Howe
Allyssa Krull, Josee Mendel, and Kelsey Pick received $2,034.35 for their grant, “Diversity Matters:
In the application, they wrote, “Our goal is to buy multicultural and diverse books that include characters and storylines with whom our students can connect. When children see themselves in the stories they read, that fosters a sense of belonging.”
Sara Wiebelhaus at Oscar Howe
Sara Wiebelhaus received $616.73 for her grant, “Calm and Collected.”
She will use the funds to purchase sensory and self-regulation materials, including STEM toys, modular sensory mats, kinetic sand, water beads, body socks, exercise mats, and special products for students with autism.
Jessica Goede, Lindsey Johnson, & Emily Stee at Oscar Howe
Jessica Goede, Lindsey Johnson, and Emily Stee received $3,000 for their proposal, “Addressing the Reading Crisis.”
They will purchase decodable books, which are texts that reinforce common sight words while systematically increasing the difficulty of the phonics within the text. Unlike traditional guided reading or leveled texts, decodable books do not rely on guessing or contextualized reading strategies.
Amy Staples at Oscar Howe
Amy Staples received $965.12 for her grant, “Putting Our Way Through PE.”
With the funds, Amy will purchase 13 obstacles that can be found on a mini golf course, oversized foam golf balls, and a storage cart. She wrote, “I know that some students do not have the opportunity to visit a mini golf course on their own, and this is one way for me to bring the experience to them at school.”
Peggy Andela at Oscar Howe
Peggy Andela received $1,000 for her grant, “Decodable Books for Struggling Readers.”
She will use funds to purchase hundreds of books for special education students in grades two through five. In her application, she wrote, “By providing children with popular decodable books, we give them an opportunity to increase their vocabulary and improve their reading skills, setting them up for lifelong success.”
Lindsey Gray at Jane Addams
Lindsey Gray received $1,070.58 for her application, “STEM-ulate Our Brains.”
She wrote, “The science kits detailed in this project involve hypothesizing solutions to problems, playing with the results to figure out what works and what needs improvement, reformulating the solutions to incorporate new ideas, and sharing invention amongst peers. With the STEM kits I purchase, students will complete a human circuit, experiment with beads that defy gravity, and discover where static electricity really comes from! I don’t want my students to 'pretend to be scientists', I want to equip them with the skillset necessary to become scientists.”
Eliza Leloux at Jane Addams
Eliza Leloux received $3,690.63 for her proposal, “Full STEAM Ahead!”
She will purchase STEAM kits, marble runs, Dash robots, and Osmo coding games. In the application, she wrote, “This project will spark an interest and lifelong love of the arts and science in children from an early age. It is my goal for students to be excited about science, technology, engineering, arts, and math! STEAM-based learning gives students tools and methods to explore new and creative ways of problem-solving, displaying data, and being innovative. It teaches them how to think outside the box!”
Pike, Williams, Rausis, Leloux, Nelson, & Gray at Jane Addams
Sheila Pike, Heidi Williams, Tanya Rausis, Eliza Leloux, Alexa Nelson, and Lindsey Gray received $1,443.47 for their grant, “S.O.A.R. Into Family Time.”
They will purchase STEM materials, board games, snap circuits, and puzzles, and students will work collaboratively with their peers, teachers, and parent volunteers.
Kelly Myrlie and Annie Selken from Whittier Middle School
Kelly Myrlie and Annie Selken received $3,000 for their proposal, “Creativity is Just Intelligence Having Fun.”
They will create an art enrichment center in the classroom, benefitting 600 students. In the application, they wrote, “We want to provide students with a variety of art media from fiber art, plastic, painting, clay, jewelry making, paper arts, etc. Students could access the activities when they have finished classwork or during our daily enrichment time. Most of the supplies we are asking for is equipment that can be reused, ensuing future classes will have similar opportunities. We have taught for a while, and in the last five years, we have noticed that our students are losing fine motor skills, creative thinking skills, and confidence in their ability to create art. We also feel that this art station will give students art therapy time that they need based on the stress they experienced during the pandemic.”
April 11-15, 2022
Diana Soper at Eugene Field A+ Elementary
Diana received $506.88 for her grant, “Future Friday.”
She started Future Friday four years ago, and she uses the class time to talk to her students about their futures and postsecondary education. Diana has collected pennants from colleges across the country, and students learn about various study programs, two-year degrees, four-year programs, technical schools, and in-state and out-of-state options. Diana wants her students to focus on their future and the steps they need to take now—like developing a good work ethic—to be successful when they reach that stage of their life.
Jodi Stevenson from Discovery Elementary
Jodi Stevenson from Discovery Elementary received $2,009.85 to purchase three Aero Garden farms for135 fifth graders.
The Aero Farm is a quick and easy set up that allows for 24 plants of any kind to be grown indoors without sun or soil. Plants will grow five times faster than in a traditional outdoor garden, and students will learn about food production and sustainability. In the application, Jodi wrote, "Students will set up the farm, plant the seeds, and take care of them through the growth process. They will record data and conduct experiments. Students will get to study hydroponics and connect its importance to locations that don't have great planting soil, such as big cities or even outer space!"
April 4-8, 2022
Tracy Teerink at Ben Reifel Middle School
Tracy Teerink received $2,970 to purchase Apple pencils that will be used with iPads.
More than 1,000 students will benefit, and they will use the materials to design cartoon characters, recreate famous paintings in digital form, and produce their own comic strips to reflect a humorous happening.
Desiree Burggraaf at Ben Reifel Middle School
Desiree Burggraaf received $3,587.50 for her grant, “Task Box System.”
Students with severe to profound disabilities will follow a visual schedule and independently complete assignments at their level. The boxes consist of various tasks, like organizing silverware, sorting laundry, or assembly things like flashlights. Some kits will include a mock shopping list, and students will determine how much money they need to purchase the items, and then they practice bagging the groceries.
Tyler Beisch at Ben Reifel Middle School
Tyler Beisch received $2,007.61 for “STEM in the Classroom.”
He will purchase STEM materials for science class and an afterschool STEM Club. Students will explore a topic like prosthetics and use their design skills to create an alternative solution. They will then use the 3D printer to create a mock-up model. Students will learn about circuitry using the MakeyMakey invention tool. They will also use Sphero kits and Tello drones. Building blocks, gearboxes, and Domino maze sets will allow students to practice their communication, collaboration, and teamwork skills.
Pam Espeland at Ben Reifel Middle School
Pam Espeland received $1,034.72 for her grant, “Computer Science at Its Best.”
Students will use Turing Tumble kits that give them an opportunity to build mechanical computers powered by marbles. The students will have to solve logic puzzles using ramps, crossovers, bits, interceptors, gears, and gear bits to build marble-powered computers that can generate patterns, do logic, count, add, subtract, multiply, divide, and more. These tools allow students an opportunity to experience how computers work, see how computers work, and feel how computers work without the use of any type of electronic device.
Christina Carpenter and Kim Soldatke at Ben Reifel Middle School
Christina Carpenter and Kim Soldatke received $2,250 to purchase five garden beds.
In the application, they wrote, “We have been working with GroundWorks and South Dakota Ag in the Classroom to obtain grow lights, seedling beds and seeds to get started. Our students are responsible for taking care of each seedling bed, researching and implementing a composting system with a worm farm, and putting together the actual raised beds. Students are also working with the Child Nutrition Department to be able to serve the fruits, vegetable, and microgreens they grow in the school cafeteria.”
Stef Hage at John Harris Elementary
Stef Hage received $3,516.66 for her proposal, “21st Century Library Learners.”
In the application, she wrote, “We are requesting STEM resources and audiobooks which will allow students to diversify their library experience. Snap circuits, spheros, and building straws will be utilized for individual and partner work. Audiobooks accompanied with the matching text provide a multisensory reading experience.”
Kerstin Schempp at John Harris Elementary
Kerstin Schempp received $1,974 for her grant, “Letters and Numbers Alive!”
She will purchase letter and math kits for her kindergarten students. With these materials, students will use augmented reality to project virtual elements onto physical surfaces. These tools incorporate multiple learning modalities and a cross-curricular approach to reinforce letters, letter sounds, word building, and sentence building as well as 86 essential math concepts.
Poornima D’Souza and Nicole Mutchler at Hawthorne Elementary
Poornima D’Souza and Nicole Mutchler received $1,660 for their proposal, “Native American Values and Virtues.”
In the application, they wrote, “This grant will serve K-5 classrooms, adult emergent learners, community members, and future educators. The project will teach six Native American values and virtues of Love, Gratitude, Harmony, Respect, Bravery, and Honor. The virtues are divided into four sessions in which the group meets to study and discuss the meaning of the virtues in our lives. The quarterly reading and small group discussion will uplift student experiences and voices. Students will learn etiquette surrounding public discourse, practice the communication of their ideas, assess their own understanding of the content or skill, and gain confidence in sharing their thoughts in the group. Then students will be asked to work on these skills not only in the classroom but share and practice that skill at home. The Native American Values and Virtues project offers students coming from culturally and academically diverse backgrounds the opportunity to become well-rounded learners and inculcate these principles into their lives outside of the classroom."
Ann Just at Terry Redlin Elementary
Ann Just received $5,348.35 for her proposal, “All Kids Rise.”
With the grant funds, Ann will purchase specialized trikes for the 25 RISE students. In the application, Ann wrote, “Currently, we have Strider Bikes for kindergarten students. We do not have an adequate number, or sizes of, trikes for our RISE students. This project would allow the entire class to experience riding on a trike that can be adjusted to fit their size, ability, and safety needs. Giving RISE students this opportunity will help them to build self-confidence and independence, and it will take the focus off their disability.”
Andrea Sukut at Terry Redlin Elementary
Andrea Sukut received $249.75 for her grant, “Indoor Play on a Cold Day.”
In the application, she wrote, “Many children do not have the opportunity to participate in gross motor activities at home. When we are unable to go outside, due to the weather, students lose out on those gross motor activities at school as well. These materials will help make it possible for students to explore new ways of using their bodies and minds. I want to introduce new activities, like yoga and balancing, to help my students calm their mind and body. The strategies these materials will teach can also be carried over into their everyday lives.
MacKenzie Jensen, Mallory Spoelstra, and Kirsten Bielen at Robert Frost
MacKenzie Jensen, Mallory Spoelstra, and Kirsten Bielen received $2,669.38 for their proposal, "Regulation Station."
They will purchase sensory mats, knot balls, a trampoline, a yoga deck, a sensory path, weighted hand balls, resistance bands, and a puzzle beam set. In the application, they wrote, "The goal of the regulation is to provide opportunities for school staff to teach students to use balance, movement, stretching, and breathing exercises to self-regulate. Stations in three locations within the school will have age-appropriate activities that staff can walk students through one-on-one; these students might need a break from the classroom to refocus and calm their emotions."
March 28 - April 1, 2022
Heidi Reynolds at R.F. Pettigrew
Heidi Reynolds received $9,970 for her grant, “Renewing Our Mindsets.”
Students and staff focus on seven key themes: Everything Is Possible, Passion First, We Are Connected, 100 Percent Accountable, Attitude of Gratitude, Live to Give, and The Time Is Now. In her application, Heidi wrote, “We must address the needs of students who are feeling the effects of quarantine and interrupted education during the pandemic. After implementing the 7 Mindsets, 94 percent of classroom teachers believe the curriculum has been making a positive impact on their students. Every teacher reported that their students are engaged in the weekly lessons. Parents were surveyed, and 86 percent believe the 7 Mindsets are having a positive impact on their child. When asked about implementing year two of the 7 Mindsets curriculum, 97 percent of classroom teachers and 100 percent of parents wanted to continue with the program.”
Christina Godshall at R.F. Pettigrew
Christina Godshall received $3,725 for her grant, “Mystery Science Innovation.”
She will purchase a school-wide subscription and six science kits for the classroom. Students will explore insulation activities, erosion demonstrations, engineering projects, and map the earth's surface.
Lauren Rhoda and Rhonda Begley at R.F. Pettigrew
Lauren Rhoda and Rhonda Begley received $1,455 for their grant, “Frac-Tools.”
More than 150 fourth graders will have access to math manipulatives. Fractions can be abstract and confusing for students. These tools help students construct an understanding of ideas that they can then connect back to math practices on paper. Having physical evidence of how their thinking works can build confidence and understanding.
Karla Wahl and Jaclyn Lange at R.F. Pettigrew
Karla Wahl and Jaclyn Lange were awarded $1,759.99 for their grant, “Uke Can Make a Difference.”
They will purchase a classroom set of ukuleles that will benefit 450 third, fourth, and fifth graders. In their proposal, they wrote, “This project enhances the music curriculum by providing students with another opportunity to learn an instrument, which will hopefully spark a lifelong love of music.”
Melissa Smith at R.F. Pettigrew
Melissa Smith received $1,100 to purchase STEAM materials for second graders.
Students will use magna tiles, STEM blocks, peg boards, books, and other tools for open-ended play. Melissa wrote, “STEAM activities allow for children to expand their knowledge. Exposing students to problem-solving, hands-on exploration, and their overall creative process right away in the morning will help set up a successful day for learning. Students will be able to collaborate with their peers on buildings, projects, or mini lessons. Allowing them a slightly less structured approach to do their own research or explore will allow them to see all the possibilities they can create or do.”
Euchner, Begtrup, Rudy, Jones, Gilbert, and Hill at R.F. Pettigrew
Kim Euchner, Mallory Begtrup, Erin Rudy, Sydney Jones, Kelly Gilbert, and Christine Hill will be using $1,850 to purchase two sensory paths for Early Childhood students.
The first sensory path will take students on a bear hunt. They will have six different movement areas, including balancing and stretching. They will also use this tool to learn colors, numbers, and the alphabet. In an effort to incorporate more science vocabulary, a planet hop sensory path will take students on an out of this world journey, and they’ll be able to blast off from the sun all the way to Neptune. Sensory paths help students develop self-regulation skills and increase cognition.
Penny Brunken at CTE Academy
Penny Brunken at CTE Academy received $1,448.75 for her grant, “Accounting Leadership.”
She will use funds to purchase QuickBooks online for students in the Academy of Finance. Businesses of all sizes are using QuickBooks to drive cost efficiencies, better enable a mobile workforce, and improve alignment with customers and vendors. With this grant, students will learn the value of a computerized accounting information system and how it can be used to communicate vital information to business owners, investors, and creditors.
March 21 - 25, 2022
Sarah Yee at Anne Sullivan
Sarah Yee received $649.54 for her grant, “Social and Emotional Learning through Makerspaces.”
She will purchase bilingual emotions toys, LEGO education people, a puppet theater with diverse characters, world Memory games, and multicultural floor puzzles. In her proposal, she wrote, “With this grant and the supplies it will bring to our Makerspace program, my hope is that students will feel confident in their ability to communicate with others and work together in group settings. I envision growth in their interpersonal skills, such as being cooperative, respectful of others, and persistent at solving problems.”
Melissa Nielsen and Kari Sheaffer at Anne Sullivan
Melissa Nielsen and Kari Sheaffer received $1,759.35 for their grant, “More Books to Read = Journey to Succeed.”
With these funds, they will purchase more than 300 books for first and second graders who need SIPPS intervention. In the application, they wrote, “Fun, engaging books that can be read independently will support the transfer of skills from our learning goals and enhance their desire to make reading a lifelong habit.”
March 14 - 18, 2022
Holly Renken, Tim Gergel, & Amy Johnson at Patrick Henry
"Supporting Reluctant Readers" -- $869.10
Sue Zueger at Memorial
It's a Muse Thing: Improving Literacy in the Makerspace Environment" -- $6,929.78
Gerrad LaBue at Memorial
"Pickelball Club" -- $369.97
Alysa Hershman at Hayward
"Ukuleles" -- $1,822.75