Public School Proud Grants

Since 2008, the Sioux Falls Public Schools Education Foundation has been championing teachers and students by encouraging and funding innovative solutions to enrich education in all Sioux Falls public schools. Any teacher in the Sioux Falls School District can apply for up to $10,000 to purchase creative and inventive materials not financed by tax dollars.

We awarded the 59th, and final, Public School Proud Grant to Katie Rick and Darla Anderson at Community Campus! They received $1,238.84 for their proposal, “Cooking Up Independence.” They will purchase dishes, pots and pans, towels, oven mitts, and measuring cups and spoons to provide each of the four kitchens with a color-coded organization system. In the application, they wrote, “Much of our school day is spent in our kitchen. Our students learn best through hands-on opportunities, and what better way to learn than through an activity that usually ends with a delicious reinforcer? From reading and following recipes, measuring ingredients, washing towels, cleaning up, and communicating with others, the kitchen is where we see the most growth from our transition-age students. When our students can complete a task, they beam with delight, and their self-confidence grows. By setting up an environment where all students, no matter their ability level, can understand the organization system, we help them to believe in themselves and continue to develop their independence.” Thank you, Sammons Financial Group Companies, for funding grants that teach both life and vocational skills!

Cody Wagner from Axtell Park received $166 for his proposal, “Therapeutic Music/Virtual Content Development Incentive.” With grant dollars, Cody plans to purchase a live sound card with a microphone podcast equipment bundle, a portable all-in-one podcast studio audio interface sound board with DJ mixer, the RockJam 61-key keyboard piano with pitch bend kit, and the “Simply Piano” app. In the proposal, he wrote, “Students served in our programs will be able to access the equipment through an incentive-based program. Many struggle to find things that motivate them to achieve high standards of academic and social success. One common language that our students speak is music. This equipment will allow students to have an incentive that not only gives them something that is interesting, but also allows them to channel their creativity. Students will gain access to a healthy coping mechanism that allows them to put their emotions into music and content production with podcasts, video game play, music creation, mash-ups, beat creation, etc. They would be able to work solo or as a part of a group to create content in which they are interested.”

Lexi Handley and Valentina Contreras received $631 for their proposal, “STEMina.” With the grant funds, they plan to purchase STEM manipulatives for recess and indoor play during inclement weather. Items include a gravity maze marble run, magna tiles, building blocks, geoboard, and straw constructor toys. In the application, they wrote, “Research has shown that STEM materials help students with their problem-solving skills and also make math and science more engaging. We will be using these not only for inside recess, but also for math and science. These manipulatives will also help our students develop fine motor skills. In addition, we hope to teach them that STEM is not always about completing difficult tasks; it can also be fun, especially when they are learning and playing with their classmates! These materials will help keep students engaged, and it gives us a good opportunity to put our social emotional curriculum into practice, too.” Thank you, The First National Bank in Sioux Falls, for giving teachers an opportunity to use materials that enhance classroom engagement!

Vanessa Graning, Victor Naranjo, Yenny Ruiz, and Irma Landry from Sonia Sotomayor received $3,582 for their proposal, “Osmos Explorer Starter Kits.” The teachers plan to purchase 20 Osmo kits and manipulatives to be used by all of the kindergarten students to enhance their math and Spanish vocabulary skills. Osmo is a camera that docks to iPads and comes with custom art supplies, game pieces, and storage. In the application, they wrote, “The tangrams application and manipulatives will support our investigative math curriculum. It will allow students to use technology in conjunction with hands-on shapes to further their understanding of the attributes of different forms and how to manipulate them. The operating application includes nine separate games, including Monster, which has a Spanish mode. Monster not only allows students to practice their Spanish, but it promotes fine-motor skills and creativity through drawing. These kits will help students who are kinetic, visual, and auditory learners, and the enriching activities will be a great addition to the existing Spanish Immersion curriculum.” Thank you, First International Bank & Trust and Cutler Law Firm, LLP, for funding classroom enhancements like this that give students hands-on, immersive opportunities!

Rick Thomas from Washington High School received $149.99 for his proposal, “Building Student Engagement With Peardeck.” In the proposal, he wrote, “Peardeck is a Google Slides add-on that benefits student learning in multiple ways. It is a powerful formative assessment tool that teachers can utilize to create interactive lessons through the inclusion of multiple-choice questions, interactive maps, drawing tools, drag-and-drop features, and text-based responses. Student answers can be shared with the entire class anonymously in order to promote a safe learning environment while still generating rich classroom discussions. This practice makes space for even the quietest voices in the room to participate, ensures that students actively engage and see their own ideas discussed, and helps students learn from each other. Ultimately, with Peardeck, the classroom teacher has the flexibility to determine which assessment tools should be utilized to create a student-centered lesson.” Thank you, First International Bank & Trust, for generously investing in projects like these that benefit both teachers and students!

Michelle Clayberg and Sarah Fink from Roosevelt High School received $3,691.74 for their proposal, “Audio Books in English II.” They plan to purchase 60 audiobook copies of some of the most popular literature options in the English II curriculum. In the application, they wrote, “Each year, the number of students who struggle to engage in class activities grows because they cannot access the text in a meaningful way. This group consists of our EL students who struggle with language, our students on IEPs who have a reading disability, and our students who find reading difficult and need assistance engaging with the text. This leads to missed opportunities to discuss and collaborate with classmates, lost chances at developing critical thinking skills, and missed opportunities to gain perspective from another’s story. To alleviate this problem, incorporating audio books into English II classrooms will provide students with the ability to bridge their reading skill gap and provide them with a scaffold to engage in a rich and meaningful way. When students feel confident about their knowledge of the text, they are more likely to become active, engaged, and empowered participants in classroom learning.” Thank you, First International Bank & Trust, for generously investing in teachers and the students they support!

Claire Brothers from Roosevelt High School received $1,250 for her proposal, “Recovery for a Healthy Lifestyle.” Claire will purchase yoga equipment for the Lifelong Wellness and Yoga class. In the application, she wrote, “As students begin studying yoga and advance through the course, they will challenge their bodies and discover the need for recovery. Introducing this concept early on will allow students ample time to master the different recovery techniques and determine when each is most effectively utilized. Engaging in active recovery improves blood circulation which aids in removing waste products and delivering nutrients to support the growth and repair of muscles, tendons, and ligaments. There is already an abundance of stretching in a yoga class, so it is vital for students to learn and use other techniques for recovery. This equipment would enhance their experience with this portion of the course as our school currently does not have these tools available or enough of them for all students to actively participate.” Thank you, Avera Health, for funding proposals that support students’ physical and emotional wellbeing!

Julia Blashack from Roosevelt High School received $2,200 for her proposal, “Theatrical Technical Skills Project.” She will purchase drills, sewing machines, sewing kits, and technical headsets to teach stage scenery, costuming, and stage management. In the application, she wrote, “I’ve discovered student engagement and learning outcomes are enhanced through hands-on opportunities. To have these experiences, students need the tools to equip them for creating theatre. The technical skills equipment will give students the chance to build scenic flats, cut-outs, and platforms, the sewing machines and kits allow students to design and construct costumes, and the headsets permit students to communicate and stage manage. These materials will truly enhance the student experience because they receive hands-on learning and apply critical thinking by conceptualizing, designing, applying, analyzing, synthesizing, and evaluating their work. The best part about this project is that the equipment can be utilized from year to year, and the materials can be used by other performing arts staff to help with concerts and rehearsals.” Thank you, Avera Health, for generously donating to support projects like these! Avera has been a longtime champion of the Education Foundation, investing in our programs since we were chartered in 2008!

Lara Altenburg and Justice Beaver at Memorial Middle School received $850 for their proposal, “Independence Café.” RISE special education students will work with staff to start a coffee brewing and service station in order to develop teamwork, problem solving, communication, time management, and interpersonal skills. In the application, they wrote, “Students will be responsible for delivering and collecting order forms from teachers throughout the building, thus building their communication skills. Students, teachers, and education assistants will work together to read the orders, collect supplies, and check off everything on the form as they complete each order. They will follow guided step-by-step directions presented in both a visual and written format for creating the coffee/hot chocolate drinks. Students will be responsible (with assistance) for measuring/pouring the water, coffee grounds, creamer, and syrups for both the hot and iced coffee as well as the hot chocolate. Students and adults will then deliver the drinks, bringing the process full circle and helping students master task management skills.” Thank you, Sammons Financial Group Companies, for funding projects that give students real-world experiences!

Jill Hansen from Memorial Middle School received $1,150 for her proposal, “D.S. Exploration.” Jill plans to purchase STEM solar kits, LEGO chain reaction materials, a 3D printer, calligraphy brushes, a combustion engine model building set, and more materials that will give students hands-on opportunities relating to all subject areas. In the application, she wrote, “Each activity was selected based on student interest and serves as an extension in one or more content areas. ‘The Money Club: A Teenage Guide to Financial Literacy’ will serve as the text for a book group that focuses on literacy, economics, and math content. The calligraphy pens will be used to develop and teach cursive, fine motor skills, artistic expression, and writing. The 24 Games enhances mental math skills. The 3D printer group will work on math, reading, and technology goals. Yarn, crochet needles, and jewelry supplies help students develop fine motor skills while also learning about a dying art. The engine model building kit, robot kits, and circuit kits highlight STEM activities in the classroom. Finally, ‘The World’ game focuses on 7th grade geography content. The goal of all of these activities is to have students immersed in experiences where they are working on their social interactions while using content-related skills and knowledge to create a product. The teacher will act more as a support person (except in the instance of crocheting) in order to allow students to discover knowledge through experimentation, exploration, and creation.” Thank you, Sammons Financial Group Companies, for sponsoring projects that enhance innovation and creativity in the classroom!

Kristine Smith and Karen Hoffmeyer will receive $1,125 from the Sioux Falls Public Schools Education Foundation to be used for their proposal, “Developing Independence One Task At a Time.” With the grant funds, they will purchase 15 task boxes that include an activity with a fine motor and educational component. In the application, they wrote, “Students who have delays in fine motor, or in overall development, may not be able to follow the standard curriculum that is presented in a large group setting. The task boxes would allow students the opportunity to practice skills that are appropriate to their developmental level, but that are also educational. For example, if the class is working on a math activity, the task box that could be used would contain number cards with a visual picture of connecting blocks. The student would then connect the number of snap blocks that are shown on the picture and could practice counting by pointing to each block. Each task box would provide a visual picture of the task, as well as manipulative materials. With practice and repetition of completing these tasks boxes, we believe that the students will develop skills that would allow them to be successful in the school environment and ultimately develop skills that promote independence.”

Brittany Prinsen from Discovery Elementary received $1,364.85 for her proposal, “Sensory Learning and Emotional Regulation.” Brittany plans to purchase kinetic sand, magnetic art, sensory tubes, Pop Its, Good Dough, fidget boxes, scribble glow sketch pads, dot markers, shape tangrams, learning blocks, letter and number matching games, a stamp set, stencils, and Bingo. In the application, she wrote, “When students have opportunities to practice skills from the curriculum with hands-on learning that connects to their senses, they are more engaged and have greater academic outcomes. These materials will enhance learning by making it more fun and enjoyable for students while working whole group, in small groups or 1-1 during intervention times that align with the curriculum goals. In kindergarten, students are learning to manage their feelings on a daily basis. Sometimes emotional regulation can be difficult because they are just beginning to form their identity on an independent level. When students can choose their own tools to regulate their emotions and get back to participating in classroom activities, they are learning to be responsible for their bodies and emotions. Many of the materials can be used to review the foundational skills but can be scaffolded and used to provide enrichment for students who have already mastered those skills. These materials provide enhancement to the curriculum and provide learning opportunities for all kindergarten students.” Thank you, Dacotah Bank, for generously supporting teachers and students in the Sioux Falls School District!

Scott Sorenson (Ed Whiting accepted on his behalf) received $399.60 for his proposal, “The 28th Amendment.” He will purchase a classroom set of books for his students that include The Declaration of Independence, The Constitution, the 27 Amendments, and the Bill of Rights. In the proposal, he wrote, “One of the primary objectives in my government course is for students to gain a better understanding of the Founding Documents. The project associated with this request is called the 28th Amendment. Along with exploring the Founding Documents, students receive information on the men who participated in the Constitutional Convention. The culmination of the project requires students to propose a potential amendment. Their proposal must go beyond just a suggestion – they must make a case that their amendment would receive support from a large portion of the population, and prove it would be beneficial to the majority of people in the United States. These materials will allow students to enhance their understanding of the Founding Documents and the men most responsible for the foundation of our country – including the man for whom their school was named. Textbooks and lectures are good tools, but allowing students to interpret, analyze, and synthesize content within a non-fiction text enhances and enriches their learning and increases the quality of their final project.” Special thanks to the DAR Foundation for supporting projects like this!

Dawn Bonham from Jefferson High School received $2,999 for her proposal, “Meet the Quints: Caring for Babies with the Highest Needs.” She will purchase five simulators for Shaken Baby, Drug-Affected Baby, Fetal Alcohol Syndrome Baby, Preemie Baby, and Down Syndrome Baby. In the application, she wrote, “In Child Development I, students learn the development phases of pregnancy and study the stages of labor. This is done using the Real Care baby. Each student cares for a baby, recording its schedule and care required, for a 48-hour period. By incorporating the Real Care babies with needs into my curriculum, students will not only read about the statistics and watch videos, they will receive hands-on experience. The Quints are unique learning aids that include 5 simulators: Shaken Baby, Drug-Affected Baby, Fetal Alcohol Syndrome Baby, Preemie Baby, and Down Syndrome Baby. They provide comprehensive learning opportunities on a variety of important topics, like the damaging effects of shaking a baby and alcohol and drug consumption during pregnancy. Simulations promote the use of critical and evaluative thinking. Because they are ambiguous or open-ended, the simulators encourage students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. By using these babies in class, students are able to ask questions and have enriched discussions to help guide them as they make decisions in adulthood.” Special thanks to Sheldon and Deb Koski for generously supporting Public School Proud Grants and innovation in the classroom!

The Education Foundation awarded the largest Public School Proud Grant to Amy Drummond at CTE Academy! Amy received $10,000 for her proposal, “Virtual Reality EMT Simulation Training.” She will purchase virtual reality headsets, curriculum, and software to provide realistic training for students enrolled in the Emergency Medical Technician course. In the application, she wrote, “Virtual reality training provides an environment where first responders can immerse themselves in a wide range of highly realistic medical scenarios where they can practice vital protocols and develop critical decision-making skills in a risk-free environment. Scenarios are based off of the decisions that the students make to help treat the patient. Students have to physically grab the supplies needed, and according to their decisions in that moment, the patient will provide the next opportunity for care. Virtual reality provides the adrenaline of what an EMS situation looks and feels like, but students can practice and fine tune their skills before experiencing a crisis situation where they might have to make a life-altering decision. Traditional training cannot replicate the complex environment in which emergency medical providers operate.” Special thanks to the Seed for Success Foundation for supporting curriculum enhancements that give students amazing experiences like these!

Andrew Jensen from CTE Academy will use $6,868.10 for his proposal, “Raising Agricultural Leaders.” Andrew plans to purchase heating pads, heat lamps, rabbit cages, farrowing crates, and feeding and watering equipment that will be used to raise pigs and rabbits. In the proposal, he wrote, “We are currently in the first year of offering classes within the Agriculture, Food and Natural Resources Career Cluster. Course offerings are in the core areas of Natural Resources, Small and Large Animal Sciences, Plant Sciences, Ag Biotech, and Agricultural Leadership. Agriculture, as the greatest economic producer in our state as well as a vital component to our entire global existence, is therefore a critical element in the education of our students. However, many of our students have limited backgrounds connected to agriculture, limited access to agricultural resources, and a limited knowledge of the industry. The addition of the Agricultural Pathways Program provides an opportunity to increase that exposure, and this project gives students a unique hands-on experience that will further their education and future career potential. The district is also looking to infuse ag education into the K-12 curriculum. Our location will become a field trip destination for classes across the district where they can explore many aspects within the agricultural sector and truly become immersed in their learning.” Thank you, Seed for Success Foundation, for generously investing in grants that expose students to the agricultural industry!

Kelly Powell from JFK Elementary will use $1,281.71 for her proposal, “Wake Up Our Brains!” Kelly plans to purchase materials that will be used by 25 kindergarten students in a classroom station that is focused on helping students develop their STEM and fine motor skills before the first bell rings. She plans to buy a big bolt construction set, snap and build blocks, crystal climbers, geo stix, alphabet rockets, magnetic builders master set, snap bots, vehicle building engineering center, number games, and build and play logic puzzles. In the application, she wrote, “As we add more curriculum and rigor to our instruction, we must give up or reduce the amount of time we spend on free-choice ‘play’ and child-directed hands-on learning. As children are allowed more screen time, we are seeing a gap in their fine motor skills. Giving students the opportunity to engage in ‘toys’ that are designed to strengthen their fine motor and pre-writing skills is the perfect way to utilize this time. With these materials, children will choose an activity that interests them. This choice will help to make the activity more desirable. These activities are all colorful, fun, and attractive to young learners. While engaging in ‘play’, the children are using their brains to problem solve, analyze, inquire, and be creative. These experiences will wake up our young learners’ brains and bodies in order to help prepare them for a day full of rigorous instruction.” Special thanks to Linda Baker for investing in classroom enhancements like this!

Alysha Fiegen, Alex Thorson, Kristi Irsfeld, and Chad Savey from JFK Elementary will use $2,699.85 for their proposal, “Wonder Workshop Coding Robots.” With the grant, they will purchase 15 Wonder Workshop coding robots that will be used by 100 fifth grade students. In the application, they wrote, “These robots would be used as enrichment for students in all content areas. Each week we would have a standards-aligned activity that will enhance learning through challenges that require subject matter understanding, creativity, and critical thinking skills. In each lesson, students will work independently or in small groups to identify the problem related to the subject area, hypothesize a solution, and develop a program the robot will act out to demonstrate their resolution. An example would be connecting a robot coding lesson with an ELA lesson from the Collaborative Classroom curriculum. When we teach about point of view and perspective, we use The True Story of the Three Little Pigs by Jon Scieszka. Students compare the original fairy tale of The Three Little Pigs to this version. As an enrichment and hands-on experience, students would design what they think the pigs’ neighborhood might look like and code their robot to reenact the wolf’s part from each version of the story. They would use evidence from the text to write a script for their robot. Finally, they would present their ideas to the class, who in turn would give “strengths based feedback” for each presentation.” Special thanks to Linda Baker for generously supporting this project!

Emily Blackwelder at Oscar Howe Elementary received $2,990 for her proposal, “Evos for Everyone.” Emily will use grant funds to purchase a classroom set of Ozobot Evo programmable robots. All 600 K-5 students will have access to these. In the application, she wrote, “The Ozobot Evos will be added to the STEAM Makerspace in the library. They provide a way for students to get a screen-free, hands-on coding experience. Students will program the robots to perform various commands by drawing different colored lines and patterns. These lines and patterns are the code. The Evo robots follow on top of the lines, and they can spin, zig zag, turn around, speed up, slow down, and complete other commands based on the code that is drawn.” Special thanks to KELOLAND Media Group for supporting innovative curriculum enhancements like these!

Todd Huisman and Cynthia Breen from Terry Redlin Elementary received $1,309.90 for their proposal, “Bringing Mindfulness to Life!” With grant dollars, they will purchase 20 Zenimals kits for grades K-5 that will help students focus on self-regulation strategies. In the proposal, they wrote, “When students approach new tasks, they can often feel overwhelmed. The use of a Zenimal can help with mood, thought patterns, and emotions. The Zenimal has nine different types of meditation to help students become calm and more at peace. The toolbox works on breathing, stillness, inspiration, relaxation, sleep, empathy, gratitude, awareness, and restoration. All of these areas of focus are key for students to be successful in the classroom when approaching grade level expectations. When we can help students recognize when one of these areas is off balance and address the issue in a calm and positive way, we can get students back on task and ready to learn.” Thank you, First PREMIER Bank, for generously sponsoring multiple grants throughout the school district! Our students and staff appreciate you!

The Education Foundation awarded the second largest Public School Proud Grant to Karen Robinson, Katie Ristau, Jeff Dixen, Lisa Moon, Jess Hubert, Todd Schumacher and Christine Griebel. They received $9,839.60 for their proposal, “Build It Better with SAM!” They will purchase SAM Lab and Studio materials that will be used by 500 students in the gifted ed program at 22 elementary schools. SAM Lab is an online STEAM platform where students code, create, and collaborate. In the application, they wrote, “Our gifted students are fascinated by the lessons and coding this program has to offer, as it gives young learners an engaging, multilevel experience while embracing grade level standards. By providing complex and real-world problems, allowing students to create innovative products, and offering opportunities to practice higher order thinking skills, Sam Labs has made it easier and convenient for us to really challenge our gifted population. STEAM in the classroom encourages teamwork, communication, and problem-solving skills – all essential for success. By teaching students how to think critically and solve problems creatively, we’re preparing them for successful futures.” Special thanks to the Education Foundation Board of Directors for their efforts to support all of our focus areas, including Public School Proud Grants! One hundred percent of our Board members donate every year, and they facilitate other gifts that advance our mission. We get to award 59 grants to 91 educators this spring because of their efforts. Thank you, Education Foundation Board of Directors!

Andraya Peterson and Lindsey Gray from Jane Addams Elementary received $545.76 for their proposal, “Games Build Relationships.” Andraya and Lindsey will purchase board games that will be used by fifth grade students at both the Elementary Immersion Center and All City Elementary. They wrote, “Students are working on both social and academic English at our school. There is a specific curriculum and embedded strategies used to work on academic English. However, social English is best developed in social situations. Learning from the model of a native English-speaking peer helps students develop their social English as well as gives them a sense of urgency and purpose for using that new language learning. Students are working to model positive interactions with non-English speaking peers. All activities will give students multiple opportunities to express themselves and participate in discussions with partner pairs and in smalls groups.”

Alexa Nelson at Jane Addams Elementary received $1,613.70 for her proposal, “Feel the Science.” She will purchase six kits that include experiments relating to physical, earth, and life science. In the proposal, she wrote, “The science kits will be used to give students hands-on learning opportunities directly related to our science curriculum. These experiences will allow students to ask questions and predict outcomes, apply scientific ideas to design, test and refine experiments, make observations, analyze their data, and share amongst their peers. In doing these activities, it allows the content to come alive and ultimately become applicable to ‘real life.’ The Hands-On Science Kit gives students the materials to make the exploration of energy, changes in landscape, and the human body possible.” Thank you, POET, for supporting materials that encourage our students to practice the scientific method!

Eliza Leloux from Jane Addams Elementary received $2,151.52 for her proposal, “Seeing the World with New Eyes.” Eliza will purchase 14 digital microscopes for kids, six mega biology sets, six dual student microscopes, and various microscope slides. Eliza wrote, “Microscopes expose kids to the multitude of worlds that live all around them. From a blade of grass to the skin of an onion or the eyes of a fly, viewing everyday objects through a microscope presents a wider view. This encourages questioning and investigation, which are essential to scientific discovery. Learning by doing is far more effective than just learning by listening. Offering students opportunities to complete activities using microscopes shows them that science is not limited to the pages of textbooks. Rather, it is an active pursuit of knowledge and discovery. Microscopes provide hands-on, experiential learning that ignites a sense of wonder and builds natural curiosity.” Thank you, POET, for sponsoring projects that give students an opportunity to discover, explore, and study the world around them!

Peyton Hecht at the Elementary Immersion Center will use $1,653.49 for her proposal, “Your Voice Can Change the World: Supporting Multilingual Learners as They Develop Language.” Peyton plans to purchase lock and key letter manipulatives, rhyming and syllable games, multilingual books, letter beads, writing tablets, and audio books. In the application, she wrote, “Each student who enters my classroom is in their first year in the country and new to learning the English language. Throughout the year, students learn foundational skills in a different language than their home language. After direct language instruction, the students would be able to develop repetitive practice and mastery by working with language building manipulatives. We can also build a community of powerful voices when we give students the opportunity to engage with characters who look and speak like they do.” Thank you, DAR, for supporting literacy projects like this!

Lindsey Gray from Jane Addams Elementary received $815.34 for her proposal, “Dissecting Our Science Standards.” She wrote, “‘Dissecting Our Science Standards’ will allow me to continue to integrate STEM education into our science curriculum with intentionality. Requested materials will supplement our life science and earth science standards by providing students opportunities to dissect owl pellets, create growth mazes for plants, analyze and observe living brine shrimp, and crack open their own geodes! Students will also work in teams to discover the dark side of the moon and to create a solar science station. These experiments will be a great addition to our current curriculum as they will help students learn and observe patterns in nature happening both here on Earth and in our galaxy.” Xcel Energy: South Dakota has been a great partner, investing in hands-on STEM opportunities for students throughout the Sioux Falls School District!

Eliza Leloux, Lindsey Gray, and Alexa Nelson at Jane Adams Elementary received $3,830.68 for their proposal, “Coding Unplugged.” They will purchase a variety of coding-based kits that will be used to build robots, develop laser mazes, circuit codes, and domino mazes. They wrote, “The coding kits and mazes will allow all students a hands-on, screen-free intro in the world of coding. Students will code robots over a series of task cards and map grids, and they will learn how to program them to complete different actions. All kits will teach physical engineering, problem solving, and enhance collaboration. ‘Coding Unplugged’ offers students the opportunity to navigate robots and lasers through maps, and redirect color-coding discs to program robots to make turns, sounds, and other movements. The coding kits will help our students try new approaches to getting things done, which will in turn increase our students’ innovation skills.” Thank you, Xcel Energy: South Dakota, for generously supporting STEM education!

Danielle Schildhauer from Garfield Elementary received $2,000 for her proposal, “Beginner Hydroponics.” Danielle will purchase an 18-plant hydroponic garden, seed pods, trellises, and lights for growing. In the application, she wrote, “Currently, the science curriculum for grades K-5 is from National Geographic. While interesting, it is mostly done through textbooks, and it is not the most appealing for students. The photographs in the textbooks are beautiful, but our students learn best through hands-on experiences because many are still learning a new language. A project like this does not require a lot of English for them to be successful at growing. Students will learn about the plant life cycle, we will test the pH levels of the soil, and discuss sustainability. The best part is that they will be able to either eat or take home their own harvest. My students love learning, and they love being at school. They appreciate hands-on, engaging activities and being able to use their bodies to further their understanding. Having this available in the classroom will lead to further engagement among students!” Thank you, POET, for investing in projects that teach students about earth science and sustainability!

Jamie Barnett from Cleveland Elementary will receive $1,849.90 for her proposal, “Equal Access for All Students.” She will purchase five iPads, and special education students will utilize online resources so that they have equal access to the content taught in the general education classes. In the application, Jamie wrote, “Educators know that early intervention in student learning is critical to their overall success. These iPads will allow students to strengthen their technology skills, engage in fun academic applications or online activities, and give them a voice with communication programs, especially for our nonverbal students. Providing students with a voice decreases the likelihood of behaviors and increases their time on task. This helps to lessen their anxiety, increase self-confidence, promote independence, and help develop positive peer relationships. This technology will also give educators another data point to track student progress toward IEP goals.” Thank you, Scheels, for funding projects that give teachers the tools they need to support early interventions!

Cassie Larson from Cleveland Elementary received $1,739.70 for her proposal, “Stories on the Go!” She will purchase popular audiobooks to be used in the library by 225 third, fourth, and fifth graders. In the application, she wrote, “Playaways are preloaded digital audiobooks that students can listen to in any setting. Students at varied reading levels can enjoy them as they are simple to use. Playaways are an exciting way to encourage reluctant readers. Struggling readers, students with disabilities, and English learners can find confidence in their reading abilities, while students who excel in reading will make gains through titles suited for them. Through the use of Playaways, students develop components of literacy such as increased vocabulary, comprehension, visualization, and improved listening skills. These books enrich reading experiences and nurture a lifelong love of reading. By listening to a variety of stories and following along with print, students can experience literature that is engaging and meaningful. In order to assess the effectiveness of this project, I will document how circulation numbers of Playaways correlate to increasing scores on the MAP Reading assessment.” Thank you, Scheels, for helping us surprise educators who are finding new ways to support student engagement!

Cindy Grothmann and Lynn Gillette from Cleveland Elementary will receive $615.21 for their proposal, “Reaching Beyond for Readers.” Cindy and Lynn will purchase 128 beginning chapter books to be read by students who will soon graduate from the SIPPS Program. In the application, they wrote, “We want to meet the needs of our readers who benefit by having their confidence bolstered when reading. These books are not heavily dependent upon picture or visual cues, so students are naturally required to use their decoding and comprehension skills they have learned through the SIPPS Program. Engaging with these specific texts will provide students meaningful practice of the strategies they have been using to improve their reading. Furthermore, we want to entice students to engage in book series so they will want to continue to read to find out what happens with their favorite characters in the next book. Students will read for knowledge and the joy of reading, which in turn, means more time engaged with texts they CAN and WANT to read. When this happens, our students succeed!” Thank you, Scheels, for the incredibly generous donation to support students and teachers!

Nicole Highby from R. F. Pettigrew Elementary received $1,120 for her proposal, “Growing Our Learning Garden.” Nicole will purchase a hydroponic tower garden, seeds, germination trays, net pots, rockwool cubes, LE grow lights, plant food, and pH tests kits so that students can explore all areas of the science curriculum. In the application, Nicole wrote, “This project is an all-immersive, hands-on experience with growing plants. Gardening teaches children scientific terms and the scientific method and math skills to measure and monitor their plant growth. Helping students understand the life cycle of a plant also gives them a sense of purpose, and teaches them perseverance, patience, and responsibility. With this project, students will study topics related to health, life science, math, and earth science.” Thank you, Steve Hauff, for donating to projects that let kids experiment and try new activities!

Amy Forster from R.F. Pettigrew Elementary will use $191.88 for her proposal, “We Can Learn to Calm and Reset for Learning.” Amy will purchase timers, fidget tubes, stress toys, noise cancelling headphones, and sensory pillows to create a calming space so that students can practice self-regulation strategies and rejoin class activities when they are ready. In the application, she wrote, “Students who find themselves in a dysregulated state miss out on valuable instructional time as they are unable to focus, attend to the lessons, or complete the tasks being assigned. The addition of a classroom calming corner will offer students a space to go to develop and practice skills in self-regulation. Research shows that supporting emotional intelligence in the early years contributes to the development of basic competencies such as recognizing, understanding, and managing emotions, and we hope these gains lead to greater academic success.” Thank you, First Bank & Trust, for funding projects that help students develop lifelong skills!

Heidi Reynolds from R.F. Pettigrew Elementary will use $7,780 for her proposal, “Mindsets—Changed!” She will purchase the third and final year of the 7 Mindsets Program, which is a research-based social emotional learning program that helps students develop self-awareness, self-management, social awareness, relationships skills, decision-making, resilience, growth mindset, empathy, sense of purpose, and hope. In the application, she wrote, “Our students are learning that challenges help us grow and mistakes are for learning. Students practice the Mindsets through activities, discussions, challenges, and videos. Staff members award tickets to students demonstrating positive mindsets and these tickets are drawn for prizes in a ticket blaster booth in the lunchroom. Students are participating in a monthly school-wide poster and writing contest, and they are enjoying special assemblies that align with the Mindsets.” Since Heidi introduced the 7 Mindsets Program at R.F. Pettigrew in 2021, she has received $24,000 from the Education Foundation, one of the largest investments we have made in a single project. Thank you, First Bank & Trust, for the incredible donation you made to support this curriculum! Heidi conducted a recent survey, and 88 percent of intermediate students said that they enjoy the Mindset lessons, and 84 percent say the Mindset lessons help them make better choices. That is an incredible return on investment!

Kaylee Jorde from Whittier Middle School received $2,621.00 for her proposal, “Windows to the World!” Kaylee will purchase global literacy kits that can be used by any classroom. In the application, she wrote, “In an increasingly global society, learning to celebrate culture and dignify differences are essential skills for our future leaders. If a student is curious about music in a certain geographic area, they can listen to a CD with music from that region. If they desire to know how people live, dress, and eat, each kit contains both fiction and non-fiction books that are laden with visuals and text that help students answer their questions. The SFSD is wonderfully diverse, and these kits are designed to include both areas that are studied in our curricular areas, and to include regions where many students in the district have roots. Being able to hear native languages, play cultural games, design traditional crafts, and see native cultural clothing and cuisine not only helps students who have never experienced them be able to broaden their perspectives, it also helps students who connect with those traditions feel seen. Students of all backgrounds will be able to read, connect, and immersive themselves in cultures different from their own.” Thank you, Sioux Valley Energy, for supporting projects that expand students’ horizons!

Hailee Whempner at Anne Sullivan Elementary will receive $1,711 for her proposal, “Lending Library for SFSD Community Augmentative Alternative Communication (AAC) Access.” Hailee will use the funds to create a lending library of AAC-adapted toys. In the application, she wrote, “Families will have access to these materials, and they can trial assorted styles of AAC and practice their student’s IEP goals at home, furthering engagement and helping their children develop and expand new skills. Many of the families supported by the homebound teams do not have their own funds for AAC or adapted toys to help facilitate communication goals, and the lending library will be a community enrichment project to better serve students.” Thank you, School Bus Inc, for sponsoring this grant that will positively impact students receiving homebound services!

The 23rd Public School Proud Grant goes to a group of educators from Anne Sullivan Elementary: Alyssa Fischer, Theresa VanderVelde, Sarah Motl, Kory Ulmer, and Hailee Whempner. They received $1,129 for their proposal, “Educational Assistant Support Packs.” In the application, they wrote, “The grant team is requesting funds for students who receive support on IEPs, Tier II support, and/or behavior, emotional, and social goals. The packs will include timers, fidgets, sensory items, headphones, math bead racks, pop-its, markerboards, and other manipulatives that help students with self-regulation strategies. The teachers and therapists will support the education assistants in choosing the various items pertaining to the needs of the individual students, based on IEP goals and accommodations.” Hy-Vee has been a longtime sponsor of Public School Proud Grants, and we appreciate the additional donation of all of the candy and balloon bouquets for the 91 educators recognized this year!

Hailee Whempner and Kara Polasky received $480 for their proposal, “Core Board Accessibility.” This grant will support all 600 students at Anne Sullivan Elementary. In the application, they wrote, “This project will provide access to written and visual CORE vocabulary boards in each classroom. CORE vocabulary is 80 percent of the vocabulary we use within our day-to-day lives. Forty-five percent of our student population has a primary language that is not English, and 35 percent of our students are limited verbally, meaning they use total communication outputs (I.e., speech-generating devices, picture communication symbols, American Sign Language, gestures, vocalizations, and approximations) to access the general education curriculum. Providing access to CORE vocabulary boards throughout the school will enhance learning opportunities by encouraging students to use multiple modalities to communicate their thoughts and ideas within a classroom setting.” Thank you, Midco, for investing in projects that improve communication skills for all students!

Casie McFarlane received $1,119.65 for her proposal, “Learning with Bee Bots.” Casie will purchase a classroom set of Bee Bots, programmable robots that are designed specifically for use by younger children. In the application, she wrote, “Bee Bots will help students learn how to code, enhance problem solving skills, and strengthen collaboration and communication skills. With the Bee Bots and learning mats, students will be able to work on map skills and use directionality to locate designated places. They will also be used to practice geometry, number recognition, addition, and subtraction. Students will practice language arts skills like identifying letters, phonological skills, and studying sight words. Students will program the robots in order to maneuver them around the mats to answer questions about the curriculum.” Special thanks to Midco for supporting STEM education!

Leticia Miranda Blanco from Edison Middle School will use $1,541.95 for her proposal, “Our Knowledge Opens Doors.” Leticia will purchase three Breakout EDU kits and three iPads. In the application, she wrote, “Breakout EDU allows teachers to create exciting challenges for students to solve using the ‘escape room’ model. Students will participate in Breakout EDU challenges and apply their target language skills to unlock a box. The Breakout EDU activities provide an opportunity for students to further their language skills as they converse in groups and access authentic materials in Spanish. This way, they will review, refine, and apply all the topics studied in our Spanish Language Arts class throughout the units and for all four modes of communication (speaking, listening, reading, and writing). Consequently, they gain understanding in all areas and increase content acquisition and real-life application of what they learn. These activities allow for differentiation, as every type of learner has an opportunity to interact with different puzzles (digital, visual, written, manipulatives, and auditory).” Thank you, Beth Boyens, for generously donating to support our grant programs for teachers! Beth’s mother, Karen Saxvik, taught in the SFSD for many years and was instrumental in helping the district develop its Reading Recovery Program!

Rachael Anderson, Lindsey Carmon, and Nick Stansbury from Ben Reifel Middle School have been awarded $750 for their idea, “Moving Towards Mental Health.” They will purchase weighted jump ropes and lap pads, kick and resistance bands, an arm and foot bike, shape shifting boxes, visual puzzle games, and other materials that will give students a brain break during the day. In the application, they wrote, “There is a current mental health crisis in our nation’s schools including rising rates of depression and anxiety. These issues have been exacerbated by the pandemic, disrupting learning and relationships. With this grant, we would like to purchase tools that help students develop healthy emotional regulation skills. Movement can have a significant influence on a student’s mental health. We would like additional resources within the counseling office to offer physical activity opportunities to help students focus and function in school and at home.” Special thanks to Woods Fuller for supporting grants that enhance social emotional learning!

Sara Brosz from Ben Reifel Middle School received $376.47 for her proposal, “Social and Communication Skills through Gaming and Puzzles.” She will use funds to purchase games, puzzles, and mindfulness supports for 50 students in the PSI (positive student interactions) class. In the proposal, she wrote, “Students in PSI class work on developing social and emotional skills, developing awareness of their actions, creating a positive self-concept, and learning skills to manage emotions. With puzzles, games, and mindfulness cards, students will work on their listening skills, good sportsmanship, taking turns, socializing with others, problem solving, following rules, and flexible thinking. I can use the games and puzzles when I work individually or in small groups with students to get them talking about triggers, things that are happening at school or at home, and to identify ways to help them with appropriate self-regulation.” Thank you, Woods Fuller, for funding grants that help students learn lifelong skills!

Tyler Beisch from Ben Reifel Middle School received $3,770.71 for his proposal, “Citizen Scientists! Engaging Students in Investigating the World Around Them.” Tyler plans to purchase thermal cameras, thermal imagers, digital soil pH meters, soil sampling tools, a 3D scanner, and mini handheld environmental quality meters. In the application, he wrote, “The scientific meter measures atmospheric features and characteristics (temp, air speed, lux, humidity and overall environmental quality). Students will take readings of the current environment and make efforts to understand what causes certain weather conditions. The thermal cameras will give students the opportunity to look for the rate of thermal energy transfer and identify energy loss, and they will then discuss how to design smarter buildings that can withstand various weather conditions. The pH meters and sampling tools will help students examine soil, identify the soil quality, and execute ways to improve conditions for long term gains. The 3D scanner will be used to scan specimens and samples of rocks and fossils to make them available for viewing virtually. We will also study the terrain as we design engineering solutions for erosion control.” Thank you, Maguire Iron, Inc., for funding projects that give students hands-on, engaging opportunities to explore and study their surroundings!

Carly Logan received $1,860.03 for her proposal, “Bringing Science to Life with Models.” She will use the funds to purchase 12 human body kits. Each kit includes a model of a human skeleton, human torso model with internal organs and structures, a heart model, and a skull and brain model. In the application, she wrote, “The 7th grade science standards and curriculum include a unit on human body systems. This unit includes how the structures within the body support its functions, and how the systems work together. Students are always excited to learn about the human body and how it works. Lessons include videos, online interactives, labeled diagrams, and labs. What is missing is students’ ability to see, touch, and interact with the different parts inside the human body. Having a strong understanding of the body and how it works is a great foundational skill for future learning. Having these models will lead to greater engagement in the science curriculum.” Special thanks to Omnitech, Inc. for generously investing in STEM education! Omnitech has supported project-based learning that immerses students in science, technology, engineering, and math!

Kathy Dang, visual arts instructional coach for SFSD, will use $3,500 to purchase adaptive art materials (texture rubbing plates, paint foam rollers, palm stampers, tripod grip markers, paper crimpers, kinetic sand, and a light table) for 200 elementary and middle school students in the RISE and Structured Teach classes. In the proposal, she wrote, “Art teachers have always been creative innovators and thinking outside of the box to meet the needs of all students is what we do. However, when working with students with neurodiversity, quite often the fine motor skills needed to dive into the creative process are delayed. This is why adaptive materials for RISE and Structured Teach students will help level the playing field. As the district art coach, I have been in all the RISE and Structured Teach classrooms and have seen how hard these teachers are working to meet the needs of our most vulnerable learners. Providing them with extra materials to plan their lessons appropriately will allow students to be more engaged in the creative process.” Thank you, Dorsey & Whitney Trust Company, for generously supporting projects like this that will enhance the curriculum at nine schools! (Mike Bossmann, Dang’s colleague, accepted the award on her behalf.)

ShaLee Bauer was awarded $277.40 for her proposal, “Break Out Boxes.” She will use the funds to purchase four sets of break out boxes that will be used by middle and high school students. In the application, she wrote, “These materials will be used after students have been explicitly taught and practiced a certain reading skill. Students can work collaboratively in a small group while the teacher walks around facilitating. Students need to use cooperation, critical thinking skills, and independent reading skills in order to open up all three boxes. If they do not read each passage/question carefully, they will not have the correct code and will have to self-correct their mistakes in order to get the correct code. I have done this in the past and borrowed the science teacher’s break out boxes. All students were engaged, motivated, and doing the work.” Thank you, Daughters of the American Revolution, for generously supporting multiple projects like this throughout the SFSD!

Kelsey Moser from John Harris Elementary received $434.46 for her proposal, “Strengthening Literacy Opportunities.” She will use the funds to purchase a Lite Brite, Play-Doh, tablet boards, alphabet stamps and magnets, Spelligator game, Bananagrams, and an Osmo starter kit. In the application, she wrote, “The “work on words” materials will be used by students during our independent work time. As students progress through the Being a Reader sets, they are introduced and expected to master lists of high frequency words. During their independent word work time, I would like to give students the option to choose the tools and activities they will engage with as they practice reading, writing, and spelling these words. The orthographic mapping tools will be used to strengthen the ways in which I am able to teach the high frequency words in each set.” Thank you, The First National Bank in Sioux Falls, for the longtime support of the Education Foundation and the programs we offer throughout the Sioux Falls School District!

Danielle Loutsch from John Harris Elementary received $719.80 to purchase Touchtronic letters, 3D sound and phonics cards, and Mirror My Sounds phonics kits. These supplies will help students improve their foundational reading skills. In the application, she wrote, “With these materials, we can increase the engagement with literacy activities as well as have students receive instant feedback with tools like the Touchtronic letters that will interact with their iPads. This will help students who may be practicing independently during station work. The 3D sound and phonics cards will help students as they are working to form the correct letter sounds for the 44 phonemes in the English language. The Mirror My Sounds tools will help students as they are learning about the sounds we use in reading. They will show students the correct mouth/tongue placement to use as we make and say each sound properly.” Thank you, The First National Bank in Sioux Falls, for supporting literacy enhancements in the classroom!

Jessica Peterson at John Harris Elementary received $3,733 for her proposal, “Let’s Get Moving!” She will purchase four classroom sets of MOKI fitness bands to encourage physical activity. In the application, she wrote, “Data from the MOKI fitness bands is uploaded and students can instantly see how many steps they have taken on their own and as a class. Students will be able to create line plots to show the growth of their steps each week. We can also create classroom graphs as well as grade level graphs since there will be four classrooms sets of watches. Instead of teaching health for only one quarter, students will learn about the goal setting process and making positive choices throughout the year. Research also backs the importance of daily physical movement. Graduation rates increase by 49 percent when students are active for 60 minutes or more each day.” Congratulations, Jessica, and thank you, The First National Bank in Sioux Falls, for helping us celebrate teachers who find news ways to enhance student engagement!

Marissa Schlup is receiving $2,714.44 for her proposal, “Letter and Sound ID Intervention.” With the funds, she will purchase materials that will help 175 kindergarten and first grade students with letter identification and letter-sound knowledge. She plans to order Touchtronic letters, sandpaper letters, sand trays, and picture-embedded mnemonics for each letter. In the proposal, she wrote, “We have many students who come to school with little to no alphabet knowledge and this impairs their ability to master expectations in Kindergarten and First Grade. Further, we see the gap created by this lack of mastery continue to grow exponentially as they continue into later grades. This project aims to provide students with hands-on experiences with letters so that mastery in this area is attained by the middle of their kindergarten school year.” Thank you, Seth Peterson and The First National Bank in Sioux Falls, for funding projects like these and celebrating teachers who are using best practices to support students!

Allie Bucknell from Lowell Elementary will receive $2,500 for her proposal, “Light Up My Senses.” Funds will be used to purchase materials for a sensory room that will serve 425 students. She wrote, “Children often struggle with the ability to regulate their emotions as they do not yet have the skills to calm themselves. When students are dysregulated at school, learning, staying calm, and retaining information becomes a challenge. Grant materials will provide sight, sound, touch, and smell experiences. Movement will be incorporated into the room with a sensory swing and yoga-like balls. Lighting options will include a color changing floor lamp and hexagon touch lights. A noise machine will provide white noise and other calming sounds. The sense of smell will be highlighted with scented textured sand. Additionally, fidgets, bubble tubes, maze boards, weighted lap animals, and visual timers will be used for hands-on items. These materials provide input to a child’s sensory system allowing them to find ways that help them feel regulated and ready for learning. When students know what type of sensory input is best for them, they can advocate for what they need in order to be successful.” Thank you, Mary Chilton Chapter of DAR, for funding grants like this one that will positively affect students throughout the building!

Erin Radway from Lowell Elementary received $1,500 for her proposal, “Help Me Find Something I Want to (and Can) Read!” In the application, she wrote, “Books purchased through this grant will give students autonomy in the library to check out items that will help them practice assigned skills during independent reading time. Students will not need to rely as heavily on texts selected by their teachers, which they may have little to no interest in reading. Through the process of self-selection, students choose a book of their interest, which should result in higher engagement during independent reading time, a crucial component of growing as a reader. As part of this grant, we will conduct a student interest survey to determine areas of need. We will be able to cross reference this interest survey with the Lexile range provided by the MAP assessment so that every book purchased through this grant will directly reflect students’ interests and abilities.” Congratulations, Erin, and thank you to the Gongopoulos family for generously investing in our staff!

Sherri Wolles at McGovern Middle School received $2,000 to fund her application, “Graphic Novels ARE Reading!” She will purchase a variety of fiction and nonfiction graphic novels that can be enjoyed by 800 students. In the proposal, Wolles wrote, “According to studies, humans are 60,000 times faster at processing visual information than text. With graphic novels, students use text and images to make inferences and synthesize information, both of which are abstract and challenging skills for readers. The exaggerated facial expressions and consistent visual cues that make up the language of comics and graphic novels help train the brain to recognize when and how to utilize those empathy pathways. This project will increase the options for all my students and provide opportunities to read graphic novels in fiction and nonfiction texts. And thus increase the reading abilities of my students and their love of reading.” Eide Bailly has been a longtime supporter of the Education Foundation, and we appreciate their investment in students and teachers!

Sheila Orlando at Laura B. Anderson Elementary received $665.85 for her proposal, “How Do You Spell S-U-C-C-E-S-S?” She will purchase phonemic awareness games, word family instant learning centers, alphabet stamps, and word building puzzles. In the application, Orlando wrote, “Second graders are inquisitive! They love learning and they enjoy hands-on activities that engage and strengthen their phonics, reading, and spelling skills. Fifty percent of my class speak a second language at home, and many have family members with no English background. These children work hard all day perfecting their academic English skills. Utilizing time in the classroom working on these various tasks will stimulate students and assist in retaining the phonics and spelling skills they need as they progress through elementary school. When students use these hands-on activities, they will be engaged independently or when collaborating with small groups.” Thank you, Lloyd Companies, for generously supporting projects like these in our schools!

Jill Blase from Harvey Dunn Elementary has been awarded $1,998.81 for “Play to Learn.” She will purchase manipulatives that can be used during centers in her junior kindergarten classroom. She wrote, “This project will encourage children to write, read, and do math while socially interacting with others. Students will be able to use their imagination to strengthen what has been taught in whole and small group settings, and the materials will also help students learn self-regulation and problem solving skills.” Special thanks to CorTrust Bank for funding projects like this that help our youngest learners and teach them skills they will use throughout their K-12 career!

Rudi Vennard and Alicia Burchill from Harvey Dunn Elementary received $1,575 for their application, “Giving Children a Voice.” With these funds, Rudi and Alicia will purchase the “Cough Drop” AAC (augmentative and alternative communication) app that will be utilized by Early Childhood classrooms and 35-40 K-5 students who receive speech therapy. In their proposal, they wrote, “AAC provides multiple ways to communicate and can be used to supplement or compensate for the impairment and disability patterns of individuals with severe expressive communication disorders. AAC provides all students with a visual representation for language which will help students identify feelings, support language comprehension, and cement verbally presented information.” Thank you, Architecture Incorporated, for generously investing in new technology that supports both students and staff!

Kristina Vanderlip received $917.10 for her proposal, “Fun with Fractions.” She will purchase fraction activity sets and manipulatives. In her application, Kristina wrote, “Students will understand, create, and determine fractions, fraction equivalence, compare fractions, add and subtract mixed numbers with like denominators, multiply fractions by a whole number, and read/write/compare decimals in tenths and hundredths using the math manipulatives.” Thank you, Architecture Incorporated, for supporting educators who are finding creative and inventive ways to teach difficult concepts!

Dr. Jolene Gordon and Sawyer Hoffman from Patrick Henry Middle School received $1,385.45 for their idea, “Creating Opportunities for Students with Motor or Visual Impairments in PE.” Funds will be used to purchase FLAGHOUSE OVERCOMER, an adapted sports equipment device that allows students with limited motor abilities or visual impairments to swing, throw, and strike lightweight sports attachments such as bats, paddles, and hockey sticks. In the application, they wrote, “Our students with limited motor abilities and those who require the use of a wheelchair, will now have access to more experiences in PE class, thus improving self-esteem and fostering the feeling of belonging and inclusivity.” Funding will also purchase the associated equipment to use with the device, including balls, a baseball tee, bats, racquets, balloons, hockey sticks, and pucks. Thank you, Davenport Evans Law Firm, for being a longtime sponsor of Public School Proud Grants!

Jared Baumann and Fred Jackson at Patrick Henry Middle School received the first grant for their proposal, “Drones for the WIN.” The Education Foundation awarded them $2,795.52 to purchase drones. Students will learn how to safely program, operate, and problem solve using drones. In the application, they wrote, “This program will get eighth grade students excited about science and future STEM careers. The goal is to take physics concepts from our curriculum and make them literally fly off the page!” Almost 500 students will benefit from this grant. Thank you, JLG Architects, for generously supporting innovation in the classroom!