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 final Public School Proud Grant to Kasey Thompson and Zoey O’Brien at Washington High School! They received $796.66 for their proposal, “Starbuddies Coffee Cart.” With the funds, they plan to purchase supplies to equip a coffee cart to develop job skills and support inclusion by allowing students with a variety of abilities to practice real world jobs skills while working alongside their nondisabled peers. Students in the Best Buddie program will manage the implementation of the coffee cart. In the application, they wrote, “Students will gain hands-on job skills by taking orders for coffee, making drinks, distributing coffee, and processing cash to complete each order. We will start by taking orders from staff only, but we hope to grow the program throughout the building. Order forms will be sent to staff for them to purchase a variety of beverages. With adult supervision, members of the Best Buddies program will fill each order and deliver them. Students will also collect and track money for orders with support from peer role models and staff. The experience students will get will complement our building’s job skills program.”

We awarded the 59th Public School Proud Grant this morning to Kelly Gilbert, Michaela Weinandt, Erin Rudy, Devin Kurtz, and Courtney Kanthak from Pettigrew Elementary! They received $2,278 for their proposal, “Minds On-Task for a Vibrant Education (MOVE).” With the funds, they plan to purchase sensory items that our youngest learners can use for self-regulation. In the application, they wrote, “This project would provide sensory and gross motor items that will benefit the children’s focus, attention, and cognitive skills. Items purchased would be used to get bodies moving and ready to learn before class, during instruction, and at play time. Research has shown that sensory items that integrate gross motor movement lead to improved focus, attention, and cognitive skills. Motor skill use improves self-esteem, problem solving skills, and can lead to higher academic achievement.”

Carol Neale and Deb Grimm from Laura B. Anderson Elementary will use $1,820 for their proposal, “Early Childhood Peace Garden.” With the funds, they plan to create a peace garden, and they will use a friendship bench, raised garden beds, and plants to develop and nurture friendship skills. In the application, they wrote, “As we started the 2023-2024 school year, we received t-shirts that read, ‘Teach, Learn, Grow, Cultivate.’ Early Childhood students are the foundation for growing and cultivating lifelong learners. Through the garden, we will foster, nurture, and maintain a peaceful place for our students, our school community, and our families. This space will be a tool to foster greater awareness of the environment. They will learn a wide range of knowledge through the hands-on experiences of caring for and planting a garden, while developing and nurturing friendship skills. While working in the garden, our students will expand fine motor and gross motor skills. We want to place a friendship ‘buddy bench’ in this area. The bench will give students the opportunity to create friendships during unstructured recess time for children who feel they do not have friends. In this space, our expectations will be: show gratitude; help not hurt; create not destroy; be respectful in words and actions; and kindness to all. The lessons will be taught using our content standards of early childhood education. Success will be determined by students utilizing strategies for solving conflicts through compassion, communication, and friendship.” Thank you, SDN Communications, for donating to projects that teach students lifelong skills!

Jennifer Scheff from Hayward Elementary received $955.78 for her proposal, “Master Multiplier and Dynamite Divider.” With the funds, Jennifer plans to purchase math board games, flash cards, fidget charts, multiplication SPLAT AND SWAT!, and times table charts. In the application, she wrote, “The activities and games will encourage students to be mathematicians as they break apart and manipulate numbers. Student engagement leads to proficiency. The games range from one-on-one practice to thinking and strategizing skills within a group. The activities can be differentiated to meet students’ needs at all levels, and they will be encouraged to use the multiplication table as a tool until fact fluency develops. With a solid knowledge base of foundational math facts, it becomes easier to learn new concepts. Not only do students see how multiplication facts are related to one another, but they understand and efficiently use the relationships between multiplication, addition, subtraction, and division to solve problems. This activity will also foster social skills. Students will practice taking turns, problem solving, using math vocabulary to communicate, and building relationships with each other. In our classrooms, social skills need to be taught and practiced just like academic skills.” Thank you, KELOLAND Media Group, for generously supporting classroom enhancements like this!

Major Eric Johnson and Senior Master Sargeant Katie Neeley from Roosevelt High School will use $4,540 for their proposal, “Air Force JROTC Flight Simulator Project.” In the application, they wrote, “As part of our aerospace science curriculum, we teach students about general military and civilian aviation, flight control, the aerodynamics of flight, aircraft design, the changing aspects of an aircraft in flight, and more. Along with orientation flights already provided, having simulators in the classroom would bring the curriculum alive, and further enhance student learning with continued hands-on experiences. These simulators are well regarded by existing users for being realistic and providing a fully immersive look into the world of flight! There are physical controls (a yoke, throttle and rudder pedals) to really give students the feel of operating an airplane in flight, as well as communication abilities that allow students to request clearance from air traffic control. The excitement and interest generated by these systems will provide students with graduated and scalable lessons that will spark job interests in aviation, encourage greater enrollment in the district’s existing CTE Aviation programs, and serve as a springboard into highly technical and rewarding careers.” Thank you, First Bank & Trust, for supporting projects that bolster student engagement!

Julia Blashack at Roosevelt High School will use $686 for her project, “Mannequins and Drills.” Julia plans to purchase four mannequins for draping and costume design and five impact drills for students to create hands-on theater props. In the application, she wrote, “By using the mannequins, I can showcase the basic principles of draping and costume design. I will determine success based on the number of students who can effectively drape and then transfer the drape from the mannequin to the sewing machine for costume completion. With the drills, students will create flats, mini characters, and other woodworking projects for mini or full set design.” You can see Julia’s students in action next week (May 2nd—4th) when they perform “Legally Blonde!” Thank you, FFirst Bank & Trust for supporting projects that inspire student creativity!

Robyn Starks Holcomb from Roosevelt High School will use $561.45 for her project, “Recording Hub.” With the funds, Robyn will turn one of the practice rooms in the music department into a soundproof recording hub. In the application, Robyn wrote, “Each semester, music students have a significant number of projects, applications, and auditions that require a recorded submission. Graded coursework or curriculum projects, honor choir/band/orchestra submissions, and college scholarship auditions are just a few of the examples we encounter. Currently, there is no soundproof space to collect a high quality, professional recording. It is disappointing after the hours of preparation spent on their submissions, that their entries are polluted with sounds from surrounding classes, instruments, announcements, and voices in the hallways. Being able to offer this environment to students while they record their projects will remove the stress and misplaced energy spent on worrying about environmental distractions and put that focus back on what is most important –process and performance. In turn, the confidence level and pride in their preparatory and performance efforts, as well as the quality of the submissions themselves, offer the students a higher rate of success, both personally and in a competitive sense.” This grant is funded in memory of Ruth Youngers, a longtime music educator in the Sioux Falls School District. Ruth passed away in August 2023, and her three daughters, Amanda, Amelia, and Anna, encouraged individuals to donate to the Education Foundation in her memory. Amanda, Amelia, and Anna also made a generous gift to our organization to support music education. Anna and her husband, Darin Kaihoi, represented the Youngers family at the grant presentation.

Ruth Hillman at Roosevelt High School received $1,029 for her proposal, “Virtual Reality Artwork.” With the funds, Ruth plans to purchase three virtual reality headsets and art apps including oil painting, multi-brush, pottery VR, and sculptor VR. In the application, she wrote, “Exploring in virtual reality is one of the most immersive experiences a student can have. Giving students the opportunity to create art in a different world will get them excited for the future of art and what they can create.” VR is an emerging artistic discipline, and students can unleash their freedom and creativity without the physical limitations of size, shape, or material. Through virtual reality, we can also alter the way we experience and share art with our peers or publicly with a larger audience. Thank you, Omnitech, Inc., for investing in projects like this that expose students to STEM in the classroom!

Cindy Brakke and Cindy Breen from Renberg Elementary will use $5,308 for their proposal, “ClassVR: Going Beyond the Classroom.” With the funds, they plan to purchase eight VR headsets that will be used by K-5 students. In the application, they wrote, “ClassVR is an open platform supporting virtual and augmented curriculum, allowing students and teachers to create, upload, and share their content, creating a collaborative community of global educational resources. One of the key benefits of ClassVR is its ability to support social and emotional development among students. Research has shown that virtual reality experiences can help students develop greater self-awareness, emotional regulation skills, and empathy for others. By experiencing challenging situations in a virtual environment, students can practice problem-solving, decision-making, and collaboration skills essential for success in school and beyond. With ClassVR, students can explore historical sites, scientific concepts, and cultural landmarks worldwide in a safe and controlled environment. By using this technology, we can transport students beyond the walls of our classrooms and provide them with meaningful, real-world experiences that help them develop compassion and understanding of diverse perspectives. We know that experiencing something is one of the best ways to learn, and virtual reality helps create this great foundation for success.” Thank you, POET, for generously funding classroom enhancements that give students hands-on, immersive experiences!

Anna Brokenleg from IPC received a Proud Grant for her proposal, “OSO Ribbon Skirt and Ribbon Medallion Making.” Ann Robertson, Amanda Zephier, Mason Calhoun, Tim Easter, Zach Fenceroy, Haydn Daudt, Janet Fleming-Martin, Bruce Rekstad, Robert Johnson, and Arlene Smith are also recipients of this award. With the $5,000 grant, 120 middle schoolers will be able to sew a ribbon skirt or make ribbon medicine wheel medallions to attach to a shirt for their eighth grade honoring ceremony, marking a significant steppingstone in a culturally relevant way. In the application, they wrote, “OSO students will be involved in all aspects of the designing, measuring, creating, and sewing of their ribbon skirts or ribbon shirt medallions. This will be a culmination of their learning about Indigenous history, artists, cultural revitalization, resilience, and cultural pride studied throughout the OSO curriculum. While the skirts and medallions are intended for the honoring ceremony, they will also grow with students to assist them in other cultural representation events throughout future years. Many students do not have access to the materials or cultural mentors to assist them with regalia making at home or outside of the school environment. This grant aims to help fill this need for our Native student population. This opportunity will allow eighth grade students to increase participation in cultural events beyond the honoring ceremony and to positively celebrate their culture in the educational setting during their high school experiences.” Avera McKennan Hospital & University Health Center has been partnering with the Education Foundation for 15 years, and we appreciate the significant investment they have made in our programs for students and educators!

Kevin Kurtz from Jefferson High School received $2,484 for his proposal, “Developing Musicians through Solos and Ensembles.” With the funds, he plans to purchase various single sheet solos, duets, and ensemble music selections that will be used by more than 1,700 middle and high school band students throughout the district. In the application, he wrote, “This grant is meant to expand the solo and ensemble music library to efficiently, effectively, and immediately provide repertoire for students to demonstrate their musical abilities and knowledge in a solo and/or ensemble performance and to develop into well-rounded musicians. Currently, the solo and ensemble section of the band library is very limited, largely only holding materials required for All-State Band auditions. While it is good that we have that, we do not have enough selections to provide the students with music that is appropriate for all skill levels and that can be performed at solo and ensemble contest, All-State Band auditions, and honor band/collegiate auditions. Students will be challenged to make their own musical decisions, to play independently instead of in an ensemble of 20-30+, and to showcase their abilities in front of others.” Thank you, Seed for Success Foundation, for generously investing in projects that inspire teachers and inspire student engagement!

Melissa Hittner from Jefferson High School received $10,000 for her project, “Solarize Jefferson.” She plans to purchase six solar panels and the necessary equipment to install and operate the panels. In the application, she wrote, “By introducing solar panels, our pilot project will let students learn about renewable energy and how it helps to reduce the carbon footprint. Through this project, here are a few science standards we could incorporate into lessons: design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy; develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation; explain how the sun’s energy affects the Earth’s surface; describe the use of solar energy in power generation; and describe the effects of the use of solar energy on the environment.” Thank you, Seed for Success Foundation, for generously investing in projects that inspire teachers and enhance student engagement!

Sarah Bell from Jefferson High School received $2,150 for her proposal, “Podcasting to Proficiency.” Sarah will purchase microphones, mic stands, mic cables, headphones, and a switchboard/production board for 100 World Language students. In the application, she wrote, “The Podcasting to Proficiency project asks students to use their language skills to create a podcast conducted in a foreign language. Students will work in groups, pairs, or individually to plan, prepare, record, and present a podcast episode on a cultural topic of their choice. These podcast episodes will also be used by lower-level students to practice and improve their listening comprehension. Another way this project could positively affect lessons is by using the equipment to record audio books. Studies have shown that more time reading in a foreign language is correlated with higher language comprehension levels. The project will be successful if higher-level language students are able to create realistic podcast episodes using the language effectively, and lower-level students are able to comprehend much of what they hear from the podcast episode.” Thank you, Seed for Success Foundation, for generously investing in projects that inspire teachers and enhance student engagement!

Marc Aisenbrey and Todd Wells from Jefferson High School received $913.94 for their idea, “Real World Robotics.” They plan to purchase Makerzoid Master coding robots, GPS drones, and an 8-module drone curriculum that will be used by 100+ high schoolers. In the application, they wrote, “Students will get a hands-on approach to the engineering process through the use of robotics and drones. Students in the Real World Science class are learning about careers, and we want them to explore various job options and be able to problem solve. Students will program robots and drones to learn the coding and engineering process. If they are interested in expanding their knowledge, students will be able to bridge this coursework into an aviation or engineering course through CTE Academy. Giving our students the ability to work through a process, get hands-on experience, and collaborate with peers is crucial to any post high school career.” Thank you, Raven Industries, for supporting STEM in the classroom!

Eliza Leloux at Jane Addams Elementary received $403.80 for her proposal, “Let’s Get Regulated!” With the grant dollars, she plans to purchase Zenimals, yoga materials, mindfulness packs, a dance party brain break button, snap, match, and move games, and more to teach students self-regulation strategies. In the application, she wrote, “Throughout the day, students may face various challenges that make it difficult for them to successfully manage their emotions. Helping kids develop self-regulation skills involves providing them with strategies and support to manage their behaviors and thoughts effectively. I plan to create a calming space in our classroom where students can use fidgets, mindful mazes, and visual timers. We will practice mindfulness and relaxation techniques through yoga, tactile breathing cards, and listening to meditating music with a Zenimal. If students need a brain break, we will use a game with movement activities or the 30-second dance break button for added fun. Consistent practice and reinforcement of these strategies will contribute to their effectiveness and help students feel empowered to manage their emotions.”

Jenny Joffer from Jane Addams Elementary received $1,600 for her proposal, “Cultivating Kids That Code.” She plans to purchase 16 Osmo coding kits that will be used in the classroom and throughout the building. In the application, she wrote, “Osmo coding kits will give students hands-on experience in the concepts of coding and will help develop their problem solving and logic skills. The tangible blocks and interactive games create an immersive experience. This fosters social skills, teamwork, and communication. Coding challenges kids to think critically and analyze situations from different perspectives. They learn to anticipate potential issues and consider alternative solutions. Overall, coding for kids provides a holistic learning experience, nurturing various cognitive and interpersonal skills essential for success in the 21st century. As technology continues to play a significant role in various industries, early exposure to coding is increasingly recognized as a valuable educational component.” Thank you, Sioux Valley Energy, for investing in projects like this that help students cultivate collaboration and critical thinking skills!

Sheila Pike at Jane Addams Elementary will use $748.76 for her proposal, “STEM Activities for Station Time.” With grant funds, she plans to purchase magnetic lab kits, magna tiles, and LEGO building blocks that will be used in the kindergarten classroom. In the application, she wrote, “Magnet STEM activities provide hands-on experiences, allowing students to interact directly with materials. This kinesthetic approach enhances understanding and retention. Exploring magnetism involves solving problems and making decisions. Students learn to analyze situations, make predictions, and find solutions, fostering critical thinking skills. Manipulating LEGO bricks helps improve fine motor skills and hand-eye coordination. This is especially beneficial for younger students who are still developing these abilities. LEGO building involves trial and error. When students encounter challenges or mistakes, they learn to problem-solve and find alternative solutions. LEGO sets often mirror real-world structures and machines. This allows students to apply their knowledge to practical, tangible examples, enhancing their understanding of concepts.” Thank you, Kouri Insurance Agency, for being a longtime supporter of our grant programs for teachers!

Lindsey Gray from Jane Addams Elementary received $1,451 for her proposal, “Build Math Towers to Build Math Thinkers!” Lindsey plans to purchase Math Stackers Learning Systems, Math Stackers Mega Magnets, and Math Stackers deluxe sets and bundles. In the application, she wrote, “Math Stackers help children imagine, build, and represent math problems. These manipulatives allow children to learn in the environment we know is best; through hands-on, active play in a fun, social, and collaborative environment. Math Stackers embrace a mindset of critical thinking over memorization and encourage positive risk-taking for students as they work to solve math problems. The materials can be used to build or expand upon foundational addition, subtraction, multiplication, and division skills. Because of their mathematical design, students can physically see if the math works or if they need to manipulate more to find the solution.” Thank you, Sheldon and Deb Koski, for generously sponsoring materials that increase student engagement!

Kathy Dang at Hawthorne Elementary received $1,972.66 for her proposal, “Capturing Our Community: Student-Centered Photography.” Funds will be used to purchase 16 digital cameras, photo paper, and color ink that will be used by 350 K-5 students. In the application, Kathy wrote, “Photography is such an accessible way for students to express themselves and this project would strengthen the new elementary art curriculum. Having cameras for my students would allow them the ability to experiment with a new material and medium (which would be highly engaging), learn about photography and photographers from the history of art (which would be culturally appropriate for my diverse students), and would also be a quick way for me to formatively assess their ability to capture a theme or prompt! We have a unique school and neighborhood at Hawthorne, and it would be fascinating to view our community through the eyes of our students. We could also involve parents, and the images from our photography unit could be showcased at our annual school art show.” Thank you, Mary Chilton DAR Foundation, for generously sponsoring grants that inspire student creativity!

Kait Jurrens from Harvey Dunn Elementary received $1,453.97 for her proposal, “Zen Den Toolbox.” Kait plans to purchase sensory tools, fidgets, Zenimals, therapy putty, stress balls, marble mazes, and sensory mats that can be used by all 600 K-5 students. In the application, she wrote, “I will be creating a zen den in the building and individual social emotional learning baskets for classrooms. The zen den will provide a safe and calming space for students to self-regulate and work through their emotions. With the classroom baskets, students can use the tools to help them calm down and stay on task.” Thank you, CorTrust Bank, for investing in projects like this that will help our students be successful, both in and out of the classroom!

Meredith Stevens, Sami Tomshack, Haley Beckstrand, and Leah Ohme from Harvey Dunn Elementary received $1,630 for their project, “Life Skill Detectives.” With the grant funds, they will purchase premade task box kits to be used in special education classrooms. In the application, they wrote, “The kits will focus on learning skills essential for a successful life at school and home. Skills practiced within the task boxes include personal hygiene, emergency contact identification, emotion identification, what to wear based on weather, community safety signs, good vs. bad choices, word associations, and many more. Each task box kit includes 16 different life skills activities and provide students with structured learning activities to expand their life skills and vocabulary both at home and during school.” Thank you, CorTrust Bank, for investing in projects like this that will help our students be successful, both in and out of the classroom!

Jill Blase and Mandie Petersen from Harvey Dunn Elementary received $1,000 for their idea, “Gaining Independence Through Word Work.” They will purchase alphabet toys, CVC word builder activity cards, phonics letter tiles, magnetic spelling boards, sound boxes, alphabet stampers, foam letters, word building blocks, alphabet puzzles, and spelling games that will be used by 100 first graders. In the proposal, they wrote, “This project will supply hands-on activities for the students to work on their writing, reading, and word work while strengthening their fine motor skills. These materials will be used to practice words at their level during independent workshop time for English Language Arts. These supplies will give students developmentally appropriate opportunities to practice and enhance their reading and writing skills on a daily basis and will be rotated throughout the year to keep their interest.” Thank you, Davenport Evans Law Firm, for supporting projects that enhance literacy skills!

Gretchen Johnson and Kiley Thompson at Garfield Elementary received $1,710 for their proposal, “Project Eagle’s Nest.” With the funds, they plan to purchase two sets of heart-rate monitors that will be used to help students with self-regulation. In the application, they wrote, “The wrist heart rate monitor is the only one designed specifically for children and education. Using this technology, students will understand the zones of regulation and strategies to use when their heart rate increases. Students will check out the watch in the morning with their teacher and review expectations. They will use the watch to monitor zones and heart rate data, and with that information, the student can use self-regulation strategies when needed. At the end of the day, the student will check in the watch and use the tap-and-go to sync and review the data with their teacher. This information will help identify trigger areas, difficult times of the day, and what is going well. Based on that feedback, the teacher and student can review and plan for the next day.” Thank you, SScheels for being a longtime partner of the Education Foundation and generously supporting educators who want to help their students be successful, both in and out of the classroom!

Kristin Morse from Garfield Elementary received $1,455.91 for her project, “ZEN & STEM: Lead to Meaningful Moments.” With the grant funds, she plans to purchase STEM tools and Zenimals, screen-free devices that cultivate mindfulness in nine guided meditations, to support student achievement for 530 K-5 students. The materials will be accessed through a lending library that all staff can utilize. In the application, she wrote, “STEM materials and Zenimals give students hands-on, immersive experiences in diverse ways. First, the STEM materials provide opportunities for students to engage in active play. STEM tools also foster problem-solving, imagination, creativity, and collaboration skills. These open-ended opportunities allow students to make mistakes, learn from them, and persevere, which supports student achievement. Secondly, the Zenimals give students an opportunity to experience mindfulness in an engaging way and teaches them the skills needed to self-regulate. These techniques will provide a natural way for students to reset their bodies and brains after being out of the classroom, which often causes students to become dysregulated.” Thank you, Scheels, for being a longtime partner of the Education Foundation and generously supporting teachers who want to help their students be successful, both in and out of the classroom!

Kristen Heilman and Kiley Songstad at the Learning Lab received $1,259 for their proposal, “Sensory Hallway.” With the funds, they will purchase sensory paths, stepping stones, gymnastics mats, and liquid gel floor tiles. In the application, they wrote, “Our location houses the district screen and evaluation offices. Yearly, more than 700 children are screened for developmental concerns. In addition, we have three preschool classrooms. Children often display a need for sensory stimulation. Due to overload or deprivation, many appear dysregulated and do not perform well at the screening. Providing kids an opportunity to regulate their bodies prior to entering an appointment will calm and soothe overloaded/deprived sensory systems allowing them to perform well. Engaging in these types of activities can help children self-regulate, manage sensory overload, and improve attention and focus. The structured nature of the pathways and stations provides a consistent sensory experience, which can be particularly beneficial for children with sensory processing disorders or autism spectrum disorders.” Thank you, Mary Chilton DAR Foundation, for being a longtime sponsor of our grant program!

Jane Fosheim from the Learning Lab received $2,208.75 for her idea, “Creating an Inclusive and Culturally Responsive Classroom for Students.” Jane will purchase block people, puzzles, play food, Duplo Legos, and other manipulatives that will be shared among the three preschool classes that serve a variety of students at varying developmental levels. In the application, she wrote, “The puzzles depict real-life children and have bigger pieces for the younger learners to use or for children who are working on their fine motor skills. Students will use the play food to improve sorting skills, engage in problem-solving techniques, and build upon their language skills. The Duplo Legos will be used by my youngest students to work on hand-eye coordination while providing open-ended play. These materials will provide hands-on experiences that promote diversity, inclusiveness, and acceptance for all. This is important not only in the classroom, but in day-to-day experiences at home and in the community.” Thank you, Mary Chilton DAR Foundation, for being a longtime sponsor of our grant program!

Julie Eining at the Learning Lab received $3,600 for her project, “Portable Standers.” With the grant funding, she will purchase three standers for physical therapists working with children. In the application, she wrote, “Time in a stander allows children to stand with support while promoting good body alignment; it also improves their respiratory and digestive systems. From an education standpoint, it will enhance a child’s ability to interact with their environment because their hands will be free to explore with toys and to play with their provider or family members. If a child currently needs this level of support, often the providers are behind them and thus are unable to help them with the activity or to see them face-to-face. Our current stander is 60 pounds and difficult for one person to transport; these would be much easier to use.” Thank you, Sanford Health, for generously investing in the students and educators in the Sioux Falls School District!

Andrea Sukut from the Learning Lab received $1,745.84 for her proposal, “Tick Tock, Time For A Task Box.” She will purchase a variety of task boxes that can be used by about 80 Early Childhood students. In the application, she wrote, “Task boxes are meant for individual or small group instruction. Since task boxes work on fine motor skills (strength, hand-eye coordination, crossing midline), these materials will be hands-on. While students develop fine motor skills, they will also be working on counting, sorting, comparing, color identification, matching, tracing, letter identification, and shape manipulation. Task boxes allow students to learn by doing. Students within the Early Childhood Program come to school with many different skill sets. I will be using these boxes to meet the individual needs of students and to work on areas of delay.” Thank you, Sanford Health, for generously investing in the students and educators in the Sioux Falls School District!

Olivia Mercado-Ford and Allie Bucknell at Lowell Elementary received $3,058.05 for their proposal, “Let Me Be Independent!” With the funds, they will purchase learning materials to build work basket systems for students with disabilities. They plan to purchase tactile letters, count and link activity sets, touch and match math games, counting cans, sequence and read story tiles, magnetic boards, shape sorters, fine motor games, sensory bins, alphabet rockets, and more. In the application, they wrote, “Achieving independence is our goal as students with learning disabilities require support to complete tasks to meet learning objectives and participate in mastering the curriculum. Our students are in the early stages of learning letters, letter sounds, numbers, and fine motor skills which are crucial to learning independence. These activities will introduce new vocabulary to students who are non-verbal or use limited verbal language. By providing materials for work basket systems, students will have opportunities to learn designated skills at their level with minimal assistance.”

Erin Radway from Lowell Elementary will use $2,084.39 for her proposal, “AdaptoBots: Unleashing Creativity in Animal Adaptations.” With the funds, Erin plans to purchase 12 ozobots. In the application, she wrote, “This project will integrate ozobots (line-following robots that can sense four colors) into concepts students are learning in third grade science. Students will begin by learning about animal adaptations through their Amplify science lessons. Then in library, students will apply what they learned by researching an animal of their choice, specifically looking for actions that this animal takes to survive. With the information they researched, students will create a code for the ozobot to mimic that animal. For example, if a student researches the monarch butterfly, which migrates to stay alive during colder times in the Northern Hemisphere, they could code the ozobot to slow down if it encounters rain or needs to stop for nectar, or they could code it to spin around if it encounters a strong windstorm. Students will use critical thinking skills to combine their research knowledge of their animal with applicable codes to make their animal come to life through the movements of the ozobot. The ozobot is a screen-free robot. This allows students to get off their Chromebooks and truly create while still working with technology! Furthermore, there is a tangible connection to enhance the students’ understanding of sometimes abstract scientific concepts, making them more concrete by putting an action to what they have learned.” Thank you, Maguire, for generously supporting immersive, student-centric projects like this!

Carol Alpers at Oscar Howe Elementary will receive $740.56 for her proposal, “Jump Start Morning Bins.” Carol will purchase Picasso tiles, 3D puzzles, STEM building toys, 3D geometric solids, dominos, Wikki Stix, K’Nex, Tinker Toys, and more that will be used in six morning bins. In the application, Carol wrote, “Morning bins are a way for students to get their brains and bodies engaged and ready for a day of learning. The materials focus on hands-on creativity, developing fine motor skills, problem solving, and socializing opportunities. Two of the bins will have a building activity. Students will have to work with others to create some type of structure. Two bins will have fine motor activities, including cutting, writing, coloring, stamping, molding, and stringing/lacing. The final two bins will contain social skills activities. These will have decks of cards, conversation starters, and other games. After modeling how to use the bins, students will use them independently and in small groups. While students are playing, learning is taking place.” Thank you, Cutler Law Firm, LLP, for sponsoring projects like this that give students hands-on learning opportunities!

Ann Hajek at Oscar Howe Elementary will use $806.01 for her proposal, “Fine Motor Fun.” With the grant funds, Ann will purchase interlocking gear STEM sets, building blocks, magna tiles, lacing letters, brain flakes, special effects crayons, pony beads, engineering sets, puzzles, STEM tubular pipes and joints, plastic nuts and bolts, play dough, nail peg boards, and Legos. In the application, she wrote, “I would like to purchase a variety of activities that will help students when they are working in the classroom. Many of my students struggle with fine motor skills as well as social skills. These foundational skills are crucial for students to succeed in school and in life and mastering them will help them achieve their academic and behavior goals. With these materials, students get to play and build muscles! You can’t get more hands-on than that!” Thank you, Stephanie Gongopoulos, for the generous support you have shown the Education Foundation and the programs we administer!

Beth DeRuyter at Oscar Howe Elementary will receive $2,172.40 for her proposal, “Working on Word Work.” Beth will purchase materials that will be used by 115 students in all five kindergarten classes, and the supplies include magnetic letters, word, spelling, and alphabet puzzles, reading blocks, alphabet cones, sight word magnets, linking letter monkeys, alphabet rockets, and letter and word puzzle cards. In the application, Beth wrote, “Word Work activities need to change often as there are different expectations for different ability groups. While one group of children needs to focus on letter and sound identification, another group might need to work on sight words. One week, students might be expected to form consonant-vowel-consonant (CVC) words using magnetic letters or matching puzzle pieces with corresponding letters and pictures. The next week, students may be forming sight words using foam pattern blocks. We rotate the activities to encourage student engagement and to meet the evolving needs of each group. The activity might also change depending on a new skill being taught, such as long vowel sounds, beginning and ending sounds, or rhyming words. Keeping students engaged for the entire Word Work period is essential to the success of our Being a Reader period and to their growth as beginning readers.” Thank you, MarketBeat.com, for generously investing in projects that will enhance student engagement and creativity!

Mary Fink from JFK Elementary received $3,091.16 for her proposal, “STEM for Everyone.” Mary plans to purchase a variety of materials including Osmo coding software, magnetic drawing boards, brainometry brain teaser games, Picasso Tiles, pixel puzzle sets, gravity maze marble runs, Hexbug Nano zone building kits, programmable robots, multiple block sets, and more. The supplies will be used in the library by the 600+ K-5 students at JFK. In the application, Mary wrote, “With these supplies, we will be doing school-wide challenges, exploring robot units, and finding creative solutions to problems. The lessons themselves will vary from free-form goals (What can you create with these materials?) to focused challenges (How strong of a bridge can you make with the supplies we have provided?) They will learn the basics of coding starting in kindergarten with the Code and Go Robots and grow in their programming knowledge through the Botley Robots and Hex Bug Robots in their later elementary years. In addition to having fun, they will learn about perseverance, cooperative work, and the scientific process of inquiry and trial and error. It will also give our female students, who have often felt overlooked in STEM-related occupations, encouragement to explore STEM fields in the future.” Thank you, Xcel Energy: South Dakota, for generously supporting STEM in the classroom!

Jacey Hanssen at Pettigrew Elementary will use $174.19 for her project, “STEM Morning Bins.” With the funds, she plans to purchase digit blocks, colorful wooden stacking rocks, rainbow stones, creative straw STEM builders, and Legos. In her proposal, she wrote, “STEM bins are boxes filled with manipulatives that allow students to complete a variety of activities that promote fine motor skills, creativity, and problem solving. It gives students a chance to become familiar with manipulatives used in the classroom before they are introduced in the curriculum lessons. Students can experiment with a variety of materials to create and improve designs throughout the school year. Through the STEM bins, students will do more than just play; they will explore, engage in open-ended play, and create with their peers.” Thank you, Dacotah Bank, for supporting projects that increase student engagement and for providing educators with the tools they need to be successful!

Myra Koerner from Pettigrew Elementary received $409.89 for her project, “Independent Hands-On Learning.” Myra plans to create reading and math stations using alphabet and number rockets, magnetic counting mazes, linking letter monkeys, peg number boards, and more. In the application, she wrote, “As we add more curriculum and rigor to our instruction, we must decrease the amount of time spent on child-directed hands-on learning. As children are allowed more tablet time at home, we are seeing a gap in their fine motor skills and ability to work independently. Giving children the opportunity to engage in educational, hands-on activities that are designed to strengthen their fine motor skills, pre-writing skills, phonics skills, and early number recognition is the perfect way to use this independent learning time in the classroom. These experiences will enhance their participation and keep them engaged in a day full of rigorous instruction.” Thank you, Dacotah Bank, for supporting projects that increase student engagement and for providing educators with the tools they need to be successful!

Katie Netz and Amber Kramer at Pettigrew Elementary received $1,341.98 for their proposal, “Themed Sensory Bins.” With the funds, they will purchase sensory bins to support speech and language development for 150 students. They plan to buy two sensory tables and fillers for eighteen themes. Twelve themes will correspond to the seasons (for example, leaves, snow, and flowers) and six themes will correspond to letters, colors, and vehicles. In the application, they wrote, “Sensory bins are designed to engage a child physically with materials and therefore activate both motor and language portions of their brains. Using an approach to engage and motivate the entire child helps elevate their ability to learn in a functional way. Through sensory activities, a child is exposed to common words, supporting their development of core language skills. The more a child is exposed to different types of language, from commands to questions, the more they will improve their ability to imitate and initiate oral language.” Thank you, Dacotah Bank, for supporting projects that increase student engagement and for providing educators with the tools they need to be successful!

Jamie Reinke from Cleveland Elementary will use $2,361.75 for her proposal, “Success for All Students.” She plans to purchase individualized task boxes for students on IEPs. Materials include sorting and matching games, peg boards, snap and lock beads, puzzles, shape sorters, magnetic marker stations, animal manipulatives, literacy bundles, and more. In the application, she wrote, “SPED teachers are working to keep students within their GenEd classroom and building to ensure they receive a free, appropriate education in the least restrictive environment. Students with greater needs struggle to make growth towards IEP goals within the GenEd classroom. They may need a smaller setting to work toward these goals. This learning will occur through the use of task boxes that are related to their IEP goals. These tasks will increase the student’s stamina for independent work time; increase their confidence as they master new skills in an interactive and enjoyable activity; and provide them with the chance to rejoin their nondisabled peers for whole group instruction, specials, lunch, recess, and counseling. This allows students to grow within the least restrictive environment, builds healthy peer relationships, lessens their anxiety, increases their self-confidence, and helps them develop a sense of belonging within the community and their school.” SDN Communications has supported the Education Foundation for 15 years, and we appreciate the investment they have made in the programs we administer!

Kiley Reynolds at Whittier Middle School (Lisa Boylan accepted the award on Kiley’s behalf) will receive $3,429.65 for her proposal, “Engagement and Sustainability.” With the funds, Kiley will purchase three aero gardens, seed pods, planters, and potting soil that will be used by students in the Gardening Club, Cooking Club, 7th grade CORE class, and all FACS (Family and Consumer Science) classes. In the application, Kiley wrote, “Through these clubs and classes, we will teach students to grow and can their own food to eliminate wastefulness of vegetables that are unable to be used right away. They will learn about fertilization and disease control using household items like coffee grounds and milk. Students will prepare meals with vegetables and herbs they have grown using easy, middle-school recipes. We will increase engagement by providing food and inexpensive meal solutions for students who experience food insecurity. Spots within the Cooking and Gardening Clubs may be specifically reserved for students with behavior or attendance concerns to promote participation and a greater feeling of acceptance at school.” Thank you, Dorsey & Whitney Trust Company, for generously supporting projects that give students hands-on, immersive opportunities!

Collin Taphorn from Whittier Middle School received $420 for his proposal, “Solar Eclipse Watch Party.” With the funds, Collin will purchase solar eclipse glasses for 800 students and staff so that they can view the partial solar eclipse on April 8th. In the application, he wrote, “The purpose of the watch party is to encourage student engagement and foster a deeper understanding of the science behind solar eclipses and the solar system. These glasses will be distributed to students and attendees at the event, creating a shared experience that promotes curiosity and a sense of wonder about the universe. We believe that the Solar Eclipse Watch Party aligns with the goals of the Public School Proud Grant by fostering educational experiences that go beyond the traditional classroom setting. This event will leave a lasting impression on our students, promoting curiosity and a passion for science. The next solar eclipse that will be visible in Sioux Falls is in the year 2044. This eclipse is truly a once in a generation event.” Hy-Vee has been a longtime partner of the Sioux Falls Public Schools, and we extend a special thank you to Melinda Haensel for assembling 100 balloon and candy bouquets for all of this year’s winners!

Jeananne Soukup from Anne Sullivan Elementary will receive $1,760 for her proposal, “Cornhole for Kids.” With the funds, she will purchase eight sets of cornhole boards and beanbags that will be used by more than 500 K-5 students in PE. In the application, she wrote, “Cornhole for Kids would be so much more than just a game or fun activity. Students would be working on a variety of skills, including underhand tossing towards a target. This activity will also help them develop social skills, such as working with a partner, taking turns, problem solving, teamwork, and sharing strategies. Standard 4 states, ‘The physically literate individual exhibits responsible personal, social, and emotional behavior that respects self, others, and environment.’ This game would give students ample opportunities to show their ability to demonstrate these behaviors. My hope is that this memory of elementary school will be a lasting one!” Thank you, Woods Fuller, for sponsoring this enrichment activity!

Trish Nelson was awarded $2,388 for her proposal, “Using Supplemental Curriculum to Enhance Academics for Early Learners.” With grant dollars, Trish will purchase materials to create a lending library of work basket tasks that can be checked out until classrooms are able to generate the number of activities necessary to support their students. These task boxes will primarily serve the 600+ students in the Sioux Falls School District with autism. In the application, Trish wrote, “Task boxes, with their hands-on and interactive nature, capture students’ interest and maintain their engagement. The structured format, clear instructions, and visually appealing materials make the tasks more enticing and meaningful. By incorporating multisensory elements and varied levels of difficulty, task boxes cater to different learning styles. By engaging in task box activities, students learn to follow directions, manage time, complete tasks at their own pace and gain independent work skills. This allows for 1:1 teaching of new concepts with specific students.” Thank you, First PREMIER Bank, for 15 years of generous support of our students and teachers!

Christina Sieber, Becky Whitlock, and Nicole Freeman will use $3,812.45 for their idea, “Assessment of Functional Living Skills.” They will purchase Assessment of Functional Living Skills starter sets, language builder picture cards, color cubes, matching games, math manipulatives, shapes, fraction, multiplication flashcards, puzzles, and more. In the proposal, they wrote, “A staff development on how to assess individual students will be designed to ensure educators are evaluating within the areas of school skills, vocational skills, basic living skills, independent living skills, home skills and community participation skills to encompass the ‘whole child approach.’ Each area provides a sequence of progress-tracking grids and teaching guidance based on task analyses. These grids can follow students through their school career, allowing educators a continuum of systematic skills to increase independence and skill development through multiple transitions in their academic career.” Thank you, First PREMIER Bank, for 15 years of generous support of our students and teachers!

Myles Gosmire from Lincoln High School received $700 for his proposal, “Grant for Behavior Room.” Myles will purchase magnetic fidget stones, tangle therapy, stress gel fidget balls, thinking putty, puzzles, games, felt pieces, clay, origami paper, Legos, yoga mats, art supplies, and other calming devices for students who need a brain break. In the application, he wrote, “With these items, students will have a dedicated space with materials they can use for self-regulation. They will help students calm down during appropriate break times, rather than students being out in the hall, bathroom, or other places they should not be. If we have these tools available and we encourage students to use them, it will help us build stronger connections by tapping into students’ interests.” Thank you, Eide Bailly, for supporting classroom enhancements in our schools!

Janet Fleming-Martin and Kyle Dietz at Lincoln High School will use $1,379.49 for their project, “Sacred Roots.” Working with American Indian students, they will purchase materials to turn Lincoln’s greenhouse into a living library. In the application, they wrote, “The Oceti Sakowin culture places high value on protecting Mother Earth and land stewardship. The work the American Indian students will do provides them the opportunity to learn about protecting the environment. All students will gain hands-on learning experiences through this living library. Plants will be represented in various stages from seedlings to full growth. During the renovation of the greenhouse, American Indian students will be cleaning, painting, designing, obtaining plants and materials, hanging planters, updating filter systems, building a garden space, and setting up the plant growth labs. The greenhouse has endless potential and will integrate science, technology, engineering, and math with a culture project.”

Janet Kolb and Kali Sloup from Lincoln High School received $3,201.91 for their project, “Real-World Designers.” They will purchase iPads, software, Cricut makers, tools, and fabric for 120 students in interior design and fashion design classes. In the application, they wrote, “Students in Interior Design will use the Procreate drawing app to design furnishings for their 3-D model of a miniature room, and students in Fashion Design will use the Procreate drawing app to design their own clothing patterns. In Fashion Design, the clothing patterns will be cut from fabric that is applied to Cricut mats. The students will then be able to sew their designs and display them on Barbie-doll sized mannequins. Interior Design students will have their creations cut with the Cricut from Watercolor paper, Kraftboard, Chipboard or thin woods. Interior Design students will use the furnishings to bring their room to life as a 3-D model. This project is immersive because all of the designs will be original, students will be able to see their ideas become reality, while learning the ups and downs that accompany the design process. This will give students an opportunity to learn that just because they can design and draw it, doesn’t always mean it is functional to create. This will allow students to take most of their conceptual designs and make them a reality, solidifying the concept of real-world learning.”

Mary Alexander and Julie Brown, and Sydney Welberg at Lincoln High School will receive $2,150 for their proposal, “Hands-On Skills for Community Success.” With the grant, they will purchase materials for a simulated store, including a conveyor belt, grocery bag rack, scanner, and check-out stand that will be used for job skills training. In the application, they wrote, “Some businesses now require potential employees to successfully complete assessments prior to interviewing for a job. These businesses are popular with teenagers. It gives them the chance to earn money, while being in a structured social setting. These assessments are challenging for individuals who learn differently or who have never had the experience of taking an online assessment. We would like to give our students real-life training to be marketable with competitive employment. A simulated store would allow us to work with students in groups of 2 to 3. This training would include scanning products, bagging groceries or other items, and stocking shelves. We are working to teach our students workplace skills and job specific skills, and this would bridge the current gap we see.” Thank you, Mary Chilton DAR Foundation, for supporting both our Public School Proud and First Time Teacher Grant Programs!

Tracy Teerink from Ben Reifel Middle School received $1,259.97 for her idea, “Sew Many Projects!” Tracy will purchase sewing machines, bobbins, thread, needles, a tapestry loom, stick shuttles, embroidery hoops, and knitting machines that will be used by 250+ art/Art Club students. In the application, she wrote, “Eighth graders can choose to take 3D Art or Drawing & Painting. In both classes, I would like to incorporate more textile/fiber arts and mixed media designs. Projects I am interested in doing include sewing pillows, trivets, mittens, and more; 3D felt letters and sculptures; embroidery; collaborative weaving; knitting; and upcycling projects. Each art medium will be introduced with projects according to the curriculum. Students will be taught how to correctly use the tools, practice and learn the different techniques, and then create their projects. The loom will be introduced to each class period and the Art Club. We will discuss the collaborative art-making process, and students will have an opportunity to create artwork they can wear or display throughout the school.” Thank you, Sammons Financial Group Companies, for generously supporting projects like this that give students hands-on, real-world applications!

Desiree Burggraaf at Ben Reifel Middle School will use $1,999.16 for her proposal, “Makerbot to the Rescue.” Desiree will purchase a 3D printer, filament bundles, and 3D software that will be used by 6th, 7th, and 8th grade students in the RISE Program. In the application, she wrote, “The 3D printer will give students a hands-on, immersive experience by allowing them to be the innovator and bringing their ideas to life as something tangible. Abstract thinking can be difficult for students with cognitive impairments and autism, and this would allow them to see how their creativity can come to life. It will also pave the way for them to have future vocational opportunities in the areas of robotics and STEM. Using this technology, students can create fidgets and sensory tools that can be utilized in the classroom daily when they are practicing self-regulation strategies.” Thank you, Sammons Financial Group Companies, for generously supporting projects like this that give students innovative, real-world applications!

Rhonda Begley at Discovery Elementary received $1,093.59 for her project, “Let’s Get Our Reading Game On!” Rhonda plans to purchase a variety of reading comprehension games that will help 150 fifth graders explore themes of cause-and-effect, vocabulary, fact and opinion, context clues, parts of speech, figurative language, and text structure. In the application, she wrote, “This project will be an innovative, hands-on approach to reading intervention and enrichment. Students love to play games, but they do not always love to read, especially when they struggle. Students who are at grade-level or above grade-level also love to play games, but they want to be challenged. My project will provide reading comprehension games and resources for both things to happen for all types of readers before they enter sixth grade. Many board games involve storytelling elements or require players to interpret written instructions and make strategic decisions. This process enhances comprehension skills and encourages critical thinking and problem solving. Board games provide an interactive and engaging way to experience reading.” Special thanks to Ann Smith, retired Sioux Falls School District administrator, for her longtime support of the Education Foundation and the programs we administer!

Jodi Stevenson at Discovery Elementary received $2,789.97 for her proposal, “3-Dimensional Learning.” She will purchase a 3D printer, filament bundles, and 3D software. In the application, she wrote, “3D printing is the ultimate tool for student engagement. Using the software and printer, students will create models or manipulatives to help explain their thinking or to better understand a topic. 3D printing can be used in many subject areas, not just the obvious tech and computer classes. For example, I would like to help students make real-life connections to math by creating materials that teach concepts such as fractions, decimals, place value, area, perimeter, and volume. In science, we can build prototypes to visualize the water cycle, the layers of the Earth, or parts of a plant. The printer can also be used for reading by creating a model for diagramming sentences. While learning about history, students can create ancient ruins or monuments. The possibilities are endless. In addition to enhancing the curriculum and learning an innovative form of technology, students will develop collaboration, cooperation, communication, and teamwork skills that will help them throughout their lives.” Thank you, MarketBeat.com, for generously investing in projects that will enhance student engagement and creativity!

Amanda Bork-Hickey at John Harris Elementary received $1,456.59 for her proposal, “Sensory Success Opportunities.” She will purchase mold and play sensory sand, magnetic drawing boards, rainbow liquid sensory viewers, squish and squeeze sensory beads, maze cubes, discovery bags, gel floor tiles, and sensory wall panels that can be used by students to help with self-regulation strategies. In the application, she wrote, “These supplies will enhance student success during the school day and provide them an opportunity to learn with the necessary supports to relieve their sensory needs. We want students to be regulated, focused, and engaged, and if we can help support sensory-seeking needs, we need a wide variety of materials to do that.” Thank you, Midco, for being a longtime partner of the Education Foundation!

Mackenzie McComber and Shayla Kruse at McGovern Middle School will use $2,148.60 for their project, “Discovery through Dissection: Advancing Education with Lab Supplies.” They will purchase dissection pads, dissection tools, preserved specimens in jars, and skeletons for 220 7th graders. In the proposal, they wrote, “The supplies will be used to dissect earthworms, grass frogs, and owl pellets. The preserved specimens and skeletons will be used to analyze and examine a larger variety of organisms and their characteristics. Students will be able to engage and see first-hand how the systems are connected within the bodies of different organisms. Dissections and preserved specimens are a vital expansion that helps students master the standards through hands-on experience.” Thank you, First International Bank & Trust, for generously investing in our programs that support both students and educators!

Jill Kriz-Hurley from McGovern Middle School will use $2,668.17 for her idea, “Break Bags.” Jill will purchase infinity cubes, fidgets, timers, sensory water beads, magnetic ring sets, mindful mazes, liquid motion bubblers, sketch pads, and art supplies to create break bags that can be used by more than 250 students to help with mindfulness and self-regulation strategies. Research has shown that materials like this help students re-energize, refocus, and give their brains a much-needed boost. In the application, she wrote, “Students will identify 2-3 tools that will help them in a particular class or throughout their day. After meeting with the student to create a plan, the teacher will fill a break bag with the agreed upon tools to keep in their classroom.” Thank you, First International Bank & Trust, for generously investing in our programs that support both students and educators!

We had a fantastic morning celebrating Public School Proud Grant winners at McGovern Middle School! Sarah Henrichs, Kelsey Burns, and Erin McFarland received the sixth award for their proposal, “Lifetime Sports.” They will use $2,315 to purchase basketball hoops and supplies, golf sets, and trikes for the adaptive PE program. In the proposal, they wrote, “It is important that students with special needs have various leisure activity interests, especially activities that promote fitness. To implement basketball, we will play adapted games that focus on teamwork and motor skills. This will also give students exposure to basketball before they can join the high school adaptive basketball team offered at all four sites. For golf, we will create a mini course with the new supplies using mats, cones, and putters, promoting coordination and concentration. Biking can be introduced through adapted bikes and trikes to enhance balance and increase physical independence. These activities will provide inclusive opportunities for our students.” Thank you, First International Bank & Trust, for generously investing in our programs that support both students and educators!

Lindsey Rohde at Terry Redlin Elementary received $1,715 for her proposal, “Sphero indi: Bringing Collaboration, Creativity, and Inclusive Learning Together in the Library.” She will purchase eight Sphero indi programmable robots that will be used by 435 K-5 students. In the application, she wrote, “The Sphero indi allows students to explore coding, problem-solving, and critical thinking in a hands-on and enjoyable manner. Integrating the Sphero indi into the library aligns with our commitment to promoting STEAM education and preparing students for the challenges of the 21st Century. This technology will introduce students to the fundamentals of computational thinking, STEAM, and computer science principles. Students will engage in open-ended, imaginative play-based learning when they build mazes, solve puzzles, and program the robots to complete certain tasks.” Thank you, JLG Architects, for partnering with the Education Foundation to support students and teachers!

We awarded the fourth Public School Proud grant to Kirsten Bielen and Lisa Holtman at Robert Frost Elementary! They received $848.06 for their proposal, “Incorporating Structure Teach and Multisensory into Math Instruction and Independent Work Tasks.” They will purchase math manipulatives like count and link numbers, magnetic puzzles, math cubes, number sequencing games, peg boards for addition and subtraction, brick building STEM kits, and number bonds activity sets. In the application, they wrote, “The tasks will be incorporated into math instruction then moved to independent practice. These activities are hands-on and have a clear beginning and ending. The way the tasks are set up and completed by a student allows the teacher to look at them after they are completed to check for accuracy.” Thank you, School Bus Inc, for generously supporting our mission!

The Education Foundation kicked off Public School Proud Grant season with three awards at Rosa Parks Elementary! Kris Hanson received the first award, and she will use $1,457.02 for her proposal, “I Can Use Letter Sounds to Blend New Words!” Kris will purchase magnetic boards, letters, and trays to help students practice their letter sounds and CVC words. In the application, she wrote, “My students will be assessed on blending sounds in reading and writing every two weeks. By doing this, I will be able to see the progress that they are making. It gives me the freedom to meet students where they are developmentally. If they are on an IEP, I can modify assignments and concepts to meet them at their level. I can also scaffold students that are excelling to higher concepts that I would not normally teach in first grade.”

Angie Erickson received the second Public School Proud Grant. She will use $558.16 for her proposal, “Let’s Get Dicey!” Angie plans to purchase various types of dice for math centers that will be used by all first graders. She wrote, “The dice will allow us to give our students extra practice when learning new math concepts. Students love using various types of dice, and they are engaged and will work hard while having fun!”

The third award went to Sam O’Brien for her grant, “Learning Letters with Our Senses.” Sam received $397.49 to purchase magnetic boards, sandpaper and construction letters, smelly markers, and trays to help K-3 students establish and maintain the letter names, letter sounds, and correct letter formations. In the application, she wrote, “Once students have a strong foundation in their letters and sounds, they gain confidence in their reading skills, and can start manipulating and blending sounds to form words. By incorporating multiple senses, students engage different parts of their brain, allowing the information to be processed in various ways.”

Thank you, The First National Bank in Sioux Falls, for generously sponsoring grants like these that support staff and enhance student engagement! #PublicSchoolProud