The grant was requested to obtain financial assistance from the FSAS for two international service-learning trips to Mexico and Ecuador organized by SHS. The need for support arose due to increased travel expenses, which were attributed to higher costs of building materials and inflation affecting both nonprofit trip organizers. The service-learning activities were highlighted for their educational benefits, including enhanced academic knowledge and engagement, connections to broader global issues and communities, and a deeper comprehension of the students’ roles in the world. These trips were designed to extend students’ learning experiences beyond the classroom and into international settings.
Using Chromatic Tuners to Develop Intonation Skills
The grant provided chromatic tuners to a large-format music classroom of 50-80 students at Saline Area Schools, where individual teacher attention was limited. These electronic devices offered immediate feedback on tuning and intonation, which are foundational skills in music, indicating to the musician whether a note was in tune and, if not, whether it needed to be adjusted higher or lower. The chromatic tuners enabled students to receive the necessary feedback to improve their sound independently, which is crucial for playing in tune—a fundamental aspect that enhances the overall quality of music and facilitates the development of higher-level skills and satisfaction in the music classroom.
Through the use of these tuners, students demonstrated key educational skills such as collaboration, communication, critical thinking, and creativity. They worked in various sized groups, including partnerships and sections, to learn how to play in tune. This collaborative approach not only helped build a sense of community among the students but also made creative use of the learning space, providing numerous learning opportunities.
Keep Calm and Clean
The “Keep Calm and Clean” grant supported the practice of daily living skills for students while at school. The grant facilitated the acquisition of a working dryer, enabling students who swim 3-5 times a week to learn and practice proper laundry techniques, including washing and drying their clothes. Additionally, the grant provided the means for students to practice loading and unloading a dishwasher, which is an essential skill for job preparedness, employability, and living independently.
The primary goal for the Life Skills students was to enhance their employability and independence. The grant allowed students to engage in hands-on activities that prepared them for their future by reinforcing job skills and everyday life competencies. As students transitioned to high school, the opportunity to practice laundry and dishwasher skills became increasingly important. The items purchased with the grant played a significant role in continuing the students’ education and preparing them for this transition.
Wall of Wonder
A creativity wall was established in the Innovation Lab. The initiative aimed to offer a unique feature distinct from the media center’s LEGO wall. A large magnetic whiteboard was installed, enabling students to map out their projects and utilize a variety of magnetic building toys. This new addition provided a collaborative space where multiple students could work together simultaneously.
The creativity wall served as a tool for students to engage in the Design Process, which includes the stages of Ask, Imagine, Plan, Create, Improve, and Communicate, particularly during building challenges. It offered a substantial area for groups to visualize and organize their construction plans. Moreover, the magnetic aspect of the wall allowed students to experiment with building vertically using five different types of magnetic building materials available in the iLab, introducing unique challenges compared to building on a flat surface.
Conscious Discipline/Self-Regulation
The Feelings Buddy basic tool kit, along with corresponding items, was introduced to the ECSE program through a grant from the school foundation. This initiative was aimed at assisting students in understanding emotions and developing self-regulation skills, which are considered critical for future success. The program emphasized the importance of distinguishing between feeling an emotion and embodying it, as the latter can lead to uncontrolled reactions.
The Michigan State Board of Education’s Early Childhood Standards of Quality highlighted the necessity for children to develop the ability to experience, express, and control their emotions and social interactions. The Feelings Buddy tool kit was designed to support this development by fostering emotional security and social connection among children, which in turn would encourage them to explore and learn confidently.
The tool kit employed a mix of drawing, dictating, and writing activities to help children narrate events, sequence them appropriately, and express their reactions. This approach was intended to facilitate children’s emotional and social learning within a nurturing and positive educational environment.
ILab = Innovative Learning for All Abilities
A grant from FSAS was utilized to acquire building materials more suitable for the Special Needs population at the school. The existing building sets, which contained small parts, were challenging for students with underdeveloped fine motor skills to manipulate.
The goal was to make the curriculum accessible to all students by providing them with materials they could use successfully. Recognizing that students with fine motor difficulties struggled with the small components of the current building materials, the school sought to expand its resources. They aimed to include larger scale manipulatives, such as Duplo Blocks, which are bigger than Legos, and MegaBloks, which are even larger than Duplo Blocks, yet all serve a similar function.
The intention was to enhance the variety of options available to students with special needs, enabling them to engage more fully in classroom activities. An additional benefit of this initiative was that all students would have access to these new materials, with priority given to those with different abilities.
