TOMAHAWK – Eleven Beyond Crayons and Chromebooks grants were recently awarded to Tomahawk educators by the STAR (Support Tomahawk Area Resources) Foundation.
Eight grants supported various initiatives at the School District of Tomahawk, while three went to projects at St. Mary’s School.
The grants totaled roughly $7,600.00.
The STAR Foundation acts as a community chest for businesses and individuals, making charitable grants to community groups, clubs and nonprofit organizations that contribute to the health and vitality of the Tomahawk area, according to the Foundation.
“The Tomahawk STAR Foundation provides support to groups and/or organizations when they need it,” the Foundation’s website says, noting that since its inception in April 2004, the Foundation has donated more than $400,000.00 to local community groups.
The Foundation said meeting the educational needs of the community is an important part of its mission.
“Our goal with the (Beyond Crayons and Chromebooks grant) program is not necessarily to fund equipment purchases or technological improvements, but rather innovative ideas for projects that will enhance the regular curriculum in Tomahawk area schools – public and private, grades pre-K through 12th grade,” the Foundation stated.
Local teachers are encouraged to apply for grants in amounts up to $1,000.00. Completed applications must be submitted by Tuesday, Sept. 30.
To learn more about the grant program, visit www.tomahawkstarfoundation.org/beyond-crayons-chromebooks.
Astronomy
St. Mary’s School educator Abby Hrdina received a grant to expand astronomy education.
“My plan was to purchase a variety of materials that would appeal to all of students’ interests,” she explained. “I feel that I was successful in doing so, although some of the materials were a bigger hit than others.”
Hrdina noted that her students’ favorite new piece of educational equipment was an interactive robot named Eilik.
“He was so popular that they wanted me to purchase two other ones, because we discovered that they could interact with each other,” Hrdina said, adding that a few students even added Eilik to their Christmas wish lists.
A Celestial Buddies Solar System Set was also a hit among Hrdina’s students. She said the students loved playing "school" with them and learning about them from their informational tags.
Through the grant funding, Hrdina was also able to purchase a shuttle play sets, Lego sets, a space projector, a telescope, storage bins, books, puzzles and toys.
“I feel that materials I purchased were utilized almost exactly as I had envisioned,” Hrdina stated. “I wanted them to be available to be used during classroom demonstrations, as well as for exploration during free choice centers. I had planned to use them only for the corresponding units, but the students love them so much that they are still a major go-to during free choice or indoor recess.”
Hrdina noted that some of the Lego sets were a little tricky and required some help from older students, but overall, the experience was a “major success.”
“My students were extremely inspired,” she said. “They couldn't stop talking about it, researching it, exploring it and playing with it. They shared it with the whole school, their families and even the local librarian. I have yet to put the bins away, and they have been in my classroom since the middle of December. The second/third multiage class has been borrowing them, so this is a win-win.”
Playground communication boards
Cody Lewison of Tomahawk Elementary School (TES) was awarded funds to purchase a pair of communication boards for the school playground.
Lewison said the boards increased communication options for students with limited verbal communication and/or limited English proficiency. All students and community members who utilize the playground have access to the boards to supplement their expressive communication, Lewison added.
“The boards will continue to be accessible on our playground with no additional funding required,” Lewison stated.
Hatchet T-shirts for new THS students
A project started by School District of Tomahawk Guidance Counselor Dan Reiter, who passed away earlier this year, is being carried on by Jen Beaumier.
Thanks to funding from the STAR Foundation, students who transfer to Tomahawk High School (THS) are given a Hatchet T-shirt to welcome them to the district.
“I think this promotes a sense of belonging, particularly on Hatchet Pride days, such as during Homecoming week,” Beaumier stated, adding that the project was able to utilize school equipment and the talents of Hatchet Innovations students to create the shirts.
“We would love for this to continue and would probably seek grant assistance in the future,” Beaumier said.
Edible ink printing
THS educator Allison Ewart used a grant award to purchase a Primera Eddie Edible Ink Printer to integrate into the Family and Consumer Science (FCS) curriculum.
Ewart explained that the addition of the technology “allowed students to explore the intersection of food science, culinary arts and design in a hands-on, interactive learning environment.”
“By incorporating edible ink printing, students gained new skills in food decoration, product branding and event planning, which are highly applicable to modern food industries and consumer trends,” she said. “The project enhanced the existing curriculum by providing students with access to cutting-edge food technology that fosters creativity, critical thinking and real-world business skills.”
Students have the opportunity to use the printer during resource hour at the end of the day, applying custom edible images to cookies, cakes and other baked goods, Ewart added.
Looking forward, Ewart said the printer will be used to make cookies for community events. She pointed to Forensics Regionals as one such opportunity.
Culinary enrichments
Ewart also received a grant for culinary enrichment activities.
At the end of the day, THS students have a 26-minute resource hour, which they can use for intervention or enrichment.
“Enrichment projects and extension activities allow students to have their own educational experiences,” she stated. “The goals and objectives to these enrichment activities are to give students the opportunity to expand their prior knowledge or learn new skills they have not learned at home or school. Not all students have been able to take a culinary class, so this allows them to get into the kitchens and learn new recipes.”
Through the activities, students are able to enjoy an end-of-the-day break and make a snack they can eat at school or take home.
“It is great to support local businesses (by) buying the cooking products,” Ewart stated. “It also can help students become interested in a culinary and/or hospitality field, which is many businesses in our community.”
Bal-A-Vis-X
At TES, teacher Meghan Barker received grant funding for balance auditory vision exercises called Bal-A-Vis-X.
The Bal-A-Vis-X program consists of 200-plus exercises, each rooted deeply in rhythm, according to the company’s website.
“They range in difficulty from one hand passing/receiving a single sandbag to both hands bouncing/catching four racquetballs in a specified sequence,” the website states. “Partner exercises may call for six balls to be simultaneously in motion. Others combine bags or balls with feet patterns.”
The website says exercises address visual tracking deficiencies and auditory imprecision, impulsivity, balance and anxiety issues.
“By virtue of teachable techniques (not athleticism), Bal-A-Vis-X enables body systems to experience the flow of a pendulum, thereby affording brain systems calm and sustained focus,” the website says. “Individual exercises promote self-challenge. Partner and group exercises demand cooperation and foster peer teaching.”
The grant award covered the purchase of instructional media for the teachers, as well as balls and bags.
“All 5th grade teachers implement the Bal-A-Vis-X lessons on a daily basis prior to heading to lunch,” Barker stated. “It is a nice way to end our intense morning instruction and allows the students to focus on team building and community prior to heading to lunch and recess.”
Barker said each classroom has “developed a greater sense of community and teamwork, as the program requires both in order to successfully complete a task.”
“Students have also developed greater verbal communication skills and silent communication skills, as they have needed to support partners that may struggle in a skill task,” she stated. “Students also act as teachers in this program, and this has been positive, as students have needed to find positive and supportive ways to help fellow students.”
Barker noted that when students have increased stamina to focus on tasks, they are more likely to have greater success in the classroom and become productive and positive members of the working community as they grow.
“When students have reduced anxiety and are less impulsive in their behavior, they are more likely to become responsible members of the community and are more likely to make positive decisions that impact themselves and those around them,” she said. “I think the community benefits will be seen through students’ ability to be positive teammates in community sports, and as they get older, responsible workers that can focus on a task for extended period of time at work.”
STEM
School District of Tomahawk educator Katie Hilgendorf allocated a grant award to an activity that saw 1st graders and 7th graders work together.
Each month, students from both grade levels teamed up to take part in a science, technology, engineering and mathematics (STEM) activity.
Hilgendorf noted that although there were some scheduling difficulties, the activities ultimately led to students making connections and learning how to work with younger or older people.
POUND
With help from grant funding, St. Mary’s teacher Megan Nelson was able to offer an exercise-based rhythmic class involving specialty weighted drumsticks.
Nelson purchased drumsticks and training materials for the class, called POUND.
“Overall, we have had a lot of success with participation,” Nelson stated. “We use this exercise as a warm-up before most classes.”
Nelson said she has also offered POUND as a movement option in the afternoons on Fun Day Fridays, and she hopes to offer the class outside during recess when weather allows.
Shape Safari
Grant funding backed a “Shape Safari Adventure” from TES teacher Dana Baalke.
Baalke explained that the project was part of a Flower Power Spring Family Night. Families were able to embark on a creative journey where they could craft Tangram pictures, design patterns with blocks and build 3D shape sculptures. Participants were also able to enter a drawing for shape books.
“Families had fun exploring and creating with shapes at our Family Night, so I thought it was a success,” Baalke stated. “I know families will have fun reading the shape books together at home, too, for those who were winners of the drawing.”
Baalke noted that it is “always a positive when families can come in to school to learn and have fun together.”
Interactive Learning Opportunities
At St. Mary’s School, educator Chelsey McMahon used a grant award to promote hands-on, interactive learning activities that enhance students’ pencil/paper learning.
McMahon said the funding allowed for the purchase of multiple sensory materials, counting boxes and matching games that included letters and numbers.
“This project has given our young students the opportunity to engage in activities that will promote creative learning,” McMahon stated. “Hopefully this provides a strong start to their early childhood education and carries through their primary education years and beyond. These children will eventually become young adult members of our community, and it's important to give them a strong base and the education they deserve.”
Light and Glass
With the help of a grant allocated to TES teacher Nicole Schiltz, students in 4K through 5th grade who attended art had the opportunity to create a fused glass sun catcher with a variety of colorful glass materials on a 4.5-inch by 3.5-inch clear, fusible glass base.
“After completing their design, two heat-resistant hooks were added to their pieces before they were placed in the kiln and fired, allowing the glass pieces to tack together at 1,350 degrees,” Schiltz explained.
Schiltz said students were given instruction, introduced to the medium of glass and shown examples while also being given creative autonomy in what they chose to create with their glasswork.
“Students were engaged and excited to work with new and different materials,” she stated. “They were enthusiastic about the autonomy they were given to create their glass pieces. Students showed pride in their work and were diligent about working safely with the materials and using materials in a way that created their best creative outcome.”
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