This year, the EEF is proud to award almost $17,000 in grants to Elmbrook parents, students and staff. Applications must support the Mission and Vision statements of the Elmbrook School District, promote innovation, educational excellence and/or creativity, impact a significant number of students and/or staff, provide direct impact to students’ education, establish long term benefit to the school district and exhibit the potential to be implemented district-wide. Check out the grants awarded below.
|Grant Name||Amount||School (# impacted)||Awarded to||Description of Grant|
|Accelerate Students Learning - Vernier Sensor Carts||$2,419.41||Brookfield East (140, double with AP classes use)||Laura Price||The educational goal of this project is to increase the meaningful use of technology in the Physics lab
setting. Purchasing updated lab sensors would allow the Physics students to interact with their lab data, test
predications, and analyze a wide variety of outcomes with much more precision, and convenience.The majority of the equipment was purchased in the early 2000s, and requires the use of desktops. Since I do not work in a classroom with desktops, I am unable to successfully use any of our Science sensors. Watching my Physics students complete their lab work using simple meter sticks and stop watches, does not hold true to Elmbrook School District motto of "Become What's Next". I want to put technology in the hands of my students that will elevate their learning, data gathering skills, and graphical analysis abilities to a much greater level. With the Sensor carts that I hope to soon purchase, students can explore force, position, velocity, and acceleration directly on their Bluetooth-enabled device—no wires or additional equipment required. Each cart features built-in sensors to simplify experiment setup and allow investigations to be conducted on or off a track.
The number of learning standards these Sensor Carts would reach is extensive! I could design learning
experiences for my students focused on calculating/analyzing speed, acceleration, velocity, Newton's 2nd
Law, conservation of momentum, collisions, and many more! My overall goal is to slowly update Brookfield
East's Vernier probes so that more students can explore the wonders of the world of Physics with up to date
technology directly in their hands.
The amount of money that we would need to spend on adapters, and miscellaneous components is much greater than it would be to slowly start replacing them. I hope to first purchase this set of 10 "Go Direct Sensor Cars", and 9 accessory sets (to increase the breadth of use) with the assistance of this Grant.
|Burleigh Disc Golf Course||$870.23||Burleigh (K-5th/community)||Harry Rosa and Brian Otto||The goal of the Burleigh Disc Golf program is to enrich the school's physical education curriculum by
bringing the fun and excitement of one of the most rapidly growing sports in the world into their physical
education classes. The program objectives are to build motor skills, self esteem, and cardiovascular fitness
while providing a safe, educationally sound introduction to an individual sport that will have a positive
impact on students for the rest of their lives. During the Covid-19 stricken 20/21 school year the Burleigh
staff saw an increase in our students' disengagement. Obviously, numerous factors are at play with the
observation. However, we saw a big spike in student engagement when our students were provided outside
breaks. These breaks included the following: recess, physical education classes and other classes conducted
outside, nature walks and hikes within our Burleigh grounds. These breaks provided the necessary means for
our students to re engage in the lessons thereafter. Boy scouts would install and EEF would cover the cost of the baskets. These would be left up year round so that the community could access them. EEF could also place their name on the equipment along with a QR code for donation and promotion opportunites.
|Burleigh/PPMS Technology Improvement -
|$2,880.00||Burleigh/PPMS||Jennifer Black (coach/parent)||The Burleigh/Pilgrim Park Lego Leagues have grown from 6 kindergarten students on 1 team seven years
ago to a projected 36+ students in 2022-2023 season (2-3 FLL Challenge teams - older, 4-5 FLL Explore teams - younger). Students in grade K-6 participate in the leagues, with the majority participating when in 3rd grade or younger. Teams are ethnically, religiously and gender diverse. In 2021, we were able to support a significant increase in FLL Explore teams by offering virtual and in-person options. Our two FLL Challenge teams (one 3rd year, one rookie) have almost 50/50 female – male participation. Our 3rd year team project won a 2021 Wisconsin Championship Innovation award and our female head coach won 2021 Wisconsin Championship Coach/Mentor award. This year the 3rd year and rookie teams placed within top 5 for robot performance part of the state competition, and our head coach won WI State Volunteer of the Year award.
Having access to a computer is critical for the team's project development, LEGO robot coding, and
research required to participate in the FLL competitions. In prior years, the teams have relied on parent
supplied computers and annually requesting an exception for the students to use their school issued
chromebooks or iPADs to participate in the league. This has proven to be unsustainable over time as
restrictions on school issued devices increase and parent-owned devices have aged to be no longer be
compatible with the software requirements of the robots. Also, the school issued devices don't meet the
needs to successfully participate in the FIRST challenges (restricted access to fully capable software when
using iPADS and Chromebooks compared to standard laptops). This year we are looking to purchase laptops
dedicated to robotics work that can be used year-over-year to facilitate learning.
|Gimkit Pro||$2,000.00||BE and BC||Monica Lentz||Gimkit, is an online game platform which provides students with multiple opportunities to enhance their
learning in and outside of the classroom. This platform also provides feedback to the teachers upon
completion of a "game." This software isolates learning targets. When students play a "game”, they practice
with a set of questions directed towards mastery of a learning target, such as a set of vocabulary or
grammatical structure. The "games'' also allow for differentiated instruction. In many other “game” type
platforms, the students compete against each other and often give up when they feel they cannot win. With
Gimkit, students are competing against themselves as individuals and at the same time contributing to a class
effort thus allowing them to grow in confidence and success. Students view these activities as a game but they
are much more than that. Although free versions are available, they limit what one can do with the platform,
especially for differentiated instruction and the metrics for analyzing students' performance.
|Lego Education Spike Essential||$3,574.35||Tonawanda (4th grade)||Kristin Olson||The project goals are to engage students in hands-on investigation of STEAM concepts while contributing
to literacy, math, and social-emotional development through the use of the LEGO Education SPIKE Essential
system. Standards-aligned learning units solve problems through intelligent hardware, an adaptive coding
application, hands-on building, storytelling, and teambuilding.
There are considerable advantages to promoting science, technology, engineering and mathematics skills
and interests through art and design, such as LEGO systems, including:
Enhance comprehension of core academic disciplines (math, literacy, etc) in a fun and engaging way
Promote creativity, curiosity, critical thinking, problem-solving skills and resiliency through the fun and
familiar medium of LEGO.
Builds foundational relationship skills through required collaboration. All the lesson plans include
classroom exercises, as well as challenges for teams of two students
Coding skills help students develop an appreciation of how things work.
Early exposure to coding fundamentals provides students the capabilities necessary to advance skills in
robotics, computer science, software, and perhaps one day pursue careers in technology. Built into 4th grade curriculum, would not be after school club.
|Making Physics Move with Spheros||$3,049.03||BC (150/yr)||Michael Mohammad||The overall goal of this project is to make physics concepts more tangible to students. The number one
way I have found to do this in the past has been through hands-on experiences in the physics classroom.
While we have many tools for studying physics concepts in the classroom, many of these don't allow much
freedom for experimentation. The funding of this project would allow for the purchase of a set of Sphero
programmable robots for use in the physics classroom. The use of Spheros in the physics classroom in the
past 5 years has allowed students to have a more engaging experience in studying concepts fundamental to
physics such as distance, displacement, velocity, and acceleration. While we currently have a small number of
Spheros for use in the physics classroom. This grant would allow us to increase the number available to
students and update our current models which are becoming outdated.
|Mightier - Biofeedback to Support Emotion Regulation||$1,500.00||PPMS||Elizabeth Stegemann||We know that all of our students come to us with their own unique strengths and areas of need. Mightier
is designed to help students who have difficulty managing a range of emotions such as anger, aggression,
irritability, feelings of frustration, and anxiety. While the main purpose of schooling is academic growth, this
goal becomes more difficult when students’ struggles to manage their emotions impacts their learning and
the learning of other students around them. Mightier helps support the academic success of students by
giving students who need additional support learning to manage their emotions a fun and engaging way to
gain and practice the skills they need. As students grow in their ability to maintain calm in the face of
challenges and frustration, they will be more able to engage with their peers in academic instruction and to
persist through learning tasks. In turn, educators and other students will also benefit, as less time will be
spent on addressing emotional concerns and more time will be focused on academic learning.
Mightier is a video game-based, biofeedback platform that engages students in a different way than verbal
instruction. It was developed and clinically tested by the Boston Children’s Hospital and Harvard Medical
School. Children wear a heart rate monitor while they play, which allows them to see their emotions and
connect with them directly. As the game becomes more difficult, the child’s heart rate begins to rise. Their
rising heart rate is visually depicted on the screen. The game prompts the student to use learned strategies to
lower their heart rate. If the student’s heart rate continues to rise and reaches a certain threshold, the game
will pause and the student is prompted to use a learned strategy to lower their heart rate. Students
repeatedly practice successfully lowering their heart rate to earn rewards and unlock new games and
features. Over time and continuous practice (3 times a week for 15-20 minutes at a time for 90 days), the
cooldowns become automatic, even when the child faces real-world challenges.