The Prize Patrol awarded over $200,000!

Teachers and staff are encouraged to work collaboratively across the district and submit grant ideas for programs and resources that would impact all students of the Forest Hills School District. 

PBIS District Grant

All Schools: Carrie Urchel

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. PBIS is not a curriculum or program or one-day training. It is an ongoing commitment to supporting students, educators, and families through systems change. When schools implement PBIS well, students experience improved behavioral, social, emotional, and academic outcomes; schools and programs reduce their use of exclusionary discipline practices and improve their overall climate. PBIS includes the implementation of 3 Tiers: Tier 1 systems, data, and practices support everyone – students, educators, and staff – across all school settings. They establish a foundation for positive and proactive support. Tier 1 support is robust, differentiated, and enables most (80% or more) students to experience success. Tier 1 practices include defining positive school wide expectations and prioritizing appropriate social, emotional, and behavioral skills, explicitly teaching expectations and skills to set all students up for success, encouraging and acknowledging expected behavior, and responding to unwanted behavior in a respectful, instructional manner. Funds are used at the Tier 1 level for marketing campaigns (posters, videos, flyers, pamphlets), acknowledging students for showing expected behaviors through incentives and positive experiences, and celebrating student success through events such as Student of the Quarter breakfasts. Tier 2 supports add an additional layer of systems, data, and practices that target specific needs. About 10-15% of students will need some type of Tier 2 support. The support provided at Tier 2 is more focused than at Tier 1 and less intensive than at Tier 3. Tier 2 practices include providing additional small group instruction and practice for behavioral, social, emotional, and academic skills, increasing adult support and supervision, providing additional opportunities for positive reinforcement, and increasing prompts or reminders. Funds are used at the Tier 2 level to purchase curriculum materials for small group instruction on social skills, emotional regulation, and executive functioning skills and a data management system specifically for the Check In Check Out behavioral intervention program. At Tier 3, about 1-5% of students receive more intensive, individualized support to improve their outcomes. Tier 3 supports are available to any student with intensive need, whether they receive special education services or not. Tier 3 practices include engaging students, educators, and families in functional behavioral assessments and behavioral intervention planning, coordinating support through wraparound services, and implementing individualized and comprehensive supports. Funds are specifically needed to support consistent PBIS implementation across all 9 buildings, including preschool. Each building is at a different level of implementation with different supports available and grant funds will directly support a similar minimum level of implementation at each building.

Anderson and Turpin Grants

Life Skills/Transition to Independent Living After Graduation

Anderson: Rhonda Jo Hutchins

High school grades 9-12 to age 22, students with moderate to intensive disabilities including; Autism, Down Syndrome, and Multiple Disabilities. The focus areas encompass transitioning to Independent Living post-graduation within a small group setting. Independent Living skills to be addressed include social and emotional skills, nutrition, shopping, and cooking skills, laundry skills including loading, running a washer/dryer, and folding/hanging clothing, resume writing, job interview skills, managing a student-led business at AHS, and engaging in community activities such as dining out and leisure activities.

TI-84 Calculators

Anderson: Kristen Fouss

We would like to purchase class sets of TI-84+ graphing calculators for AHS math and special ed classrooms. By integrating graphing calculators into our mathematics curriculum, we aim to foster a more interactive, engaging, and effective learning environment that prepares students for academic and professional success.

Costume Equipment

Anderson; Chad Weddle

The Theatre and Film program has traditionally rented or borrowed costumes for our productions. However, due to rising pricing for rentals, closing of costume rental facilities, and the hiring of new faculty members, we have moved forward with a dynamic costume construction program, in which students are creating costumes from scratch.

AHS Robotics Club

Anderson; Alex Bove

The AHS Robotics Club engages students in a year-long project to design, build, and compete with a robot in local and state competitions. Students enhance their academic, presentation, and organizational skills throughout this process by creating a detailed notebook documenting the building process. Funding for this project will provide essential game equipment for practice and materials necessary to construct a competitive robot, enabling students to apply their learning in a practical, hands-on environment.

Books and Book Shelves

Anderson: Janet Baker

Recent research has supported the use of student self-selected novels as a fulsome part of the curriculum for ELA. To facilitate that goal I need to build a classroom library which includes both books and shelving to house them. I seek funds to begin to do that.

Transition to Work Uniforms

Anderson: Taylor Snelling

We are looking to create and provide “uniform”/program shirts for our students to wear for the Transition to Work (TTW) program. As our students have a dress code, we are looking for our students to have uniformity within their outfits that assist with sensory needs (some students have difficulty wearing collared shirts), but also aid in community connections of having the same work shirts that showcase that our students in the community are working, are a part of FHSD, and may have logos of our partners in the community to build connection and knowledge. This will give our students a sense of belonging and community as well as build connections in the community when they are wearing their shirt.

RISE Calming Space

Anderson: Porschea Whitehead

A calming space and resources available to students. This calming room will be a designated space within the high school designed to provide students with a safe and supportive environment to de-stress, regain focus, and manage their emotions. This space serves as a place for students experiencing anxiety or emotional distress while fostering mental well-being.

Community Partnership Program

Anderson: Melanie Hartong

High school students seeking career awareness/exploration activities and professional-skill development

Music Theatre Workshop (“Hamilton”)

Turpin: Michelle Burkey/Joey Loebker

This past year, the Theatre and Choir programs at Turpin High School visited NYC. While there, students attended a movement and dance workshop led by Hamilton cast member, Thayne Jasperson. Shortly after arriving back in Cincinnati, Thayne contacted us via social media and asked if we were interested in doing a Masterclass with our students at Turpin. Thayne will travel to Turpin High School and run a Masterclass teaching singing, dancing, audition preparation, and workshop with our students.

Robotics

Turpin: James Glaser/Nicole Shin

This project involves purchasing new hardware, sensors, and robotics kits from Vex Robotics. The parts that we are proposing purchasing are ones that run short when students are either working on the learning phase of the robotics unit, during the development of the design challenge phase, or during the development of the competition robot.

Dance and Spin

Turpin: Zachary Strong

The competition team has thrived with the support of the Foundation. After our 2023-24 success, we are looking to grow from that and continue to provide an amazing experience for students during these formative years.

FH Band – Bassoon Boost

Anderson/Turpin: Toy Biederman, Steven Funke, & Chad Sheridan

The Bassoon Boost project is designed to promote and enhance instruction for an important instrument that is under-represented in our bands – The Bassoon. In collaboration with our own Cincinnati Symphony Orchestra, we hope to attract new players at all grade levels to the instrument and provide them the boost they need to play Bassoon in our Forest Hills Bands.

NAGEL

Come Fly With Me

Nagel: Julie Koenig

Drones make learning interactive and fun, which can increase student engagement and motivation. Seeing the real-world applications of what they are learning can make the material more relevant and interesting. With these drones in my classrooms students will have to code the drone to fly on a simulator before receiving the real thing. This will motivate students to learn the coding skills to proceed through the different levels to actually get to fly the drone . Once students complete the intro stages they will participate in the Drone Olympics that will include obstacles created by me.

Robotics

Nagel: Erin Blodgett

This grant would build upon the Robotics club. This grant would provide a set of Vex EXP robotics materials for the club. Both high schools use Vex 5 robotics systems. The middle school currently has Vex IQ kits. The Vex EXP would provide a better level of challenge for our students and help prepare them for the high school level systems.

Growing Systems

Nagel: Kirsten Hall/Kayla Shaw

Students will learn about the process of photosynthesis by using a Gardyn Hydroponic System. Students will apply what they learn to be able to grow a variety of plants and vegetables throughout the school year. This program includes daily monitoring as well as weekly maintenance performed by students. Creating a successful garden will include problem-solving skills, graphing and analyzing results, and identifying and studying different variables to improve output from the garden.

Audiobook Tools

Nagel: Brenda Kelly

Audiobook tools for low-level readers and ESL students. I want to set up discreet opportunities for ESL students and low-level readers to access independent reading through audiobooks while reading along, to build access to educational success and growth. I would do this through the use/support of an MP3 player like this, removing all apps using parental controls, leaving the Audible app and Overdrive or Hoopla for listening to books while following along with a hard copy of the book.

3D Painting Pends for NMS Art

Nagel: Matt Shifley

This project would give students the opportunity to work with 3D printer pens and filament as an art making tool. This would give the students the ability to sculpt with 3D printing filament as a unique medium but also the opportunity to use it in combination with other media such as weaving, printmaking, and mixed media sculpture. The 3D printing pens would also be used in other art classes including Sculpture and Ceramics, Painting and Drawing, and Graphic Arts.

MERCER

PBIS Play Based Incentives

Mercer: Jodi Davidson/Kim Beard

This grant proposal seeks funding to establish a Positive Behavior Interventions and Supports (PBIS) reward game room within our K-6 elementary school. This dedicated space will function as a positive reinforcement tool to incentivize students for exhibiting positive behaviors aligned with our school’s PBIS matrix. By providing a fun and engaging environment where students can enjoy educational games and activities, the reward game room will nurture a culture of positive behavior, impacting students’ social-emotional, physical, and emotional well-being.

Stem Throughout the Year

Mercer: 1st Grade Team/Haley Temple

This project is to bring STEM challenges to our first grade students four times a month throughout the entire school year. We would be able to incorporate these lessons and activities seamlessly into our first grade classrooms each week. This project would include weekly activities to support cooperative learning, critical thinking, hands on learning and problem-solving skills. We are hoping to purchase a STEM unit of lessons and the supplies needed to perform all of those lessons for the entire school year for all of our incoming first grade students in the 2024-2025 school year.

Lego Coding Express

Mercer: Guy Frye

As part of our Elementary Unified Arts Rotation, students K-4, rotate to an extra class each month. In Innovation Class on Friday for grades K-4 we have implemented “Maker Friday” which serves to allow students to explore the STEAM materials in our room through guided play or free play. We would like to purchase and implement two LEGO Coding Express Kits into each Innovation Lab for the 24-25 School Year during “Maker Fridays”. LEGO® Education Coding Express is a creative, intuitive, and versatile coding solution for students that introduces students to early coding concepts that naturally sparks their curiosity, creativity and desire to explore and learn together as they prepare for school.

SHERWOOD

Primary Numeracy Intervention Program

Sherwood: Amy Johnson

Program designed to help students who are struggling with developing number sense and how to use number sense when encountering math in school and the real world. The program has an assessment component that is used to determine a student’s needs. Then there are corresponding lessons, videos and resources to address the specific needs. It also has a progress monitoring component to see how well the students are responding to the intervention. The program is research based.

AYER

Sunny Schoolyard

Ayer: Kelly Schulte

“Sunny Schoolyard” will provide a versatile space where students can work, collaborate, and enjoy the fresh air, enhancing their learning experience. Outdoor tables will encourage group discussions and creative activities in a natural, open setting. It will also be a wonderful place for students and staff to enjoy lunch outside the building.

Creative Dramatics for Kindergarten Purposeful Play

Ayer: KDG Teachers

Purposeful play is a daily, district supported activity in all kindergarten classrooms. It is a time for students to choose activities, learning partners, and media (paper, paint, manipulatives) to explore their learning passions. Our plan is to design multiple dramatic play sets (ie: kitchen/home, vet office, science lab, grocery store, food shop, etc.) that can be shared and rotated through the four classrooms providing many different, engaging experiences. There will be opportunities to practice and extend classroom math, reading, and writing concepts in each set. Themes will be based on student interest and classroom themes. The dramatic play center will deepen students’ understandings of academics, social communication, and creativity.

Small Motor Development in Kindergarten

Ayer: KDG Teachers

This project will provide for rotating centers to be used in kindergarten classrooms. Each center activity will serve a small group of six children. One center will be housed in each of the four kindergarten classrooms (along with others already available) for independent practice of essential small motor skills. After several weeks, the centers will move and a new engaging activity will be introduced in each classroom.

MADDUX

Upgrade Sound System

Maddux: Caroline Colacarro/Joy O’Brien

To enhance our music program and assemblies and appropriately use the theater space, we require an updated sound system that meets the same standards of the other elementary schools in the district. The previous system was placed in 1985 and has since deteriorated beyond reasonable use.

Sensory Bin Play Area

Maddux: Julie Smearsoll/Carolyn Helmers/Jen DeLotell/Carrie Foltz

Sensory play in kindergarten involves activities designed to stimulate and engage the five senses—sight, sound, touch, taste, and smell—promoting exploration and learning through direct experience. This type of play helps children develop fine motor skills, cognitive abilities, and emotional regulation. Overall, sensory play in kindergarten supports holistic development by encouraging curiosity, creativity, and problem-solving skills, while also aiding in social and emotional growth.

WILSON

Science of Reading Decodable Readers

Wilson: Ellice Habermehl

This classroom set of decodable books includes 12 engaging stories, with 6 copies of each title for use in small-group instruction. Designed for early elementary students, these beautifully illustrated books offer practice in sound-spelling relationships and high-frequency words, fostering independent reading skills. The skills represented in each book build upon one another, facilitating a gradual progression in learning. With fiction and nonfiction texts, comprehension questions, and writing prompts, each book provides an immersive reading experience that encourages critical thinking and creativity.

Rise Gardening in the iLab

Wilson: Wendy Teismann

The Rise Gardening in the iLab provides all students K-6 engagement with many critical thinking, problem solving, data collecting and scientific knowledge building activities as noted in the project goals and objectives listed below. However, it can be more than simply understanding the life cycle of a plant. My approach to the Rise Garden will go beyond the standards by encouraging kids to care about why and how we grow plants. How can we innovate growing plants? How does the design of the Rise Garden fit the needs of the future and how could its design be improved? Why do we need to have greens in our food choices? Who are the people in our local community doing this on a large scale to provide greens to grocery stores and restaurants? How does their process compare to our Rise Garden? What are scientists researching about growing food in space? Why would an astronaut need greens for extended space life? The Rise Garden is sustainable for many years and will allow students to connect with plants in ways that many do not get the opportunity to do.

SUMMIT

Decodable Readers

Summit: Tina Brophy/Julie Dunning/Carrie Mayne

Our students in intervention need explicit and systematic instruction to make progress in reading. They are students who need instructional strategies that build upon what they know and provide opportunities for repetition and practice. These students often need instruction more tightly controlled than others. Decodable readers allow for this control, practice, and repetition, and will build upon previously taught skills. Currently, we do not have very many decodable readers and need them so students have the connected text to practice the skills they are learning.

2nd Grade Decodable Readers

Summit: Sara Frey/Kristian Howe/Caroline Lyons

Our grade level would like to use decodable texts to support our reading instruction individually and with small group instruction. The Forest Hills Literacy Framework supports the instruction of foundational skills for word recognition. Foundational skills are taught explicitly and systematically. Decodable texts would provide the practice needed and aid in the instruction to support the foundational skills students need to become skilled readers. Decodable texts support our teaching and allow for practice in foundational skills such as blending and segmenting as well as phonics, orthographic knowledge, and fluency.

Kindergarten Purposeful Play

Summit: Tara Miller

Many life lessons are learned in kindergarten. This is the start of their formal school career and I am requesting an ‘update’ to our current classroom. Our kindergarten classroom is in need of an important purposeful play tool. We are in need of a new play kitchen set. As a district kindergarten team a few years ago we read the book, Purposeful Play. This book was purchased by the district and I use it as a reference each year as a part of my planning.