Open Book Adventures Spring 2018: Olympics

How might we encourage a love of reading and writing in first and second grade learners?

The Spring 2018 session of Open Book Adventures (OBA) lit the torch for a beloved theme – the Olympics! Inspired by the accomplishments and community of the 2018 Winter Olympics, the OBA planning team iterated on the feedback from high school student Adventure Guides, OBA participants, and parents to build a highly functioning and truly student-led Open Book Adventures session. For six weeks, first and second grade little buddies engaged with their high school Adventure Guide mentors and spent time reading, writing in their activity books, eating healthy snacks, and playing fun Olympic-themed games. 

During the session, Adventure Guides and buddies were split into three teams, each group representing a different color. For each book a buddy read during OBA or at home during the week, they could put a pebble into their team’s jar to compete for the most books read during the six weeks. By the end of OBA, the three jars were filled to the brim! Buddies were clearly eager to represent their team well.

The OBA planning team also responded to parent feedback asking for more communication about each day’s activities by implementing a take-home sheet outlining the favorite activities of the day and offering parents questions to guide conversations with their learner. Parents could now ask, “What book character did you dress up as today?” rather than the general “How was Open Book Adventures?” 

Outcomes:

There was an average of 16.8% improvement in minute reading scores of participants from week 1 to week 6.

From Parents:

“My kiddo is a great reader but didn't just want to sit and read to himself. Right after OBA started he began wanting to read at night to himself after we read stories to him. It was also amazing to see him doing workbook work because he normally hates that!”

“My daughter and I both love this program and how beautifully the older students interact with the younger ones.”

From OBA Guides:

In a comparison of pre and post surveys of guides, students self-reported growth in the following areas: acting with empathy, problem solving, and working with young children.

“Participating in OBA was a great opportunity to enhance my ability to work with kids and make them feel special and important. It was a test of patience, but it was well worth it to build a connection and impact a life.”

“I just further cemented my belief that all children deserve to have fun and learn at the same time.”

“I think the most challenging thing was getting my buddy to have the confidence to say what he really wanted to do or say but by the end we got there.”

Empow[HER]

How might we help eighth grade girls grow in their self confidence, positive friendships, and self love?

Empow[HER] began from two separate needs. Parents in the Boise community were asking One Stone to help their junior high aged daughters make healthy, loving choices. At the same time, high school aged girls at One Stone’s Project Good programs were reflecting on the challenges they faced during junior high: “If only I had someone telling me I was okay, and helping me navigate the hard stuff – it would have been so much better.” With the need identified and the passion to solve the issue of low self-confidence in eighth grade girls found in abundance, Empow[HER] was off and running! 

During the summer, an all-female group of dedicated high school students met and investigated the phenomenon of low self confidence, self esteem, and negative body image among young women. The team met with counselors, teachers, parents and junior high aged girls to better understand the scope and nuances of the issue, while also engaging in online research. Ultimately, the team decided to hold a fall workshop series leading into a spring overnight event. The three fall workshops would each include a craft (making something), movement (yoga, dance or field games), and a connectivity game that would bond the girls together. One of the most important aspects to help improve self image and self esteem is having positive friendships, and a caring support system, so as the girls created tie dyed t-shirts, they talked about expressing themselves. They also made chapstick and discussed the ways they talk about other women and themselves, and made friendship bracelets for each other during the last workshop. 

In the spring, the Empow[HER] team came together to continue to build on the work from the fall. The student team planned an overnighter for eighth grade girls from around the Boise area filled with self expression, friendship, and empowerment. Participants shared “Life Stories in a Minute” and made road maps of their lives. After a homemade pizza dinner girls broke into small group discussions and talked about everything from how to deal with changes in friend groups to what is the best food to pack for lunch at high school. The evening continued with DIY face masks, discussions of inner and outer beauty, and a craft that each girl could take home: a hand mirror decorated with loving self affirmations. Toss into the mix an emergency dance party and movie night and you have an awesome evening of fun! The next morning participants and the team reflected on the friendships formed, how to keep the girl power alive into the summer and how to continue to grow into the empowered women they want to be.

Outcomes:

• 12 eighth grade girls attended the fall workshop series

• 35 eighth grade girls attended the spring overnight event (including all 12 from the fall workshop series)

• 40 pizzas eaten

From the planning team:

“I loved getting to know the girls that participated!”

From the summit participants:

• “The activities made me think about how I talk to myself. I wouldn’t talk to a friend like that so why am I talking to myself like that? I want to talk to myself the way I talk to my friends.”

• “I liked getting to know all the girls here. They’re so nice!”

• “I thought it was cool the way the high schoolers answered all our questions. They had good advice, and I hope I get to see them again next year at high school.”

• “This whole experience is good to remind me that girls should take care of each other and have each others’ backs.”

STEMming Daisies

How might we provide Daisies Girl Scouts with an opportunity to interactively explore STEM?

STEMming Daisies began as a group that wanted to solve the problem of Girl Scouts having a lack of access/interest in STEM. The team wanted to give troop leaders and girls the ability to interactively explore STEM in a fun and inviting way. To empathize, they met with three troop leaders and 15 Girl Scouts to understand the lack of STEM accessibility for young girls in the Girl Scout program and beyond. Research included attending a service unit meeting, a city-wide gathering of Girl Scout leaders and administrators, and talking to the troop leaders about the Girl Scout program (how it works and who's involved). STEM, which stands for science, technology, engineering and math, was one of the topics that frequently arose as an issue for troop leaders. Many of the leaders were highly interested in exposing their troops to STEM, and said that some girls had already shown interest in the subject. However, some expressed concerns that they felt reluctant or unqualified to teach it. After doing some research about new Girl Scout STEM badges, the team was inspired to break down barriers and empower Girl Scouts, especially young ones, to see how fun and exciting STEM could be. 

The team created a three pronged solution: create a booklet, run a booth at STEM day, and create a one-time event for a group of Girl Scouts. In the booklet, a story of a Girl Scout named Kalea led the troops through interactive STEM situations and activities. 

At the booth at STEM day, the team led more than 40 girls through origami activities and explained the science, technology, engineering, and specifically mathematics, behind the project. 

The final activity, after a successful prototype, brought 28 girls and some troop leaders together for a fun, free, walk-through of the booklet and STEM-related activities.

After completion of the activity, girls were awarded a STEMming Daisies patch and were given a copy of the booklet to use at home. They were also given an opportunity for reflection by letting them draw and write what they had enjoyed. 

The team was surprised to find out that the girls knew more about STEM than previously thought, were more engaged than expected, and were very creative in using logic to solve problems. Lastly, the STEMming Daisies project was sustainable because we passed on our booklets and logo to the troop leaders in an effort to continue providing interactive experiences in STEM for future Daisies troops.

Outcomes:

Between the prototype event, STEM Day, and final project, 81 Daisies were directly impacted by the project.

"Thank you for inviting my troop to your event. It was amazing. The girls had so much fun and my daughter has been talking about it since Thursday. Thank you so much, it was a wonderful experience." –Girl Scout Troop Leader

“I hope this gives Daisy troop leaders the tools and excitement to provide more STEM activities.” –Viveca, One Stone member

“I LOVED EVERYTHING.” –Daisy participant after implementation

“I’ve been involved with two STEM-related Project Good projects now, and each one is so different. It’s cool to see how much creativity can surround one topic.” - Jackson McEwan, One Stone member

Open Book Adventures Fall 2017: All About Me

How might we improve literacy skills in first and second graders?

Open Book Adventures (OBA) is One Stone’s longest running program for first and second graders around the Treasure Valley. OBA connects learning with fun for participants and provides high schoolers an opportunity to expand their skills in leadership, problem-solving, and empathy.

Every Monday for six weeks, 32 first and second grade students and 35 high school students came to One Stone headquarters to practice reading, work on their handwriting and storytelling skills, and engage with high school mentors. Younger buddies were paired one-on-one with high school Adventure Guides and worked together to develop a passion for reading and writing. 

Through the session’s theme, “All About Me,” participants explored the concept of the autobiography. Each week, pairs read stories and took on prompts in their activity books examining themes such as physical attributes, family, friends, favorite activities, school, and “my future.”

At the end of the six week session, families gathered to celebrate the hard work and improvements of their little learners at Open Book Adventures graduation. Each student received a take-home keepsake journal and a certificate of accomplishment for completing the program. Each One Stone Adventure Guide shared a highlight they had with their buddy and celebrated achievements with the families of their buddies.

Outcomes:

• Results from pre- and post-timed reading tests showed, on average, a 22% increase in reading proficiency throughout the six weeks.

• After the event, 95% of Adventure Guides reported feeling moderately or extremely comfortable in working with children.

• Overall, One Stone received extremely positive feedback from parents. Some of the most enthusiastic responses received from parents were:

  • When asked how their child changed their outlook on reading through OBA, two parents said: It’s “like a switch has turned on! He’s reading on his own without being asked!”

  • “She is way more willing to read and even seeks it out on her own.”

  • 100% of parents chose “Strongly Agree” or “Agree,” when asked if their child enjoyed spending time with their buddy, AND when asked if they were excited to come back to Open Book Adventures.

  • When asked if their child’s reading proficiency was improved through Open Book Adventures, 77% of parents chose “Agree” or “Strongly Agree.”

From the High School students’ perspectives:

• “OBA mostly helps me learn how to work with children, but it also helps me better learn to problem solve.”

• “I learned how different children’s reading skills are, even at the same age.”

• “My buddy stepped out of her comfort zone, wrote a whole book, and gave it to me!”

• “When my buddy was a little shy and not doing his work, I gave him a tour and it helped him feel more comfortable, and he started doing his work again.”

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CapABLE

How might we bring more athletic opportunities to kids with different abilities?

Inspired by a family member of a Project Good student, a small group of high schoolers set out to work with people experiencing physical disabilities in partnership with the West YMCA. The team began their empathy by researching the many definitions of the term “disability,” watching TED Talks about Special Olympics champions, astronauts, and inventors who have disabilities, and interviewing experts from Special Olympics and Boise Parks and Recreation’s AdVenture program about their experiences working with people with disabilities.

The team was encouraged to participate in a wheelchair basketball game at Fort Boise Community Center where the students bonded with players in chairs (both able-bodied and those who had disabilities) and learned more about their experiences. Some who had disabilities were missing limbs due to motor vehicle accidents while others had been using a wheelchair their entire life. Drawn to continue building these relationships, the students volunteered to referee and keep score at Boise Parks and Rec’s annual “ChairHoops” Wheelchair Basketball Tournament. At the tournament, the students spoke to players about their advocacy and awareness work. One gentleman told the team that he traveled to local elementary schools to speak to young children about disabilities, hoping to reduce stigma around the subject and introduce kids to this unfamiliar reality. 

With this new inspiration and understanding of their topic, the team set to work. The students hoped that if young children could meet and build relationships with people of all different bodies and abilities, they would feel more confident in their own skin while reducing the stigma around people with disabilities being seen as “different” or “other.” Ultimately, they aimed to help children of all abilities feel empowered to participate in the athletic endeavors of their choosing in order to stay happy and healthy.

Through CapABLE, the One Stone team members invited youth at the YMCA to participate in a training group for the Steve Andrews Fall Sprint Triathlon. High school students would pair up with younger children of various disabilities to run, swim, bike and make connections before competing in the triathlon together. 

On the day of the event, One Stone students helped participants decorate team jerseys, stretch, and get ready for their events. Students created posters to cheer on their young teammates as they swam laps in the pool and ran alongside them through the race course. Though the team did not have as many participants sign up as they had hoped the students did their best to make those who did participate feel special, supported, and celebrated.

Outcomes:

3 CapABLE participants competed with the One Stone team in the Steve Andrew’s Fall Sprint Triathlon

“I enjoyed collaborating with and learning about the groups in our community that make sports accessible to all. During the project, I learned how to effectively work with a team to create and implement a project that would empower young athletes of all abilities.” - Arianna Carlson, One Stone member

Refresh Caldwell: Memorial Park

How might we empower student voice in Caldwell through a community improvement project?

In the fall of 2016, One Stone grew its reach to Canyon County by launching Project Good at the Treasure Valley YMCA. Students spent time learning about community needs and challenges in order to identify something they would like to take on and address through service. While becoming familiar with design thinking, students decided their ultimate goal would be to foster student voice.

The student team dove into the initial phases of design thinking, interviewing each other and members of the community about what makes Caldwell special. The group identified Caldwell’s parks, specifically Memorial Park, as important community gathering places with deep meaning for many people. They built a survey and queried 50+ regular park users about the ways they spend time in the park and what enhancements would be most beneficial.

After several months of planning, the team created “Refresh Caldwell: Memorial Park,” a one-day community service project bringing new life to a beloved community asset. They partnered with the Caldwell Youth Master Plan Committee, Caldwell Department of Parks and Recreation, Caldwell High School’s National Honor Society and Student Council, and the College of Idaho’s Track and Field Team to stage the large-scale community day of service. Volunteers repainted the play structure, facilitated a whole park clean up, sanded and repainted trash cans, installed changing tables in the restrooms, planted flowers, positioned a bicycle air and repair station, and more. A food truck and other family friendly activities were also available during the service project, creating a community event that people of all ages could enjoy.

Huge thanks to the Laura Moore Cunningham Foundation, the Idaho Community Foundation, and the Whittenberger Foundation for their support of this project. We could not have launched this project without their investment, and we are grateful!

Outcomes

Hundreds of community members served

15 gallons of paint

35 bushes and flowers planted

5 gallons of cement poured for bike air and repair station platform

2 diaper changing tables installed

“What a cool opportunity to have our voices as students be heard in our community! I spend so much time at Memorial Park and having say in how we wanted to enhance it was a really awesome experience.”
- High school planning team member

“Many thanks to the students for organizing this event. It was so well planned and the results are wonderful. We were thrilled to be a part of their plan for the day and thanks to all for making us feel so welcome. It was a win-win day for Caldwell and for those who participated!”
- Residents of Caldwell

"Community is when everyone in it feel that their input is needed and valued to produce an impactful outcome. One Stone provides this opportunity for our youth. We appreciate our partnership."
- Claudia Suastegui, Associate Executive Branch Director, Treasure Valley Family YMCA 

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Little Boxes

How might we make going back to school more fun for “Littles” in the Big Brothers Big Sisters program?

The Little Boxes project began with empathy work around what gets kids excited about going back to school and the ways One Stone members might keep that excitement alive through the beginning of fall. While exploring potential paths, the team learned about the Big Brothers Big Sisters of Southwest Idaho (BBBS) School-Site Program. Adult volunteer “Bigs” are matched with “Littles” at local elementary schools and spend one lunch period per week getting to know their match and doing activities together. For the Littles, having a caring adult they can rely on in their life is a powerful force. The Little Boxes team learned that it can be challenging for Bigs to come up with short activities that fit into the allotted time per week, especially as it gets cooler outside. Knowing this, the team asked, “What if there were special boxes pre-filled with activities that Big and Little pairings could open and engage in each week?”

After interviewing BBBS program staff and volunteers about what activities would work well, not to mention some extensive Pinterest research, the team created a menu of fifteen fun-filled activity boxes. Each package would include all the materials and instructions needed for small projects like puppet-making, DIY slime, finger football, decorating costume masks, and more. The Little Boxes team then traveled to Hawthorne and Whitney Elementary Schools where they met the BBBS pairs in person and demonstrated what a box might contain. After getting to know more about the Littles’ interests and hobbies, the team helped each Little choose three boxes they wanted to receive in the upcoming months. As a special surprise, the team added a fourth box for each match on the theme of ‘giving back’ to give each match a taste of the “warm fuzzies” that Project Good students enjoy when implementing a project.

Outcomes

15 matches were served at two local elementary schools. Boxes contained a themed craft or game that matches could complete in less than an hour, suggestions for follow-up books or related activities, and a reflection prompt. Over 50 themed activity boxes were delivered to BBBS for distribution among the matches at Hawthorne and Whitney Elementary schools. 

Reflection from Big Brothers Big Sisters School-Site Coordinator, Cami Hill:

“The activities provided enriching opportunities for our Littles to create and experience something fun with their Bigs in the school environment, which promoted positive connectivity to the Littles' school community. Thank you One Stone for your thoughtfulness and hard work that went into making meaningful and fun memories between our matches, all the while evoking Littles' enthusiasm towards school.”

Walk Boise

How might we integrate new students into the Boise community?

When challenged to help make going back to school in the fall a more positive experience, a team of One Stone students wanted to help high schoolers who were new to the Treasure Valley. Many of the team’s members attend school with international programs and have seen first-hand how difficult integration can be for new students. After interviewing Andy Johnson, the Middle and High School Director of Riverstone International School, the group gained insight on how important the first few weeks of being somewhere new are. Students are moving to a new space, learning the ins and outs of a new city, trying to meet new people, and sometimes even practicing a new language. Armed with this knowledge, the One Stone team wanted to focus on making international students feel comfortable in their new home.

In order to get students acquainted with their new city, the group organized a walking tour around Boise during the first week of school. 25+ international students from Riverstone International School and Bishop Kelly High School joined the planning team in exploring a variety of historical, natural, and recreational highlights featured on a custom map each student could take home with them. The team mapped out which locations they thought the new students would like to learn more about and potentially visit again in more depth. The walking tour included visiting Capital City Public Market, the Idaho Capitol building, Freak Alley, Bodo, Art in the Park, and the Basque Block. Midway through the tour, the students got to know each other better during a pizza lunch in Capitol Park. At the end of the afternoon, the new students voiced how much more comfortable they had become with the Boise area. They had made new connections with people outside their schools and wanted to be a part of future One Stone activities.

Outcomes

25+ international students participated in the 2 hour walking tour.

90% of recipients indicated that they feel more comfortable exploring downtown Boise after the Walk Boise event.

The top highlights for recipients were the Idaho Capitol building and the Anne Frank Memorial.

How new students described Walk Boise?

“A bonding experience,” “Informative,” and “Awesome.”

In the planning team’s own words:

“The project made me feel more like a leader in my community by guiding new individuals.”

“Doing this project helped me expand my presentation skills, and I was able to help plan and organize an event that I was able to be a part of. It is such a great feeling being able to see the progress our group made.”

“This project raised my confidence in being a leader as I helped introduce the new international students to Boise. I enjoyed getting to know new students as well.” 

“This project helped me become a better leader and learn more about the struggles that exchange students face when coming to a new country.”