Floating Fun: Rules of the River

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How might we prepare 8-10 year-olds to practice safe habits while floating the Boise River?

One of the most popular summer traditions in Boise is floating down the city’s river on rafts, inflatable tubes, and paddleboards. Although this fun family experience can be refreshing in the hot summer sun, many floaters find themselves waist deep in problems if they don’t take the time to adequately prepare or familiarize themselves with safety rules. The Floating Fun team began their project by interviewing the chief of the Boise Fire Department’s Dive Team and learned a lot about how uneducated many floaters are on the rules of the river. People float without proper equipment, glance quickly over posted signage, do not adhere to drug and alcohol laws, litter the river with trash, forget to apply sunscreen, and more. Not knowing or ignoring general rules of safety can result in citations, getting stranded in the water, or being rescued by the Dive Team – not to mention ruin the experience for the other floaters.

Knowing that younger children who might not have experience floating the river need help learning and practicing safe habits around water, the team began to brainstorm solutions for future floaters. Inspired by The Dangerous Book for Boys by Conn and Hal Iggulden and The Daring Book for Girls by Andrea J. Buchanan and Miriam Peskoqitz, the team began compiling information and activities for a guide book of their own. This fun yet informative tool included maps and history of the Boise River and its riparian zone, a packing list, first aid tips, easy snack recipes, and activities like instructions for making a paper boat.

After the team designed and printed their booklets, they traveled to Roosevelt Elementary School to help second graders practice their water safety skills through activity stations inspired by the guidebook. Some of the biggest lessons of the day were how to properly wear a life vest and use a raft. Each student received a copy of the book to take home and share with their families before the floating season officially opened.

The remaining books were distributed to Ivywild Pool swim instructors as well as the St. Michael’s Episcopal Cathedral book nook and Baby Steps program. Everyone who received books to distribute expressed their gratitude for having such an easy to understand and fun resource for younger kids regarding water safety. 

Outcomes:

  • 100 “Rules of the River” guide books were distributed to local children

  • 30 second graders participated in hands-on water safety training

Reflection from a planning team member:

“The majority of this planning team was composed of competitive swimmers and lovers of nature, which set us up well to focus on our passion of how to be safe in the water. Our team noticed that being on the water is an integral part of Boise’s culture, yet it is uncommon to discuss how to engage with the water safely. By discussing this issue with lifeguards, police officers, river patrollers, and parents of young children, we really got to empathize with the players involved and understand where we could make a difference. I’m happy to say implementation day was a huge success! It was really rewarding to see the kids learn and retain the information from the activities and our custom book.” - Sophie Burchfield, One Stone member

Family De-Feud

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How might we improve parent-student relationships in order to reduce academic stress?

A team of One Stone learners identified that strong family relationships based on empathy and vulnerability can help reduce academic stress for students. In their research, the team found four key needs that affect the student-parent relationship. First, teenagers need ownership of family bonds, knowing that it will improve their experience in school. Students need mutual respect, which leads to better communication with parents. Students also need parent advocacy in order to help them fail forward. Finally, the team found that students need validation from parents, which motivates them to learn in the classroom.

To fulfill these needs and help students create stronger relationships, the team consulted with Jody Malterre, a parent-teacher coach and Certified Positive Discipline Trainer on ways to build better relationships. As a result of their research, the team decided to organize a fun, interactive experience called “Family De-Feud.” The event consisted of five 15-minute games, during which students and parents were separated into pairs. The first game, So You Think You Know Your Family, revealed how well students and parents knew each other by questioning the teams on their passions, future plans, and favorite Netflix shows. During another game, called Wheel Personal, student-parent teams spun a wheel to select a topic, such as vacations, holidays, and cooking experiences gone wrong. Each team was tasked with creating a story about the memory, then presenting them to the group to win prizes. An obstacle course flipped traditional familial roles by challenging kids to guide their blindfolded parents through a series of tasks. A drawing game consisted of basic questions like “what’s your favorite color?” and “draw your student’s face shape” to prompt parents and students to learn details about each other. A fifth challenge, simply titled The Compliment Game, built appreciation between students and their parents by asking them prompting questions about each others’ best qualities and strengths.

At the end of the event, each team was asked to reflect on the experience. They answered questions such as, “What did you learn about your parent/student that you didn’t know before? What was the most surprising part about this experience? What do you think you could improve on? What do you think are the biggest strengths in your relationship?”

Outcomes:

  • The team hosted two Family De-Feud events.

  • At the first event, 10 people participated.

  • 25 people participated in the second event.

  • 95% of participants reported finding new ways of communicating with parents, as well as an increase in comfort while talking with parents.

In the project team’s own words:

“I felt like the most valuable part of my Project Good experience was the sense of empowerment and creativity I gleaned from getting to work with a group of student leaders. Using effective strategies like brainstorming ("51-ing it"), the sticky-note throwdown, and the design thinking process, we had all the tools we needed to put a service project into action. Our implementation itself may have had a small-sized target group, but I feel we were able to form meaningful connections with our community through the process.” –One Stone member Louisa Goltry

“During implementation I was impressed with the interactions I observed between participating students and their parents. I think the activities helped the pairs learn something about each other and their relationship that they could take with them when they left. One element of the event that surprised me was the compliment game because of the raw emotion parents and students were willing to express in front of complete strangers. I didn’t picture the activity having the potential to strike such a deep chord with the participants, but by fully engaging in all the challenges presented, I think our specific group of participants gained something really valuable from the event (whether it was the simple gratification of giving or receiving a compliment from one’s parent or child, or a realization of some ways in which they could improve their communication and understanding of each other).” –One Stone member, Maeve Pierson


 

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FLIP: Driving it Home

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How might we help children of CATCH families in making their house THEIR home?

In Fall 2018, the Families Living in Inspired Places (FLIP) team began their fourth round of working with families who had previously experienced homelessness in partnership with CATCH, a local rapid-rehousing organization. 

The team was eager to meet and work with a small family consisting of a single mother with a newborn girl and Sean, a four-year-old boy. 

Sean’s bedroom became the focus of the students’ renovation! After the team’s first visit they were able to identify a few key issues that they wanted to solve for Sean. Sean had a bed frame that was way too big for his bed and took up extra space in the bedroom that Sean could use as play space. The team also learned that Sean was afraid of the dark. He had a small night light in the room located on the far side of the oversized bed. Providing comfort from darkness was something the team knew they wanted to solve.  

FLIP students spent weeks connecting with Sean through empathy interviews and fun activities to get to know him better. After developing trust and using trauma-informed care, the team was able to learn more about Sean. He is a fun-loving young boy who loves animals, dinosaurs, watching his favorite cartoon Paw Patrol, and most of all Sean LOVES cars and trucks! 

While making a second visit to the home to take measurements and snap a few photos of the space, the team members were able to connect with Sean even more, this time while playing with his toy car collection. Sean was certainly more trusting of the group and able to open up and be himself.

On May 18, 2019, the team carried out their implementation and gave Sean a new bedroom that fit both Sean’s wishes and the needs the team identified. After implementation, Sean, the family and team all played in the front yard of his house and shared root beer floats to celebrate his new bedroom!

Outcomes:

Projects completed in Sean’s bedroom:

  • Letters of Sean’s name custom laser-engraved with his favorite vehicles, hand painted, and installed on his wall

  • New light fixture with a dimmer installed

  • Installation of toy box for additional organization and storage

  • Brand new smaller bed frame to better fit the size of the room

Student planning team reflections:

"I loved the opportunity to get to meet the family and play with the kids. I think it was so special to have the chance to see the impact we made on them directly, and face-to-face." –Jenevive Briggs, One Stone member

"The implementation day for the FLIP service project was one of the most meaningful experiences in my life, and I felt a deep sense of purpose by the end of it. We arrived in the morning as a group on implementation day and spent the day assembling furniture, cleaning the house and shed, and transforming the four-year-old son’s bedroom so that it felt more personal for him. We installed new lighting, bed frame, mattress, shelves, and bedsheets in his room. It was a beautiful moment when the family came home and shared their joy at seeing the plans we had discussed in the months prior come to life. The FLIP team continues to do this project every year, and it is incredible the impact they have on families in the Treasure Valley who may not have the resources to personalize their home.” –Indigo Blauch-Chappell, One Stone member

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FLIP: Welcome to Boise

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How might we help children of New American families in making their house THEIR home?

When the FLIP (Families Living in Inspired Places) team first found out that they would be working with New Americans from the Democratic Republic of Congo, they were excited but apprehensive because of the massive language barrier – the family of New Americans they’d be working with spoke Swahili and French, but limited English. 

The next step for the student planning team was to figure out how they would communicate best with the family, and with help from a translator, the team took their first trip to the family’s home. The family greeted the students and welcomed them into the house where they would be allowed to snap pictures, take measurements, and learn more about the space they would be working with. As the meet and greet progressed, the students found out that this was a family of ten that included six boys and two girls all between the ages of 2 and 20 years old. The family used a detached garage space as the bedroom for four of the boys and as a sewing room for the parents. This living arrangement was tight, so the family asked if the FLIP team could focus on this room for their project.

Throughout the next few months, the team spent time reimagining the room layout, exploring types of furniture that would maximize space and organization, and iterating on how to best connect with the family. They spent time researching the Democratic Republic of Congo and its vast history and cultural customs. For example, the oldest child receives special privileges in this culture, so the team found bunk bed sets with a full-sized bed for the oldest boy. After deciding which furniture could be repurposed from the original room, the team purchased 3 sets of bunk beds, 4 dressers, 1 new mattress, and 4 new bedding sets. The students then focused on the room design with the help of a volunteer interpreter named Mary. Mary was able to ask the family which colors and features they preferred so the students could incorporate those preferences into the final design.

On the day of implementation, the team was excited to get to work. Mary had asked the family to remove as much furniture from the room as possible beforehand, so with that head start the team split into two groups. One group started deep cleaning the room and the other started assembling the bunk beds. Once the room was spick and span, the team and the boys began hauling and staging the new beds, mattresses, dressers. Some students helped the boys set up their spaces and put on new bedding, while others worked outside pulling weeds, trimming bushes, and doing other yard work around the garage. Once everything was set, the boys could finally start settling into their new home. The family was really excited for the change, and the team enjoyed seeing their hard work pay off.

Outcomes:

In all, the family received three new bunk beds, a new mattress, three new dressers, a clothing rack, Boise State University blankets, four sets of new bedding, and more. 

Reflections from the planning team:

  • “This was my third time working with FLIP families, and it was the most rewarding experience yet!” – Sophie Moylan, One Stone member

  • “I was moved by the impact that we had on the family. Even though there was a language barrier, I could see that the family was very happy and grateful for what we were able to do.” –Avery Hormaechea, One Stone member

  • “It was a true test of empathy. I loved the process of finding out what would work for the family and then needing to figure out how to make that work on our end.” –Mason Kirk, One Stone member

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Empow[HER] 2019: Overnighter About You

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How might we empower sixth through eighth grade girls to grow into the women they want to be?

The Empow[HER] team began their next project by focusing on empowering middle school girls as they transition into high school and a new stage of life. After researching the “Wellness Triangle” and how the various aspects of health (social-emotional, mental and physical) work together to help a person thrive, the team visited seventh and eighth grade girls at South Junior High to gain empathy on which particular aspects of life and health are particularly challenging at this age. With these insights, the planning team set out to create a spring sleepover event called “Overnighter About You.”

In Spring 2019, 19 sixth through eighth grade girls congregated at One Stone for a fun-filled and engaging event led by the Empow[HER] team. Activities focused on promoting each part of the “Wellness Triangle” got participants up and moving as well as connecting with girls they normally wouldn’t have the opportunity to get to know. Favorite activities included a game of Capture the Flag in Ann Morrison Park, practicing vulnerability and letting go of fear with a karaoke party, writing down insecurities on paper and tossing them into a ceremonial fire, and painting ceramic pots for succulents planted in soil mixed with the fire’s ashes. The girls had a chance to engage in small group conversations with the high school student mentors as well as ask questions to a certified counselor about all the ways to stay healthy. After a late night and a lot of laughs, the girls departed feeling empowered to have bonded with each other and see that high school might not be as scary as it seems.

Outcomes:

19 participants in the Spring 2019 Overnighter About You

Parent feedback:

“Thank you and all of the others who spent so much time planning and preparing for Empow[HER]. When I asked my daughter if it was fun she said, “YES!  It was too short. I wish it was a whole week!” I love that One Stone wanted to help empower young women! You are all amazing women too!

“I want to pass along a big thank you to everyone at One Stone for doing this. My daughter was all smiles. She loved it and got a lot out of it too.”

Participant reflections:

  • “The Empow[HER] sleepover helped me grow, learn, and meet new people.”

  • “I learned how important it is to keep a balanced lifestyle.”

  • “You are different from others and that is fine. You don’t have to look picture perfect.”

  • “I learned how to be more confident.”

  • “You’re never alone. There’s a lot of people to meet in the world.”

  • “I learned to love myself. The sleepover helped me grow into loving myself for who I am.”

In response to the question, what does “Empow[HER]ment” mean to you, participants reflected:

  • “Being confident and happy with yourself, and growing as a person.”

  • “Making sure that everyone has the power to do what they want in life.”

  • “Being yourself and not letting others control you.”

  • “Lifting people up, not bringing them down.”

  • “Empowerment means being confident in yourself and doing what you want in life.”

  • “To help people believe in themselves, to show others and yourself that you are perfect just as you are.”

Planning team reflections:

“Being able to connect with the girls and see the girls connect with each other and with the topics was truly amazing to see. I loved watching how the girls developed and were able to open up from the moment when they stepped inside the building to when their parents came to pick them up the next morning.” –Rachel Pratt, One Stone member

“The whole experience of being part of Empow[HER] was inspiring for me. I was able to find a sense of empowerment within myself, felt a strong desire to share this with others, and connected with those around me. Empow[HER] fueled me with a desire to go out and continue to empower those around me.” –Chloe French, One Stone member

“Empow[HER] allows me to connect with other young women who are passionate about female empowerment. With this team, I was able to grow as an individual along with watching my peers grow over the year. The event gave me the opportunity to put myself back in the shoes of a junior high girl. I loved being able to spend time with, connect, and see the young girls become comfortable with themselves and the others at the event. It really touched my heart to the impact I had on the girls. Each experience with Empow[HER] makes me more and more excited for the next!” –Kylie Casper, One Stone member

Open Book Adventures Spring 2019: Special Agents

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

Mission accomplished! Open Book Adventures (OBA) is a Project Good program for first and second grade learners to work one-on-one with a high school mentor to develop literacy skills and find joy in learning. This six-week session’s “Special Agents” theme tasked buddies to work their way through “case file” activity books in order to unlock a love of reading and writing!

Each Monday of OBA, 31 pairs of young students and high school mentors met at One Stone headquarters to practice reading sight words, learn new vocabulary, unscramble clues, and write stories about using special gadgets to save the day. Pairs read books together, played literacy games, and enjoyed a healthy snack to provide energy for imaginative adventures. During the fourth week, students even had the opportunity to read to therapy dogs! Young buddies gained a fun and caring near-peer mentor while the high school students expanded their skills in leadership, problem-solving, creativity, and empathy.

At the end of the six week mission, families gathered to celebrate the hard work and growth of their special agents at Open Book Adventures graduation. Each agent received a book to take home and a certificate of accomplishment for completing their mission. Guides shared fun memories of adventures with their buddies and encouraged them to complete more literary missions in the future!

Outcomes:

  • 100% of parents said their child was excited to attend Open Book Adventures each week.

  • 100% of parents said their child enjoyed spending time with their high school Adventure Guide.

Parent feedback:

“I think the communication from guides to buddies is great. They talk at their level and make them feel very important.”

“My daughter has been reading and challenging herself so much since starting OBA. It's been a perfect compliment to her learning at school.”

“My child has gone to five OBA sessions now, this being her last year. It has been so great for developing her love for reading and her ability as a reader.”

“This is the best reading program at this level!”

Good Neighbors

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How might we build meaningful connections with One Stone’s neighbors in the Pioneer Square Neighborhood?

The Good Neighbors team started off the year interested in working with the elderly and helping them with issues such as isolation, loneliness due to lack of mobility, and health issues. Upon partnering with Mercy Housing, a low income apartment complex for residents 50 years old or older, the team went to meet with residents expecting to find them with low energy and in need of activities to fill their time. Their assumptions were quickly proven wrong! Students found themselves surrounded by folks with sharp minds, bright energy, and a desire to build relationships with people outside of their housing complex. From here, the Good Neighbors project was born.

The students decided to focus their attention on developing strong connections between One Stone Lab School students, Mercy Housing residents, and other neighbors in the area where One Stone headquarters resides. Knowing that One Stone’s annual Do Good Day was approaching, a full day dedicated to service and doing kind acts around the community, the team developed a plan to use some of that day to help their immediate neighbors.

On the afternoon of April 16, 2019, students split into small groups to help with some spring clean up at Mercy Housing, Giraffe Laugh (an early childhood education non-profit), and Jesse Tree (assisting people at risk of homelessness). In addition to raking leaves, picking up trash, and sprucing up garden boxes, students spent time inside playing games with residents at Mercy Housing, reading to toddlers at Giraffe Laugh, and organizing a supplies closet at Jesse Tree. 

Soon after Do Good Day, Mercy Housing invited students back for a BBQ potluck where they continued to develop their connections with the residents. One Stone students learning their neighbors’ names and stories is something they hope to continue for years to come!

Outcome:

Over 50 neighbors from Mercy Housing, Giraffe Laugh and Jesse Tree joined in the Do Good Day festivities and multiple clean up projects were completed.

In the planning team’s words:

“I think that the overall impact of this project was that I was able to understand what it means to be a neighbor and how making connections can open your world to so many more things. Now when I walk around the Pioneer Square neighborhood, or even the Greenbelt, I see friendly faces that I know from Mercy Housing. This is really cool and there is a sense of security in knowing who your neighbors are.” –Lucy Streeby, One Stone member

“I was able to act as a bridge for Mercy to connect with One Stone and create long lasting bonds between elders and teens. By being a part of this, I was really happy and satisfied.” –Athena Thomas, One Stone member

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1151 W. Miller St
Boise, ID 83702
United States
 
208-451-3825
info@onestone.org

 
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One Stone is a member of the Northwest Association of Independent Schools.
 
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