Thrash Course

How might we ignite a lifelong love of wellness in Future Public School 3rd and 4th graders through skateboarding and its culture?

During the fall of 2019, One Stone members met with Future Public School Movement Engineer, Peter Verdin, to dream big about how we might collaborate to use non-traditional movement activities and “risky play” to engage students at FPS in wellness practices that could last a lifetime. The team’s initial research into “risky play,” which is a term for exploratory, less structured play, revealed the potential for more engagement, ownership, and confidence than traditional PE activities. With this in mind, the team researched non-traditional movement activities and discovered that skateboarding has been linked to increased body awareness, balance, and, importantly, a growth mindset. Armed with this information, empathy interviews with FPS students indicating widespread interest in skating, and our team’s personal love of skateboarding and its culture, the team set off to ideate, prototype, and test opportunities for a spring 2020 skateboard focused implementation with FPS 3rd and 4th graders.

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After engaging in repeated visits to Future Public School to connect with students, assess skills, and prototype skating skill building activities, the Future Public School Project Good team landed on a targeted solution to the question "HMW ignite a lifelong love of wellness in Future Public School 3rd and 4th graders through skateboarding and its culture?" Knowing that the team wouldn’t be able lead activities in-person during the two week skateboarding experience planned for early March at FPS, their solution was to create 8 skill building instructional videos that FPS students watched in rotation before practicing each skill, 1 video on safety and board adjustments, as well as a six-part stop-motion-video production curriculum focused on skate park and deck art design that was implemented in 3rd and 4th grade computer science courses.

In total, 180 3rd and 4th graders engaged in both the skateboarding and video production activities over a two-week period. They and the 14 One Stone Project Good members reveled in the success of this engaging implementation. Such high levels of participation were particularly encouraging, given the fact that prior to implementation, only 10% of the participants had experience with a skateboard. 

Outcomes:

180 students from 3rd and 4th grade participated in the Future Public School Thrash Course

“Future Public School's kindergartners are so excited about the skateboarding program that they are almost in tears about not being in the program. Also, Amanda has seen a reduction in bad behavior - due to anticipation for the skateboarding program and because they've had more movement during the day. The school is incredibly grateful for the movement and for the computer science / movement curriculum design that the One Stone students have been providing.” - Future Public School Board Member Will Pigott

Empow[HER] Spring

How might we empower young women to use their voice to create a better world for themselves and others?


In spring of 2020, the Empow[HER] team hosted three different workshops focused on exploring, creating, and embracing self. The goal of these workshops was to create a space where 7th and 8th grade girls had the chance to foster connection with other girls and women in our community, as well as to build confidence in themselves. Due to COVID-19, the team was only able to hold the first workshop in person and had to pivot to a virtual option for the last two workshops.

In the first session, Exploring You, high school students partnered up with members of the Empow[HER] planning team and participated in a scavenger hunt around Boise. They facilitated a conversation around self-care and participants received self-care bingo sheets to complete on their own.

The second workshop, Creating You, was hosted on Google Meet. Participants reflected on things they were thankful for and decorated gratitude boxes. The planning team issued a challenge to the participants to go for a walk on their own time and take pictures to share with the group at the next workshop.

Embracing You was the final workshop and it began with hand-delivered care packages to participants’ homes. The girls participated in a virtual fashion show, played charades, and were prompted to journal on self-discovery and being yourself. The final activities were making friendship bracelets and a synchronous viewing of The Parent Trap movie.

Sweet Zola’s Candy Shop 2019-2020

How might we raise awareness about people with developmental disabilities in the workplace?


Short term goal: How might we encourage citizens in downtown Meridian to patronize Sweet Zola’s so that they may continue to fulfill their mission statement of promoting inclusion of people with developmental disabilities through employment?

Sweet Zola’s is a local candy store that hires and trains people with developmental disabilities. This Project Good Team partnered with Sweet Zola’s to build community and inclusion among the staff. They began with empathy work through interviewing the founder/owner of Sweet Zola’s, Cyndy, and learned more about the shop’s mission and needs. They also visited competing local candy stores, toured Sweet Zola’s, and met the employees to get a better understanding of their needs.

As a result of their interviews, the team decided the first priority was to help the shop advertise so they could continue to pay rent. The team supported the shop by helping with their special events, like the Christmas party and end-of-year auction. The team also organized a Candy Gram at One Stone. 

After helping Sweet Zola’s meet their rent, the team moved into helping facilitate job training and employment readiness programs for the staff with developmental disabilities. COVID-19 was a curveball that forced the team to pivot and instead work to understand the employees’ experiences during this time without work.

After interviews and meetings with the community partner, it was clear that opportunities to socialize were the highest priority need for the employees. They were no longer receiving the routine interaction that came with their job at the Sweet Zola’s. The team started a penpal letter writing program so that employees who do not have access to technology could be included.

Fast Facts

Focus: Connection for Sweet Zola’s Employees with Developmental Disabilities

Recipients: Sweet Zola’s Employees

Community partner: Sweet Zola’s Candy Shop

Number of One Stone members involved in planning: 10

Number of weeks of planning: 10-15

Harms of Vaping- Spring 2020

How might we educate and make vaping seem less appealing to at-risk elementary students?

This team began as an iteration of a Lab51 spring 2019 Design Lab project. Students started with empathy work which included interviewing a counselor about the consequences of vaping.  They also re-connected with teachers that were involved in the spring DLab implementation. To dive even deeper, the team partnered with Foothills School of Arts and Sciences and White Pine Elementary School to participate in the programs working to prevent vaping offered at those schools.

After ideating and planning, the team prototyped a low-fidelity iteration of the vaping awareness program at White Pine Elementary’s after school program. The prototype was successful with 20 students participating. The young students offered feedback that they enjoyed the program and would love to continue learning more. 

The Vaping Awareness group then worked with 7th and 8th grade students from Foothills School of Arts and Sciences to implement a three-part education program focused on spreading awareness of the harms of vaping. The team adapted the awareness program to an online format to work within CDC guidelines at the beginning of the COVID-19 pandemic. The online vaping education program was designed with an emphasis on individualizing the content to students and family. This was accomplished by presenting a series of activities that the parent of the student could choose from, allowing a parent to educate their child on the information that they were comfortable with sharing.

Fast Facts

Focus: Vaping Prevention

Recipients: 7th and 8th graders

Community partner: Whitepine Elementary, Foothills School of Arts and Sciences

Number of recipients: ~20

Number of One Stone members involved in planning: 10

FLIP- Spring/Fall 2020

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

The fall 2020 Families Living in Inspired Places (FLIP) team was large enough to support two families. In partnership with CATCH, a local rapid-rehousing organization, the teams were paired with families who had previously experienced homelessness. One was a family of two adults with six children, and the other was a single parent with a baby on the way.

After completing empathy interviews with both families, the teams scheduled site visits. They took measurements, identified furniture needs, and created vision sketches for the rooms. When COVID-19 kept teams from continuing to visit homes, the teams pivoted to a penpal system with their families to stay in touch. Teams made use of the time away by creating Easter baskets to gift each family and researching functional organization solutions for the homes.

Teams implemented as quickly as possible while still working within COVID-19 guidelines. One implementation included creating a jungle-themed room for an 8 month old.

Fast Facts

Focus: Families experiencing homelessness, transitioning into a home

Recipients: two families, 10 people

Community partner: CATCH

Number of One Stone members involved in planning: 50

Number of weeks of planning: 15-20

Open Book Adventures- Spring 2020

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

Open Book Adventures (OBA) is One Stone’s longest-running Project Good program. First and second graders from around the Treasure Valley come to One Stone to partner one-on-one with high school students, or “adventure guides,” for six weeks of building connections and diving into activities that encourage a love of learning. Young buddies gain a fun and caring near-peer mentor while high school students expand their skills in leadership, problem-solving, communication, and empathy.


The team planned for an overall theme of “Bee Your Buzzing Self” with each week focusing on a different topic: willingness, team-oriented, confidence, open to change, be(e) yourself, and community. However, before OBA began, the shelter-in-place order was given during the COVID-19 pandemic. To pivot, students created a penpal system where guides and buddies were given penpal kits to use during this time. The adventure guide wrote a letter each week to their younger buddy and recorded themselves reading a book that was sent to the young buddy as well.

Fast Facts Sheet

Year(s): Spring 2020

Focus: Literacy 

Recipients: 1st and 2nd Graders

Number of recipients: 42

Number of One Stone members involved in planning: 37 guides

Number of weeks of planning: 5

How many hours it took to prepare for implementation: 30

How many hours it took to implement: 20

Open Book Adventures Fall 2019: Good Friends

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

Open Book Adventures (OBA) is One Stone’s longest-running Project Good program. First and second graders around the Treasure Valley come to One Stone to partner one-on-one with high school student “Adventure Guides” for six weeks of building connections and diving into activities that encourage a love of learning. Young buddies gain a fun and caring near-peer mentor while high school students expand their skills in leadership, problem-solving, communication, and empathy.

Every Monday for six weeks, 31 first and second grade students and 35 high school students came to One Stone headquarters to practice reading and writing, work on their handwriting and storytelling skills, and engage in activities promoting social-emotional growth. 

This session's overarching theme centered on the virtues of friendship: "How to Be a Good Friend!" While reading and writing, participants focused on the importance of being kind, helping others, and practicing how to greet those around us – in particular learning to say "hello" in several different languages! Each week, participants read stories focusing on the best parts of friendship, while also building new and memorable relationships with buddies and guides alike.

At the end of the six week session, families gathered to celebrate the hard work and growth of their young learners at Open Book Adventures graduation. Each student received a book to take home and a certificate of accomplishment for completing the program. Guides shared fun memories of their buddies during OBA and wrote letters to wish them well in their future literary adventures!

Outcomes:

Results from pre-and post-OBA reading tests showed, on average, a 76% increase in correct words read per minute from week one to week six. 

Parent reflections:

  • “My son’s reading scores at school have drastically improved, and he no longer needs an aide.”

  • “I definitely think my son's enjoying himself more and is not as afraid of challenges.”

  • “My daughter wants to read on her own much more at night – her outlook has improved leaps and bounds!”

  • “Because of OBA and the student guide she is excited to read and wants to do better to impress her mentor! Thank you!”

Adventure Guide reflections:

  • “It helped me grow in my empathy as well as teaching reading and writing skills.”

  • “I learned that coming up with ideas together with your buddy either in reading or writing is very helpful in growing bonds and showing vulnerability.”

  • “I was very grateful for my buddy's creativity and kooky personality – it made everything super fun!”

  • “I was inspired by how creative and motivated the little buddies were.”

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Empow[HER] Summit 2019

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How might we empower young women to use their voice to create a better world for themselves and others?

In the summer of 2019, an all-girl group of high school students began planning the second annual Empow[HER] Summit in the hopes of helping young women build more confidence in their voice. In talks with peers, the team realized how little conversation is happening around many issues facing girls today because they are seen as uncomfortable or “taboo” topics.

From periods and feminine hygiene products to reproductive health and body image, many girls are used to only discussing these parts of their lives in hushed tones or to close friends or family. The team quickly acknowledged the need to break the stigma around these important pieces of everyday female life and dubbed the theme of their upcoming summit: “Busting Taboos.”

On August 7, 2019, 55 ninth through twelfth grade girls joined the Empow[HER] team for a full-day of inclusive activities designed to open minds and conversations about all things female. As participants arrived, they sat down to decorate coloring pages of famous women who defied stereotypes including Rosa Parks, Sally Ride, and Malala Yousafzai, as well as images celebrating the strength of the female reproductive system. Girls listened and laughed along with local comedian Reese Samuels about her trials and tribulations growing up female and explored body mindfulness practices with Corinne Hathaway. During lunch, participants ate breakfast (waffles can be an anytime food!) and watched the award-winning documentary, “Period. End of Sentence.” about women in India fighting stigma around menstruation. After an open discussion about vaginal and sexual health with a physician assistant student, the girls visited stations geared at redefining the term “ladylike.” The girls showed their strength by practicing defense techniques with Jay Beecham and the Streetwise Self Defense team (back by popular demand from the previous year) and reclaimed stereotypically feminine accessories such as hair bows and jewelry by decorating them in a way authentic to each girl’s unique personality and style. Participants capped off the day by hearing stories from one Empow[HER] team member’s international service trip with Days for Girls and packing period kits for local junior high school students. If younger students found themselves at school without access to period products they could discreetly go to the nurse’s office for free tampons, pads, a change of underwear, a piece of candy, and encouraging notes from Empow[HER] participants. While packing kits, the girls acknowledged how much more comfortable they felt talking about the day’s topics and even starting sharing embarrassing “period stories” with their peers.

Invigorated by this opportunity to build confidence and community, one participant summed up the day in a single sentence: “Girls are so much stronger than any taboo.”

Outcomes:

Participant reflections:

After attending the Empow[HER] Summit, what does empowerment mean to you?

  • “It means accepting me – every part, movement, crease, mark on my skin. It means educating myself about my body and how powerful I am. I respect my body, love my skin and want to empow[HER] more girls to love themselves too.”

  • “It means my voice has substance and nothing should be taboo to talk about.”

  • “Empowerment means gaining and having the courage to speak for yourself, others, or important topics in your world.”

  • “I think it means accepting yourself and being the best you while helping others to do the same.”

  • “It means women don't have to be ashamed of anything or oblige to any "expectations". Each individual is free to live how they choose.”

How did this summit help you grow?

  • “I feel more confident about my health “down there,” and I know how to respect all that I am.”

  • “I feel more comfortable with the way I look compared to other girls and that all emotions are VALID.”

  • “It helps knowing these are things everyone struggles with.”

  • “It was comforting to be surrounded by girls who were similar to me. I feel more comfortable talking about my body.”

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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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