Description
Please answer the following questions using IFT’s Seven Strength-Based Equity Matrix Factors:
Factor 4 – School-Wide Relations
Describe how your grant proposal will increase commitment from your colleagues and school-community stakeholders for the teaching and learning process.
(Can talk about how as a school we are looking for students at-promise youth who face academic, attendance, behavioral, and/or social-emotional challenges. Building the program from the ground up this will be a team effort along with my collogues. You can also talk about how during staff meeting we can take the time to discuss any changes we have seen among the students in our program. For the district the grant will bring awareness to the program but also having them being involve through keeping the facility in good condition. Furthermore, bringing awareness to other schools in the district and having them see the progress we have made and possibly starting a program similar to ours.)
Factor 5 – School-Family Relationships
Describe how your grant proposal will integrate parental personal strengths and positive experiences into the teaching and learning environment.
(With the involvement of my colleagues as a program we want the parents to every other week to check in with our counselor and have a conversation about if they have seen any changes in their behavior at home. If you can think of anything else that would be great)
Factor 6 – Community Solidarity
Describe how your grant project allows for networking and coalition-building with community groups/organizations utilizing a lens of racial and social justice.
(With the supports of local coaches in our community, we can get them to attend one of our after-school session to teach a class or have a talk with the students. Furthermore, community who had gone through the same thing they have when they were in school and how they got out of that lifestyle. If you can talk about how the community can utilize a lens or racial and social justice
Factor 7 – Future Oriented
Describe how your grant proposal will enhance students’ skills and build their capacity for future success.
(The program is intended to empower, grow, build, and strengthen youths’ personal qualities, which they can transfer into their daily lives. We are preparing them to being in charge of their decision and with responsibility helps build and reinforce various personal and social skills associated with responsible conduct. You can look through the other factor and see how it will all fit in to this question.The mission of the program is to create an environment for at-promise
youth who face academic, attendance, behavioral, and/or socialemotional challenges. Creating a Fitness Center would enable students
to build positive relationships with peers and staff, relieve feelings of
stress and anxiety through exercise, and build fitness and athletic skills
not typically developed during the regular physical education courses.
Grant money would be utilized to purchase equipment to furnish the
center with the required materials, such as boxing supplies, weights,
weight racks, and mats. Additionally, Fitness Center staff would utilize
the Don Hellison method, teaching personal and social responsibility
(TPSR), in order to provide students with an opportunity to practice and
learn how to take personal accountability, develop independence and
self confidence in a supportive environment. Teaching personal and
social responsibility helps to build and reinforce personal and social
skills associated with responsible conduct and transfer those life skills
outside of school and into the community. The Fitness Center would
help to empower students, giving them an outlet and skillset to utilize
healthy coping strategies when facing daily challenges.
Factor 1 – Student Centered
Describe how your grant proposal will promote student agency, ownership, responsibility, and
self-reliance.
The TPSR model is a humanistic, developmental, and student-centered approach to
physical education that tries to capitalize on students’ pleasure in physical exercise to generate
dialogues about individually and socially responsible conduct both within and outside the
gymnasium (Gordon & Doyle, 2015).
The most important reason for teaching personal and social responsibility in physical
education is to provide students with an opportunity to practice and learn how to accept
responsibility for themselves and others in a supportive environment. Teaching personal and
social responsibility helps build and reinforce various personal and social skills associated with
responsible conduct. Hellison and Walsh (2002) present solid evidence that TPSR improves
participant learning in essential areas such as self-control, effort, assisting others, self-worth,
self-direction, collaboration, and communication skills within programs. Within TPSR, there are
five main ideas: relational with students, empowerment, reflection, self-reflection and group
reflection, embedding specific life skills into the physical activity, and transfer. Within those five
main ideas are five TPSR life skills/program goals, which are referred to as ‘Level of
Responsibility.” The five TPSR skills are Level 1 (Respecting the right and feelings of others),
Level 2 (Participation and effort), Level 3 (Self Direction), Level 4 (Leadership), and Level 5
(Transfer).
Factor 3 – Student Advocacy
Describe how your grant proposal will advance student voice and positive student
interdependence by supporting team building and student collaboration.
Sport-based youth development is intended to empower, grow, build, and strengthen
youths’ personal qualities, which they can transfer into their daily lives (Jacobs & Wright, 2018).
Together with Fitness for Champs, a TPSR-based program that I created, the mission is to
improve the quality of our student’s lives by providing them with an encouraging and structured
environment where they work to accomplish goals. The students that will be in the program are
6th, 7th, and 8th graders, ranging from the age of 11-14 years old. The students are primarily in
the urban area of San Jose, while a couple will come from downtown and east San Jose. In this
program, my teaching/coaching style will be team oriented. I believe that no one is ever left
behind, and as a program, we work together and collaborate. I also want to build them to be
leaders in their classroom, team sports and clubs, and community. Ultimately, I want to develop
them to be leaders of tomorrow. I support students so they can build confidence and see that
success is possible when they work hard. Students will be healthier physically, emotionally, and
socially and be better at contributing to society because of participating in physical education.
Opportunities to belong: It is essential that every single student in this program feels
like they belong here. My goal is to build a safe environment among peers but also coaches.
Fitness for Champs wants to promote social development and responsibility within a caring
community where students are treated fairly and respectfully. A program cannot thrive until the
students feel like they belong in the program. That is why this will be my number one priority.
Together we will ensure that every student feels like they are a part of our team.
Connection: As a program, I believe it is essential that there is a positive bond among
peers, adults, and school. However, my goal is to connect with every student in the program. I
want my students to know they matter and are important to me. Every single student in Cobra
TEAM is worth my time. I believe having that connection will increase the student’s self-esteem.
In the end, I hope the bond and relationship I will build over time will help the student have the
confidence to try new things and develop their skills.
Teamwork: Teamwork means everything in this program. We can communicate better,
improve self-confidence, and build better relationships with teamwork. Working in teams,
especially in a new setting, can be challenging. However, over time I want the students to be able
to work together, communicate with one another, and increase their social skills. Hopefully, the
students will take those skills and transfer them outside the program.
Factor 2 – Student Equity
Describe how your grant proposal will promote learning opportunities and access for all students.
Castillero Middle School is a performing art public school here in San Jose. We are
prideful in our performing arts and also in our students. Castillero is a very diverse school in
which 41% of the students are Hispanic, 34% White, 13% Asian, and 2% black or African
American. About 30% of our students are socioeconomically disadvantaged, and 9% have a
disability. Most of our students come from the area near our school. However, we will have
students who would come from a socioeconomically disadvantaged community like downtown
San Jose or East San Jose. The district wants to give those students a better chance and
opportunity in Castillero. Even though we are targeting for at-promise youth who face academic,
attendance, behavioral, and/or social-emotional challenges, however, the program is open for all
students as well. We want all students from different background to be apart of the program
where they can learn how to practice and learn how to take personal accountability, develop
independence and self confidence in a supportive environment.
My program goal is essential to my population because it aligns with my school district’s
vision of preparing today’s students to be tomorrow’s thinkers, leaders, and creators. Secondly,
the students I am teaching come from all backgrounds, which could be challenging. The reason I
say this is that when it comes to diversity, there is a lot of different interest. Not all students will
like the same thing, or not all will have the leadership presence. That is why my program goal is
about teamwork, the opportunity to belong, connection, and, most importantly, leadership. The
program goals will allow the students to break their shells and be open to everyone.
Furthermore, we want our students to know how to connect to different people besides their
peers, teachers, and coaches. Our goal is to hopefully have our students be able to communicate
with our community, as we know community support is vital in Castillero. Lastly, we want our
students to understand how to work as a team and become leaders. Middle school is always a
challenge for some students, as they are in an awkward phase in their lives. However, with the
program goals, I hope they have improved their teamwork and leadership during their time in our
program. Ultimately, I want them to transfer those skills into high school.
Factor 4 – School-Wide Relations (500 word Max)
Describe how your grant proposal will increase commitment from your colleagues and schoolcommunity stakeholders for the teaching and learning process.
(Can talk about how as a school we are looking for students at-promise youth who face
academic, attendance, behavioral, and/or social-emotional challenges. Building the program
from the ground up this will be a team effort along with my collogues. You can also talk about
how during staff meeting we can take the time to discuss any changes we have seen among the
students in our program. For the district the grant will bring awareness to the program but also
having them being involve through keeping the facility in good condition. Furthermore, bringing
awareness to other schools in the district and having them see the progress we have made and
possibly starting a program similar to ours.)
Factor 5 – School-Family Relationships (500 word Max)
Describe how your grant proposal will integrate parental personal strengths and positive
experiences into the teaching and learning environment.
(With the involvement of my colleagues as a program we want the parents to every other week to
check in with our counselor and have a conversation about if they have seen any changes in their
behavior at home. If you can think of anything else that would be great)
Factor 6 – Community Solidarity (500 word Max)
Describe how your grant project allows for networking and coalition-building with community
groups/organizations utilizing a lens of racial and social justice.
(With the supports of local coaches in our community, we can get them to attend one of our
after-school session to teach a class or have a talk with the students. Furthermore, community
who had gone through the same thing they have when they were in school and how they got out
of that lifestyle. If you can talk about how the community can utilize a lens or racial and social
justice
Factor 7 – Future Oriented (500 word Max)
Describe how your grant proposal will enhance students’ skills and build their capacity for future
success.
(The program is intended to empower, grow, build, and strengthen youths’ personal qualities,
which they can transfer into their daily lives. We are preparing them to being in charge of their
decision and with responsibility helps build and reinforce various personal and social skills
associated with responsible conduct. You can look through the other factor and see how it will
all fit in to this question.
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