SOUTH JEFFERSON ELEMENTARY SCHOOL
JEFFERSON COUNTY SCHOOLS
Superintendent: Ms. Susan Wall
Principal: Mr. Richard Jenkins
Number of Professional Personnel: 39
Number of Service Personnel: 16
Number of Students Served/Affected by the Proposed Innovation Zone Plan: 530
Number of Teachers Involved in the Proposed Innovation Zone Plan: 39
Number of Service Personnel Involved in the Proposed Innovation Zone Plan: 16
Appendix C: Activities for Project Implementation
Activity #1: Faculty Training in Place-Based Education
Two faculty members have applied for the 2011 TTEC (Trail to Every Classroom Program)
through the ATC (Appalachian Trail Conservancy). This intensive three season program
immerses teachers in place-based education at no cost to the school (valued at $6000 per person).
The program is funded by the Appalachian Trail Conservancy and National Parks Service. If
accepted, the two faculty members will participate in a 2 day spring orientation, 5 day summer
conference at the National Conservation Training Center in Shepherdstown, WV and a 2 day fall
workshop before submitting their final project. At the heart of TTEC is the belief that students,
who are immersed in the interdisciplinary study of their own “place”, are more eager to be
involved in the stewardship of their communities and public lands. These teachers, along with a
parent who is an alumnus of TTEC, will provide opportunities to the faculty on how to implement
place-based education and authentic learning opportunities using their new outdoor classroom
and green space. The TTEC program will invigorate and inspire the faculty to collaborate on
creative lessons where authentic learning excite, engage and empowers children to take
responsibility for their own learning. TTEC alumni will provide staff development on topics such
as nature-journaling, soil sampling, questing, networking for resources, Kids as Planners,
nonfiction reading and writing, authentic research, etc.
Activity #2: Ambassadors of Leave No Trace Principles
The 5th graders were surveyed to gather data on how many had electronic devices and hours
spent on these devices (including TV). Data was also collected about the kinds of outdoor
activities in which kids participated. 100% of 5th graders surveyed would like to have an outdoor
classroom for activities and lessons. Our guidance counselor, along with classroom teachers and
administration, has identified 4th and 5th grade students with leadership abilities (negative and
positive). These students will be trained as Ambassadors of the Leave No Trace (LNT) principles
using lessons from PEAK, Promoting Environmental Awareness in Kids, (a partnership program
of REI and Leave No Trace.) These students have and will be involved from the earliest planning
stages to the actual creation of the outdoor classroom and green space. These Ambassadors of the
LNT will lead peer lessons to younger students to model conflict resolution and collaboration by
implementing lessons they have participated in with their guidance counselor. All students will be
involved as caretakers of this green space.
Activity #3: Outdoor Education
The outdoor classroom will provide learning opportunities to support and enrich our standards
based curriculum. Through content areas, this green space will promote a collaborative
environment across content areas: (See Appendix A). The teachers of SJES have already begun to
create ways of using the new outdoor space and have briefly described them in Appendix A.
These hands on learning activities that focus on PBL will help solve the issues of aggressive
behaviors by giving children a safe place in nature, outside the confines of a traditional
classroom, to build trusting relationships with adults, peers and themselves. As educators, we
know that a child needs to feel safe in their environment (physically and/or emotionally) in order
to learn. The new idea that has been created isn’t new at all. The “new” idea is recognizing that
nature provides an equitable environment where all children can learn. Nature levels the academic
playing field; it differentiates learning automatically for each child. Differentiation occurs
naturally in nature because children are engaged in their own learning and have to make decisions
because the result is authentic.
The activities described in Appendix A impact student achievement by providing a learning
environment that is conducive for each child to be successful learner. In a study done by a
consortium of 16 states’ Education Departments across the US, schools with hands-on
environmental curriculum saw 100% improvement in student behavior, attendance, and attitudes,
as well as 77% of the schools saw improvement on standardized test (“Taking the Classroom
Outside” by Ashley Schopieray at Earth Day Network).
Activity #4: Roadrunners Club
Mr. Atkins, our PE teacher, will implement a new version of the “Walk the Track” program
called the “Roadrunners Club”. This club will encourage students to increase their mileage in
increments of 5 miles. When a student reaches a “5 mile goal” his/her name will be featured on
the Roadrunners Club Wall of Fame, morning announcements and monthly newsletter. Every
student will reach their 5 mile goal in PE by the end of September and then encouraged to
walk/run the trail during recess. We will encourage students to participate in the Freedom’s Run
October 2011 to demonstrate their support for the additional grant funding for this trail. For each
additional 5 mile goal, students will receive a Roadrunners’ shoe decoration. The goal is for
students to reach 100 miles by the end of the school year. There will be an assembly to recognize
those students who reached 100 miles and they will receive a medal for their accomplishment.
PROJECT DESIGN
A. CREATIVE VISION FOR THE PROJECT
Can we build a healthier and happier West Virginia? We here at South Jefferson Elementary School
(SJES) think we can even though all the statistics are stacked against us. Currently, 22% of 5th graders
who participated in a school-based screening program are obese and over 40% are overweight or obese.
(WVU CARDIAC) Despite the fact that the county has been capable of supporting a diverse agricultural
community providing fruits, vegetables, dairy and livestock 81% of adults in the state report they
consume few fresh fruits or vegetables (CHIS/HHS). The current data from data from WVEIS (West
Virginia Educational Information System) illustrates that 85-90% of our discipline referrals referred are
for aggressive behaviors (bullying, verbal and physical fighting, insubordination, inability to resolve
conflicts without adult intervention etc). West Virginia was named the unhealthiest state for overall
health. (CDC 2010) This rise in aggressive behaviors and West Virginia's latest ranking in overall health
can only lead us to one conclusion: the younger we teach healthier habits for behavioral and physical
health the healthier all our futures will be. It won‟t be an easy task but with the right team, community
support and a little initiative we can make big changes school by school, county by county despite the
statistics that say it may be impossible.
The Jefferson County school district enrolls approximately 8400 students in 9 elementary schools, 3
middle schools, and 2 high schools. SJES is the largest elementary school in the district with 528
students. How can we pass up an opportunity like this to be able to contact and influence so many
children with ideas to decrease aggressive behaviors, increase use of conflict resolution tools,
communicate better nutrition, and relay our message of physical health? One can only believe that the
students of SJES will not only use these ideas in school but take them home and envelop them into their
everyday lives. Children go home all the time and relay and reuse what they have learned in textbooks to
their families so why not physical health, nutrition, and healthier behavioral attitudes towards peers and
others. We also see a wonderful opportunity to use and communicate our ideas to a large population of
educators who teach and influence our children 180 days (about 1260 hours) of every school year.
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The purpose of the 2011 Innovation Zone grant is to create an outdoor classroom, multi-use trail system,
fruit and vegetable gardens, wetlands and tree identification area on the existing property of SJES where
students can connect with their natural world. The whole child has been considered within our plans. As a
result of our trail, outdoor classroom and many other areas we hope to see a decrease in physical and
verbal aggression towards peers and staff; a decrease in insubordination and an increase in the ability to
resolve conflicts without adult intervention. We also hope to use these areas as a place to teach children
about nutrition and increase their physical activity. It is evident in our plans for our green space that a safe
space, emotionally and physically, will be created to nurture and enrich our students‟ learning and social
environments. For example, the wetlands provide a place where an agitated child can decompress. Being
able to walk around the trails of our outdoor classroom, outside the confines of the school building, where
a child can sit with a counselor or teacher on one of the benches while watching a bird at a feeder can
provide opportunities where a child feels safe to confide. The trails also provide the opportunity to build
upon the Runners Club already in place at SJES. The gardens will use vegetables that students can easily
identify with and maintain and we would like to add apple and peach trees to not only teach nutrition, but
to keep with the local heritage of our area.
Our outdoor environment will provide authentic learning opportunities to our students through placebased education, using a child‟s local environment as a starting to point to teach academic and social
concepts. These concepts are developed by the student with the help of their teachers and then they are
taught to relate them to their everyday lives and given ownership of all that they create. The children learn
to appreciate nature, make decisions, and also learn that there are consequences to every decision and
actions that affect their environment and life. Through place-based education and the use of our new
outdoor environment areas as a learning tool, we hope to teach our students how to be better prepared in
their daily lives by focusing on wellness and the behaviors identified by the team at SJES.
The Centers for Disease Control and Prevention has stated that violence in the nation has reached
epidemic proportions and that all students from preschool through twelfth grade should be involved in a
conflict resolution program. The implementation of hands-on lessons and problem based learning
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activities in our outdoor classroom and nature areas will naturally lead children to resolve conflicts
without aggression. It has been found through research by the American Counseling Association that one
of the most effective conflict resolution programs provide the opportunity for students and other members
of the school community to empower themselves to be individually and cooperatively responsible for
resolving conflicts peacefully, and integrating responsibility into their daily lives. Our plan provides
authentic learning situations for children to become engaged in and responsible for their own learning. It
is our vision that this green space will be utilized by all content areas to deliver the required instruction in
a space that is equitable for all children to learn. It is also our vision that by implementing problem based
learning (PBL) lessons through place based activities with authentic outcomes, aggressive behaviors will
decrease. The American child spends an increased amount of time indoors compared to that of a child of
15 years ago. This increase in indoor lifestyle has lead to kids who are distracted, less fit, more aggressive
and hard to manage in the classroom. Case studies conducted by the National Wildlife Foundation have
found support for outdoor time improving overall health while lengthening attention spans, diminishing
aggressiveness, improving test scores and even overall learning. Researchers at the University of Illinois
have reported that exposure to natural settings in the course of after-school and weekend activities have
been shown to reduce attention deficit in some children. All of these findings give us hope that an outdoor
classroom and nature area containing trails and gardens can only be successful at SJES. We hope to not
only see a decrease in physical and verbal assaults, insubordination, and an increase of children using
proper conflict resolution, but we also hope to see an overall change in our schools physical well being
and overall achievement in literacy and numeracy. The direct link to student achievement in literacy and
numeracy directly correlates to our school‟s five year strategic plan with having all children at mastery or
above mastery in these areas.
Current research on place-based education supports SJES‟s vision to create an outdoor classroom and
green space. In an era where our students are increasingly disconnected with the outside world, our
outdoor classroom will provide a place where students can reconnect with nature and reality. Research
supports that authentic learning opportunities in a child‟s natural environment are essential to a child‟s
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social and academic growth. Children need interaction with their natural world in order to fully develop
their senses. The development of the senses prepares a child for sustained intellectual development and
learning in its broadest sense (creativity, problem solving skills and social and academic learning).
Research also supports that children who have fully developed their senses are more resilient to stress and
adversity (2003 Cornell University). Richard Louv, author of Last Child in the Woods Saving Our Kids
from Nature Deficit Disorder states, “… that when children played in an environment dominated by play
structures rather than natural elements, they established their social hierarchy through physical
competence; after an open grassy area was planted with shrubs, the quality of play in what researchers
termed „vegetative rooms‟ was very different. Children used more fantasy play, and their social standing
became based less on physical abilities and more on language skills, creativity, and inventiveness. In
other words, the more creative children emerged as leaders in natural play areas. ” David Sobel, author of
Place-Based Education Connecting Classrooms & Communities, conducted an independent review
(National Environmental Education and Training Foundation) and discovered that students who were
involved with place-based education, outperformed their peers in traditional classroom settings when
comparing reading skills.
We have teamed up with a national leader in childhood wellness Dr. Mark Cucuzzella from Harpers Ferry
Family Medicine and West Virginia University to support the creation of not only our outdoor classroom
but a multi-use trail, vegetable garden and wetlands that will help us to increase our abilities to
accomplish our physical health and nutrition goals. Dr. Cucuzzella played a large part in one of our local
schools (Page Jackson Elementary) becoming an Innovation Zone last year and we hope to adopt some of
their success by not only teaming with Dr. Cucuzzella but also with other members of that successful
team. We have also acquired the design help of Ken Dzaack from Canaan Valley whom we will be
working closely with to design our vision. The funds obtained from this grant will be used to pay for
Ken's design and contractors.
At SJES, we are utilizing the resources our faculty and parents bring to this project. The leadership team
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at SJES consists of Richard Jenkins (Principal of SJES), Roberta Pomponio (SJES parent), Chris Atkins
(P.E. Teacher, SJES), Jennifer Prusha (2nd Grade Teacher, SJES), Rebecca Cavanaugh (Counselor, SJES),
Vickie Lewis (SJES Parent), Melody Browning (Kindergarten Teacher, SJES) and Keri Mahoney (Head
Teacher, SJES).
Our first objective for this project is a mental health goal. By implementing this project, we hope to see a
decrease in physical and verbal aggression towards peers and staff; a decrease in insubordination and an
increase in the ability to resolve conflicts without adult intervention. By using the outdoor classroom as a
place where students are invited to explore and experience nature through authentic Problem Based
Learning (PBL) activities in an equitable learning environment, students will build positive and
sustainable peer relationships. Also, by enhancing and challenging students‟ Depth of Knowledge (DOK)
through authentic learning in the outdoor classroom, students will achieve a better understanding of all
content areas and demonstrate an increased mastery in both math and literacy skills. Students will transfer
positive social skills, such as conflict resolution, learned in the outdoor classroom to conflicts that arise in
the playground, cafeteria and in the classroom. This goal will be measured successful by the decrease in
discipline referrals when compared to the previous year‟s data. This goal will also be deemed as
successful when we see an increase in math and literacy skills when comparing testing data. Since the
construction of the outdoor classroom is slated for Spring ‟11, the entire project will be ready for use by
Fall ‟11. Students, parents and the community will be a part of all phases from planning to fruition.
Environmental stewardship will be fostered among students and faculty through the utilization of the
outdoor classroom. By promoting environmental appreciation, education, civic engagement, our students
are more likely to be active in the sustainability of our natural resources. We are inspiring a future
generation to become environmental stewards who will appreciate, protect, conserve and sustain our
natural environment. We plan to use our trails and gardens to accomplish our second goal of
communicating better physical and nutrition habits to our students. SJES already has begun this goal by
implementing nutrition guidelines set by the state of WV for school menus and extracurricular activities.
Last year we were one of the few schools in the county awarded the Bronze Medal for Wellness. We have
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a current fitness program in place, “Walk the Track” which all students participate in before lunch or
during recess. Our goal is to expand these programs already in place at the school and educate students,
families and educators and give them the tools necessary to create a healthier lifestyle. We feel this goal is
both attainable and realistic since we have partnered with Dr. Cucuzzella. He was instrumental in one of
our local schools (Page Jackson Elementary) becoming an Innovation Zone last year, we will build on
their success by not only teaming with Dr. Cucuzzella but also with other members of that successful
team.
The activities that we plan to use (Appendix C) are as follows: 1) Faculty Training in Place-Based
Education, 2) Ambassadors of Leave No Trace Principles, 3) Outdoor Education, and 4) Roadrunner‟s
Club.
Project Evaluation
Our project will be deemed as successful when WVEIS data reflects a decrease in physical and verbal
aggressive behaviors as well as a decrease insubordination when comparing previous years to the 20112012 school year (and years thereafter). Our project will also be deemed as successful when WESTEST
scores reflect an increase in student achievement across all content areas. We expect to positively impact
students by encouraging them to make healthy choices from eating habits to social habits, during the 7
hours they are in school. It is our hope that these healthy choices will follow students home. In essence
each SJES child will become an ambassador of healthy lifestyle choices and continue to impact their
families as well as their local community. We will evaluate our impact by conducting several surveys
after the 2011-2012 year. We will have students complete a survey about their lunch choices over a period
of time. It is our hope that we will see an increase in healthy lunch choices by students who pack (less
prepackaged lunches, more fruits, water and whole grains included). We will also have data collected
from students who participate in the Roadrunners Club. We will also survey students to document the
(anticipated) decrease in the use of electronic devices and increase in playing outside for free time at
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home and on the weekends. Teachers will also be surveyed to document their use of the green space in the
2011-2012 year. We will also provide a section on the surveys for teachers to provide feedback,
comments and ideas for the following school year.
Scalability and Sustainability
We will begin with recreating our existing trail program at SJES into a reproducible program that can be
adopted by other schools within our county and eventually the state of West Virginia. Our outdoor
environment will make land improvements in order to increase children's access to outdoor learning and
play opportunities, physical fitness, increase children's food literacy and access to fresh produce, and
decrease aggressive behaviors while increasing awareness of conflict resolution behaviors. It is our hope
to show success through our project evaluation.
We hope to continue building community support in order to maintain our programs once they have been
established. SJES currently has close partnerships with many clubs like 4H, Girl Scouts, Boy Scouts, etc
and these groups have pledged support in the development and maintenance of the project. Parents and
children of SJES need to have a feeling of ownership in order for our project to be a complete success.
We have already begun to gather this support from parents and students through letters and surveys which
show us that we have the enthusiasm necessary to complete and maintain. We hope to continue this
project by sharing our successes and achievements with other schools.
Abstract
Our vision for the 2011 Innovation Zone grant is to create an outdoor classroom, multi-use trail system,
fruit and vegetable gardens, wetlands and tree identification area on the existing property of SJES where
students can connect with their natural world. Our outdoor spaces will provide authentic learning
opportunities to our students through place-based education. It is our goal that this green space will be
utilized by all content areas to deliver the required instruction in a space that is equitable for all children
to learn. It is also our goal that by implementing Problem Based Learning lessons through place-based
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activities that aggressive behaviors will decrease and learning across content areas will increase. We will
use our trails and gardens to accomplish our second goal of communicating better physical and nutrition
habits to our students. We plan on implementing three activities in order to achieve our goals. The first
activity is faculty training in place-based education. 2 faculty members will apply for the 2011 TTEC
(Trail to Every Classroom Program) through the ATC (Appalachian Trail Conservancy and National
Parks Service). This intensive 3 season program immerses teachers in place-based education at no cost to
the school. Our second activity is to have students act as Ambassadors of the Outdoor Classroom and
Trail to instill stewardship of this green space. Our 3rd activity will be implemented in content areas. The
outdoor classroom will provide authentic learning opportunities to support and enrich our standards based
curriculum. Through content areas, this green space will promote a collaborative environment across
content areas. Finally our “Roadrunners Club” will continue to promote physical activity for our students.
A key feature to our grant is that we have teamed up with Dr. Mark Cucuzzella from Harpers Ferry
Family Medicine and West Virginia University. Dr. Cucuzzella supports the creation of not only our
outdoor classroom but a multi-use trail, vegetable garden and wetlands that will help us to increase our
abilities to accomplish our physical health and nutrition goals. Dr. Cucuzzella played a large part in one
of our local schools (Page Jackson Elementary) becoming an Innovation Zone last year and we hope to
adopt some of their success by not only teaming with Dr. Cucuzzella but also with other members of that
successful team. We have also acquired the design help of Ken Dzaack from Canaan Valley whom we
will be working closely with to design our vision. The funds obtained from this grant will be used to pay
for Ken's design and contractors. Data from WVEIS (WV Educational Information System) and
WESTEST scores as well as surveys from student, parent and faculty will provide documentation to
support improved student achievement across content areas and a decrease in aggressive behaviors.
Budget Justification (See Appendix B)
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Appendix A (Lesson Plans for Activity #3)
Music: Students will use the outdoor classroom to observe naturally occurring rhythmic sound
patterns (birds, running water, wind) and compose music.
PE: Since part of our outdoor classroom will consist of a fruit and vegetable garden, this area
will be cultivated, sown, harvested, and finally tasted by the students. The goal of the garden is
to establish knowledge base of healthy options and teach the students responsibility and
commitment. The school has already created a group of students designed to lead healthy
initiatives in the school. These “Healthy Choice Ambassadors” will help nurture the garden,
water, and collect the crops when ready. The students are very enthusiastic about their roles as
leaders in the school and the garden is going to be a great opportunity for the students to show
their leadership and responsibility.
Art: Our outdoor classroom will also provide opportunities for students to use sketching boards
to record the details observed in nature. 4th and 5th graders will keep their sketches of plants
and animals in a journal. A sample of these journals will be kept for future reference to
document changes in the green space over time.
Reading: Students will participate in silent reading time for naturalistic learners, generate
questions based on observations for authentic research opportunities; apply nonfiction reading
skills to scan and skim information to identify birds and trees plants and flowers.
Writing: Students will create free verse poetry as an outlet for expression that reflects thoughts
and feelings. Poetry is a wonderful starting point for a child to incorporate tone and voice in the
writing. Students will also apply their 5 senses to their writing in order to “show” not “tell”.
Older students will create quests for younger students to learn about the trail and outdoor
classroom.
Science and Math: Students will look for geometry and patterns in nature. Students will use
estimation and number awareness skills to make calculations such as measure the
circumference of a tree, chart plant and tree growth, measure variation of pond water levels.
Students will understand the connection of math to science skills. They will also use tools
(calculators, rulers, etc) for authentic learning purposes and outcomes. Students will also
participate in the release and tracking of praying mantises and butterflies; plant tulips to track
and graph Spring’s arrival; track insect (native and invasive species) behaviors; test and chart
the ph levels of the water; use nature journals to document the observations of the changes of
the season and possible signs of erosion and pollution; construct a weather station to provide
data for the weather wall leading out to the green space.
Social Studies: Students will be caring for the environment, therefore taking a civic
responsibility to treat the outdoors with care no matter where they are. Students will become
stewards of this green space and assign jobs in the classroom-operating as a team, working
together and taking responsibility and pride in their outdoor space.
Guidance: Our counselor will use the tranquil environment of the outdoor classroom to: hold
group meetings; host small team building activities; relate outdoor “things” that have
relationships with human relationships (birds and squirrels must all get along in their shared
habitats. This green space will also be use for individual sessions with students since it is a
wonderful place for thought and reflection.
Guidance Lessons: The outdoor classroom will provide an ideal setting for teaching the critical
guidance concepts of respect, responsibility, teamwork, and conflict resolution. Students will
have an extraordinary opportunity to learn firsthand the meaning of respect and responsibility
as they participate in caring for plant life and discussing the importance of their show of
commitment and reverence toward these living things. Guidance lessons will incorporate such
activities as planting seeds, hanging bird feeders, and identifying flowers. Students will also
discuss the interactions between various life forms in the garden, and compare these natural
systems to their own social experiences. For example, they could be divided into groups and
asked to discuss how they are similar to the wild birds, or how the daily workings of their
classroom is similar to the natural interactions of things like, wind, rain, sun, and soil. Students
will experience the benefits of teamwork through lessons that require them to work together
to maintain the plant life, trails, and bird feeders of the natural environment. Conflict resolution
could involve two or more students engaging in symbolic activities, such as, burying a stone, or
planting a sapling as a way of substantiating their commitment to peace with one another. In
addition to these unique learning experiences, the outdoor educational area will provide a
tranquil environment for students to discuss their feelings with the counselor was well as other
students.
This green space will be an inclusive and equitable environment for all children to be able to
access and benefit socially and academically. The plans for the outdoor classroom illustrate that
it is wheelchair accessible with its wide walkways. Students would learn how to make
observations using a nature journal. The area would be used for rewards and quiet reading
time.
Appendix B: Budget Narrative for South Jefferson Elementary
Budget Item: Outdoor classroom
Narrative: This area was designed by Smoot’s Landscaping. It is designed to be a
welcoming area that lends itself to outdoor studies as well as a peaceful setting
that will encourage cooperative learning activities.
Proposed Amount: The total cost from planning to completion is $25,000. This
proposal is included in our grant packet.
Funded by others: The school can direct $6,000 towards this phase of the grant.
WVDE use only __________________________________________________
Budget item: Tools for outdoor learning
Narrative: Students will be required to use various gardening tools in the outdoor
classroom setting for the various trail networks, wetlands and activity centers on
the property. These tools will also require a storage shed to store them when not
in use.
Proposed amount: $500.00
Funded by others: Kohl’s cares community grant
Kohl’s employees will also provide free labor to the overall project through the
Kohl’s A- Team effort.
WVDE use only ___________________________________________________
Budget Item: Teacher lessons
Narrative: The grant will require many different forms and types of lessons for the
teaching and counseling staff at the school level.
Proposed amount: $ 1000.00
Funded by others: These lessons will be funded from the consumable allocation
budget provided to the school annually.
Budget Item: Trail design, construction and implementation
Narrative: Mr. Ken Dzaack, Land manager and NSD Construction manager with
Canaan Valley Institute has submitted a proposal to develop the entire
surrounding property of South Jefferson Elementary to be all inclusive with trails,
wetlands, interpretive signs, staff training and courtyard design.
Proposed amount: $22, 400





Trail design and construction oversight $11,500
Wetland design and construction oversight $3,400
School staff training $3,400
Wetland Interpretive signs $3,500
Courtyard design $1500
Funded by others: $0
WVDE use only _________________________________________________
Budget item: Home Depot Gardening Grant
Narrative: This grant will be used by the physical education teacher and students
to provide funding for them to grow a garden at the school. This garden project
will be used to promote healthier living, which will also facilitate cooperative
learning opportunities for the students while also enhancing their social skills.
Proposed Amount: $500.00
Funded by others: $500.00
WVDE use only ___________________________________________________
December 13, 2010
Dear Innovation Zone Committee,
R and L Landscapes was proud to be a large contributor to the Page Jackson Community
Trail. We are a local family owned landscape company that has been in business in
Jefferson County for 11 years. We have several community connections for materials
and equipment which were critical to the Page Jackson Community Trail. We were able
to do the labor on this extensive trail on budget and on a tight timeline. We performed all
of the extensive landscaping work while the students were out for summer break.
We delivered the work at a very low cost compared to similar scope projects as we saw
the need for this in our community and support the mission of building more trails for our
youth.
We would invite a similar project at South Jefferson Elementary. Their community and
students would love to have creative paths through the woods and the outdoor classroom
feature to engage them with their outdoor environment. Please support their proposal.
Sincerely,
Brian Irving
R & L Landscapes, Inc.
Regional Account Manager
Certified Horticulturist
431 West Burr Blvd.
Kearneysville, WV 25430
December 10, 2010
To Whom It May Concern:
I am writing to you on behalf of the South Jefferson Elementary PTO to
express our interest and complete support for the Outdoor Living and
Learning Garden project proposed for our facility. We, the PTO, feel
that it will not only be an asset to the beautification of our facility and
the community but an incredible learning tool for the student body and
all those who will participate in the learning process and upkeep of this
project. We look forward to and embrace the opportunity to be a part
of this wonderful project and the opportunity to enrich the lives and
minds of the students of South Jefferson Elementary School and our
community for many years to come.
Thank you for your time and effort in this matter
Sincerely,
Connie Adkins
PTO President
To Whom It May Concern:
As parents of a student at South Jefferson Elementary, we think that the
outdoor learning lab is a wonderful idea. It is so important for students to
learn about our environment and the changes that take place. Our students
are struggling with science and this is one way for students to learn firsthand
about many aspects of natural science.
We are also willing to help continue with the growth, clean-up and
maintenance of the outdoor learning lab.
Sincerely,
The Rosa Family
Russell Savee
106 Ira Way
Kearneysville, WV 25430
December 12, 2010
To Whom It May Concern:
I am writing this letter to support the Innovation Grant to fund the outdoor classroom and
trail at South Jefferson Elementary School. I have two children who attend SJES and my
son is also in Cub Scouts. I feel the Outdoor Classroom and surrounding trails will be
very beneficial for their education as well as others in the community.
I also pledge to volunteer my time to help implement the project.
Sincerely,
Russ Savee
Support From the Walker Family
Ken & Marcy Walker
3117 Kabletown Road
Charlestown WV 25414
304-725-2442
To Whom It May Concern,
We are writing to you in support of an outdoor classroom and nature trail at
SJES.
It is exciting to think about the opportunities that this will give our SJES students
and community of Jefferson County.
The outdoor classroom would bring enthusiasm to students as well as enhance
the rich learning environment of SJES. It would truly bring learning to life.
The Walking Trail will enhance the nationwide effort to bring healthy living styles
to the children.
Lastly, a direct exposure to nature is essential for healthy physical and emotional
development in childhood.
As parents and community member, we maintain support for SJES and this grant
to enhance the facility.
Sincerely,
Kenneth, Marcy, Nathan, Ryan, Jack Walker
Elizabeth A. Wilson
408 Ira Way
Kearneysville, WV 25430
December 11,2010
Dear Committee Members,
I am writing a letter of support for the proposed outdoor classroom and
walking trails for South Jefferson Elementary. West Virginia has the
second highest rate of obesity which is of tremendous concern for me as
a parent of three children. In addition, this generation of children spends
large amounts of sedentary time on the Internet and video games. This is
very unhealthy both physically and mentally for children. I feel if this
grant is passed it will not only benefit the children of South Jefferson but
the Jefferson County Community as a whole. Perhaps it will encourage
families to spend more outdoor and physical time with their children.
Children will also initiate this behavior of wanting to take hikes and
explore nature. South Jefferson's outdoor classroom and walking trails
could be used as a wonderful model for other schools in the Eastern
Panhandle. I greatly urge you to support this grant to benefit our youth.
Sincerely,
Elizabeth A. Wilson
(South Jefferson Parent)
To Whom It May Concern:
The First Grade team plans to utilize the outdoor learning lab in many ways that
will help students understand their responsibility to the environment. We believe that for
students to learn about the outdoor environment, they should be in the outdoor
environment. Some of the lessons will include keeping the environment “green”,
recycling, understanding the lifecycles of fish, frogs, turtles, and butterflies, weather
stations, observations of how our environment changes with the seasons and the water
cycle. The outdoor lab will excite and motivate students by giving them the opportunity
for fun, hands-on learning experiences outside of the normal classroom environment
while also being relative. Additional citizenship lessons will be in responsibility,
teamwork, and caring for others and the “ownership” of the environment they live in.
We feel that students will benefit from the outdoor learning labs in many different
ways including a greater retention of the information learned through the hands-on
activities, critical thinking and decision making skills, and natural discovery. The
outdoor lab will meet the needs of children by allowing all types of learners to be
engaged.
The First Grade team is willing to invest time into this project and ensure that we
will assist in the upkeep and continued growth of the outdoor classroom.
Amy Fincham ____________________Elaine Friend __________________________
Beth Manzuk ______________________Laura Sturba ___________________________
Kelly Rosa ___________________________