November 2, 2023

Oral Funding
Proposal
Eyestone Elementary
By: Avery, Ellie, Delaney, Lauren, Meghan, and
The Incredible Years
William
 Oral Funding Proposal November 2, 2023

Meet Our Agency

Ellie Oldham Avery Minor Delaney Disch

First Grade Teacher Kindergarten Teacher Kindergarten Teacher

Lauren Takahashi Meghan Kane William Austin

Behavioral Therapist First Grade Teacher Principal
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Agency Information

A non-profit, public school located in Northern Colorado in the Poudre School District in Larimer County.

Purpose Interest Values

Provide a high-quality Creating a culture of high Helpful

educational experience to academic expectations in a Empathetic

children ages preschool climate of care and concern for Accountable

through fifth grade. staff and students Respectful

Tenacious

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Oral Funding Proposal
Agency Information
Demographics:
Students: 725
Staff: 50 certified teachers,
counselors, and
interventionists
SES: Income range is
50K-200k per year
Interventions: 1 5 students
seeking socioemotional
learning and behavior
interventions. 1
November 2, 2023
cont.
Check in Check Success/Awards
Out (CICO): Academics
● Significant achievement in
Who: 10 students academic growth
● Noteworthy growth in the school
What: Behavior performance framework for
Intervention Program grades 3-5
Why: Teaches prosocial Grants
behavior through positive ● 12k for library remodel
reinforcement and ● Funding for OtterCares Program
frequent, daily check-ins
Future Funding
with teachers and other
● Project Aware
helping professionals.
● Sources of Strength
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The Incredible Years

An evidence-based program that consists of a variety of lessons and

activities that aim to prevent challenging behavioral problems, as
well as promote social, academic, and emotional competence.

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Problem Statement
* 19.9% Colorado children exhibit challenging behaviors

* Increasing since Covid-19 hit

* Risk factors: uninvolved parents, having a poor attachment style, and being a part of deviant

friend groups

* Protective factors: positive attachment styles, positive relationships with teachers and

adults, as well as existing problem-solving skills and social interaction skills

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Assessment of Need
* social-emotional competencies decreasing in all of PSD (below 80%)

* competences steadily decreasing at Eyestone Elementary (82.2% → 80.7%)

* challenging behaviors → decrease in academic achievement

* CICO given to 10 students in tier 3 of multi-tiered system of support at Eyestone - a

universal intervention is needed

* The Incredible Years provides educators with classroom management tools & helps
students to better understand/exhibit their emotions

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Target Population
* all children 3-8 at Eyestone Elementary School

* eligibility based on age, grade, and enrollment (390 students)

* ethnic breakdown: 77.2% White, 17.2% Hispanic, 1.1% African American, 0.6% Native
American, and 3.9% two or more

* gender breakdown: 53% female & 47% male

* key symptoms: aggression & argumentative behaviors increase, decrease in

socialiabiliy, overly emotional

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Goal 1: Decrease negative and challenging behaviors observed in the

classroom of students ages 3-8 who are participants of The Incredible
Years Child Program.

● Objective 1.1: Upon completion of the program, challenging Goals &

Objectives
behavior and conduct problems in the classroom will decrease by
around 50% based on the Child Behavior Assessment scale (CBA)
implemented by the teacher.
Part I of II
● Objective 1.2: Upon completion of the program, peer problems
in the classroom will decrease by approximately 65% based on the
Wally Social Problem Solving scale (WSPS) implemented by the
behavioral therapist.

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Goal 2: Increase social and emotional competence of students ages

3-8 who are participants in the Incredible Years Child Program

● Objective 2.1: Upon completion of the program, emotional Goals &

Objectives
problems will decrease by around 60% on the Social Competence
and Behavior Evaluation scale (SCBE) implemented by the teacher.

● Objective 2.2: Upon completion of the program, prosocial Part II of II

behaviors such as sharing and cooperation will increase by
approximately 70% based on the Social Competence and Behavior
Evaluation scale (SCBE) implemented by the teacher.

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Oral Funding Proposal November 2, 2023

* Students are struggling more than ever.

- Students with poor social and emotional competencies self
identify at a 40% rate of mental illness (Deighton et al. 2019).
- Student with low social and emotional competencies have
lower educational outcomes (Yang et al. 2019).

* The Incredible Years Goals

Methods: - The Incredible Years aims to promote social and emotional
development in children.
Introduction - Universal prevention program which will benefit all 390
students.
- Lessons take place 2-3 times a week for 20-30 minutes
allowing youth to independently solve their problems.

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* Who is involved?
- 15 Pre-K through 2nd grade teachers
- Principal
- Behavioral Therapist
- ECE practicum students

* Training: Methods:
- Five one-hour sessions
- Online Zoom format Program Staff and
* What are they learning? Training
- Promote emotional literacy
- Promote anger management skills
- Implement conflict management strategies
- List of behaviors that are expected
- Provides classroom management strategies and
behavior plans
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 Oral Funding Proposal November 2, 2023

● Components:
○ Package of materials necessary
to implement curriculum
○ Pre-written lesson plans
● Lesson Plans:
○ Constructed for 3 different age groups
○ Take place over 20-30 minute circle time
Methods: sessions, 2-3 days a week throughout school

Activities 1/2
year
● Sample Lesson Overview:
○ Introduction
○ Discuss feelings wheel poster and feeling faces
laminated cards
○ Emotions coloring sheet activity
○ Share out and discussion
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Units of the Curriculum:

● Unit 1: Making Friends and Learning School
Rules
● Unit 2: Dina Teaches How to Do Your Best in
School
Methods: ● Unit 3: Understanding and Detecting Feelings
Activities 2/2 ● Unit 4: Wally Teaches Problem Solving Steps
● Unit 5: Anger Management
● Unit 6: Molly Manners Teaches How to be
Friendly
● Unit 7: Molly Explains How to Talk With Friends

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Timeline
Summer 2024 Fall 2024 Winter 2024-2025 Spring 2025
JULY 2024: SEPTEMBER 2024: DECEMBER 2024: MARCH 2025:
- Assign - Meeting - Teachers meet with ECE students - Meeting
- Training - Review goals and objectives - Mid-year evaluations - Mid-semester evaluations
- Finish Unit 5 and begin Unit 6
AUGUST 1ST-14TH 2024: OCTOBER 2024: JANUARY 2025:
- Early Childhood Education - Mid-semester evaluations - Review goals and objectives APRIL 2025:
- Finish training - Unit 2 - Unit 4 - Meeting
- Review goals and objectives
AUGUST 15TH-31ST 2024: NOVEMBER 2024: FEBRUARY 2025: - Finish Unit 6 and begin Unit 7
- Pretest - Meeting - Transition unit
- Wally Social Problem Solving - Unit 3 - Unit 5 MAY 2025:
scale (WSPS) - Finish Unit 7
- Child Behavior Assessment - Complete The Incredible Years program
scale (CBA) - Post-test
- Social Competence and - Final assessments
Behavior Evaluation scale - Plan for next academic year
(SCBE)
- Begin program with Unit 1

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Oral Funding Proposal November 2, 2023

Evaluation
Decrease Challenging behaviors Increase Social and Emotional
*Disruptive actions that hinder students’ ability to maintain focus Competence
or that disrupt teaching. *Skills that children can use to navigate
● Child Behavior Assessment (CBA) scale feelings, relationships, and academics.
○ Assesses challenging behaviors through 3 dimensions: ● Social Competence and Behavior
rebellious behaviors, harmony, social anxiety Evaluation (SCBE) scale
○ Five-point Likert scale ○ Measures emotional problems and
○ Implemented at the beginning and end of school year by our prosocial skills such as:
teachers (pre and post test scores) ■ Social competence, internal
● Wally Social Problem Solving (WSPS) scale orientation problems, external
○ Assesses peer problems orientation problems
○ Measured by our Behavioral Therapist ○ Six-point Likert scale
○ Implemented at the beginning and end of school year (pre ○ Implemented at the beginning and end of
and post test scores) school year by our teachers (pre and post
○ Responses are categorized as positive or negative test scores) Page 16 0f 22
Oral Funding Proposal
November 2, 2023

Budget

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Oral Funding Proposal November 2, 2023

Partner Organizations
Colorado State University Fort Collins Public Library
● Eyestone Elementary will ● Fort Collins Public Library will assist in helping
receive interns from to provide books with an emphasis on social
Colorado State University emotional learning
● Interns will gain valuable experience working in ● Children who read more have stronger social
classroom setting with children development (Kidd & Castano, 2018).

● Children will have additional monitoring in ● Will provide guest lecturers

small groups ensuring a effective informing children on the public
implementation of the incredible years. library.

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 November 2, 2023
Oral Funding Proposal

• Costs will significantly reduce after the first year.

• The Incredible Years offers individual training for Sustainability

new teachers.
Plan
• Material costs for the program will significantly

reduce
• Cookie dough fundraiser will be used to generate

• additional funds for the programs.

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Oral Funding Proposal
Analysis of Fit
Gates Family Foundation
● Supports philanthropic movements
○ Education
○ Natural Resources
○ Community Development
● Support development of innovative
learning environments
● Supported social emotional learning
programs in the past
● Funds range from $25,000 to $620,000
● Educational Goals
○ Empower teachers
○ Improve school systems
○ Create more collaborative and
responsive learning environment
November 2, 2023
Community Foundation of Buell Foundation
Northern Colorado
● Emphasizes funding and support for early
● Foster philanthropy childhood education development and teen
● Goal pregnancy
○ Extend child care ● Goals
○ Allow children to be valued, healthy
○ Better meet families’ needs
and thrive through the implementation
● Ten year plan of quality programs
○ Support the community ● Mission is to provide grants to benefit
○ Spread the foundation’s vision children
● Rural areas outside of Denver
○ Strengthening non-profit organizations
● Focuses on
○ Behavior and social competence
○ Preschool programs
○ Home visitation
○ Parenting education
○ Professional development
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Bibliography
• Bayrak, H. U., & Akman, B. (2018). Adaptation of the “Incredible Years Child Training Program” and investigation of the effectiveness of the program.
Kuram ve Uygulamada Eğitim Bilimleri/Educational Sciences: Theory & Practice, 18(2), 397–425. https://doi.org/10.12738/estp.2018.2.0259
• Deighton, J., Lereya, S., Casey, P., Patalay, P., Humphrey, N., & Wolpert, M. (2019). Prevalence of mental health problems in schools: Poverty and other risk
factors among 28 000 adolescents in England. The British Journal of Psychiatry, 215(3), 565-567. doi:10.1192/bjp.2019.19.
• Doubet, S., & Ostrosky, M. (2014). The Impact of Challenging Behavior on Families: I Don’t Know What to Do. Sage Journals, 34(4), 27-56.
https://journals.sagepub.com/doi/full/10.1177/0271121414539019?casa_token=nJtGy_ACAtkAAAAA%3AJjnNezaM97lnheJ8xLuHiSmQIpQZiF55nBssbEd
EOSdzI2aaGtEpfPwoiVbtfdr-aoUuIX1ptpbP
• Evidence-based early intervention programs: Incredible years. The Incredible Years. (2023). https://www.incredibleyears.com/
• Eyestone Elementary School. Eyestone Elementary School | Poudre School District. (2018).
https://www.psdschools.org/school/eyestone-elementary-school
• Keeny, T. (2017). Colorado Behavioral Health Data. Colorado Health Institute. www.coloradohealthinstitute.org
• Kidd, D., Castano, E. Reading literary fiction can improve theory of mind. Nature Human Behavior 2, 604 (2018).
https://doi.org/10.1038/s41562-018-0408-2
• Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the Effects of Classroom Management Strategies and
Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3),
643–680. http://www.jstor.org/stable/24752878
• Poudre School District Data. (2023). Student Connections Survey Data.
https://app.powerbi.com/view?r=eyJrIjoiMWQ1Yjk1N2QtYTMwYS00YzgwLWIxZWQtNTkxMDVmNWZiMTkzIiwidCI6IjBkNmQ4NDZjLWVhZGQtNGI2Yy1iM
DNlLWYxNWNkNGI3ZTljZiIsImMiOjZ9
• Webster-Stratton, C., Reid, M. J., & Hammond, M. (2004). Treating children with early-onset conduct problems: intervention outcomes for parent, child,
and teacher training. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology,
American Psychological Association, Division 53, 33(1), 105–124. https://doi.org/10.1207/S15374424JCCP3301_11
• Yang, Y., Qi, Y., Cui, Y., Li, B., Zhang, Z., Zhou, Y., & Zheng, Y. (2019). Emotional and behavioral problems, social competence and risk factors in
6–16-year-old students in Beijing, China. PLoS One, 14(10) doi: https://doi.org/10.1371/journal.pone.0223970. Page 21 0f 22
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Thank You

Questions

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