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Keystone highlights anti‑bullying work, life‑skills classes, fundraisers and music programs
Summary
School presenters described the role of an anti‑bullying specialist and Second Step curriculum, life‑skills outings and classroom token economies, fundraising activities, the Tiger Team student leadership program, and upcoming band and chorus concerts supported by a Title I hand‑chimes grant.
Keystone Elementary used its update to describe several student programs and school culture initiatives, including anti‑bullying instruction, hands‑on life‑skills learning, student leadership, fundraising and music performances.
Guidance staff (Speaker 3) introduced Mr. Pierce as the school’s anti‑bullying specialist and outlined his responsibilities: conducting bullying investigations, facilitating conflict resolution and peer mediation, and delivering large and small group lessons using the Second Step bullying prevention curriculum and TKF materials.
Presenter (Speaker 2) and other staff detailed experiential learning opportunities for Mr. Wood’s, Ms. Gulick’s and Mr. D’s classes, including grocery shopping exercises, visits to Snipes Farm, a community holiday party and cooking recipes integrated into classroom lessons. Presenter (Speaker 2) also described a classroom token economy in B108 that awards classroom dollars for positive behavior; students can spend earnings at an in‑class dollar store to practice money skills.
Staff member (Speaker 4) listed recent fundraisers and spirit events (bake sale, Texas Roadhouse night, raffle, pajama day, weekly pretzel sale) that support school activities. Music staff (Speaker 6) described the Tiger Team — a student leadership group selected by teachers that supports assemblies and fundraisers — and praised the band and chorus for recent performances. Speaker 6 said hand chimes used in performances were purchased through a Title I hand‑chimes grant and announced the next concert is scheduled for May 15, 2024, at 7 p.m.
The presentation emphasized program variety and student engagement; it did not include cost breakdowns for the initiatives or district‑level policy changes.
