Sparky Tales

Sparky Tales™, a wellness-oriented curriculum, has been designed to enhance social, behavioral and affective competencies by developing stellar abilities in children. Children identify with the story’s two main characters; Kelly, a 12-year old girl who has a miserable rotten life and wears a “chip” on her shoulder as proof and Sparky, a 500-year old star who takes Kelly to the Galaxy All-Star Camp where she learns to become a star in her own life.

Wellness is Vital to Our Children and Our Community

Wellness is the integration of the body, mind and spirit—the appreciation that everything we do, think, feel and believe has an impact on our state of health.

Sparky Tales™ Promotes Wellness by Developing Essential Stellar Abilities in Children

Being aware of one’s own emotional state and appropriately expressing it.

Recognizing and interpreting the emotions of others.

Realizing that our inner state and outer expression in self or others does not/should not always match.

Empathizing with others. Coping with distressing situations by using self-regulatory skills.

“Reading” and predicting outcomes in situations.

Understanding that our relationships are defined by emotional communication, emotional immediacy and reciprocity.

The Importance of Sparky Tales and Stellar Abilities

Social and behavior competencies in young children predict their academic performance above their cognitive skills and family backgrounds.

School-aged children with documented emotional and behavior disorders range from 14% to 26 percent.

Without early intervention, emotional and behavior problems become crystallized patterns of behavior by age 8.

Aggressive behaviors in pre-school and early elementary school age children average 10% and nearly 25% for low-income families.

A $1,000 investment in quality pre-kindergarten returns over $19,000 in 20 years.

The federally funded Head Start program for children in poverty serves 5 out of 10 children nationwide due to inadequate funding.

Local Statistics

65% of students need some or significant intervention at the start of kindergarten.

23% of 3rd graders fail to meet the state proficiency.