Will you help Collier County teachers fill their classrooms with supplies, books, and joyful learning moments? Your gift makes sure that a child has everything she needs to learn on the first day of school and throughout the entire year.
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The purpose of this project is to request materials necessary to establish a new Positive Behavior Support (PBS) based Intensive Behavior Intervention unit (IBI-3), within CCPS. This is the first time an IBI program will be at Big Cypress Elementary (BCE), and materials are needed to establish a strong and successful new IBI unit. The program relies heavily on daily, weekly, and leveling-up rewards. Materials are needed to support emotional and sensory regulation, and for the related reward systems. The students in an IBI unit require individualized reinforcement to remain focused, participate appropriately, and achieve their academic and behavioral goals. The supplies requested are not fully covered through the school's operating budget but are essential to creating a learning environment where students can stay motivated, make good choices, and experience success.
Students will actively participate in a classroom-wide Positive Behavior Support system that teaches and reinforces expected positive behaviors throughout the school day. Students will earn tokens, points, and other incentives for demonstrating positive behaviors such as following directions, staying safe, and being respectful. Funding will provide sensory tools, fidgets, calming resources, cooperative materials, and daily and weekly rewards which will keep the students motivated to stay focused and learning throughout the school day. These materials will be incorporated into daily instruction, social-emotional learning lessons, calming zones, and daily and weekly classroom reward times. The reinforcement systems will encourage students to use their replacement behaviors while increasing instructional time and reducing disruptions. Students will have opportunities to celebrate behavioral growth throughout the school year.
If my grant is funded, then my students will have increased engagement during instruction, improved self-regulation and emotional control, increased use of positive replacement behaviors, reduced classroom disruptions and behavioral incidents, improved academic readiness, and greater success meeting their academic, social emotional, communication and independent functioning goals. Success will be measured through classroom behavior data, Individualized Education Program (IEP) progress monitoring, behavior tracking sheets, teacher observations, and reductions in time spent outside of instruction due to behavioral incidents.
This grant is for positive behavior support supplies necessary to run an Intensive Behavior Intervention unit for 3 IBI-3 classrooms, approximately 30 students. The supplies requested will be used to create calming and sensory regulation zones, provide treasure box items for daily behavior rewards, supply materials for weekly group behavior rewards, and support the social and emotional regulation necessary to achieve daily instructional and learning success. Every requested item directly supports student participation, increases instructional time, builds regulation skills, decreases behavior incidents, builds good decision making skills, and helps students develop the behavioral skills necessary for instructional learning and overall academic success.
977.80
Sensory Bin (2)
50.00
Cooperative Games
99.50
Fidget Poopers (50 pcs)
24.95
Sensory Stones + Calming Stickers
25.98
Reward Certificates
15.98
Galaxy Slime (80 pack)
26.99
Sensory Playtivity (3)
18.37
Miniature Animal Toys (82 pcs)
22.98
Slime Making Kit (2)
49.90
Liquid Motion Tiles (12)
29.99
Reward Goodie Bags (300)
25.99
Seasonal Craft Supplies (30)
150.00
Smencils Graphite #2 Cylinder Pack (Lg)
79.99
Breathing Pal Mindfulness (3)
74.85
Modeling Clay (2)
19.99
Zones of Regulation Bulletin Board Set + Pillow
34.17
Treasure Box Rewards
62.28
Aaron’s Thinking Putty (4)
59.96
Bean Bag
45.98
Zones of Regulation Rug
59.95
Growing Greatness and Blooming Beyond Barriers
Stephanie Scalise
ID-8
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of the Blooming Beyond Barriers project is to cultivate a classroom culture where every student believes they can grow, overcome challenges, and achieve meaningful goals. Each student will receive a flower pot that represents their unique learning journey. Throughout the year, students will set academic, social, and personal goals while adding leaves, flowers, and other symbols of growth as they celebrate milestones and persevere through obstacles.
This hands-on project combines social-emotional learning with academic goal setting, helping students develop resilience, responsibility, self-reflection, and a growth mindset. As students watch their plants “bloom,” they will also see their own progress, building confidence and motivation to continue learning.
The grant will provide the materials needed for a new class of students to fully participate in this year-long experience. By creating a visual representation of growth, Blooming Beyond Barriers will inspire students to recognize that success is not about being perfect, it’s about continuing to grow, one step at a time.
Students will create and personalize their own “Blooming Beyond Barriers” plant pot to represent their individual growth journey. Throughout the school year, students will set goals, reflect on their progress, and add leaves, flowers, and other symbols to celebrate academic achievements, positive choices, and personal growth. This activity will provide students with a visual reminder that success comes through effort, perseverance, and continued growth.
Students will benefit from developing a growth mindset, setting meaningful goals, and recognizing their own progress throughout the school year. This project will increase motivation, build confidence, encourage perseverance, and create a positive classroom environment where students feel valued and capable of success.
This budget includes all new materials for the new school year to rebuild our "greatness garden." The funding would include new plastic pots, blank journals, Styrofoam to hold stakes, wooden stakes, cardstock for petals, and spray paint for pots. This would allow each student to have their own plants to measure growth and success!
112.67
Styrofoam Circles
21.80
HOPELF 50PCS Bamboo Dowel Rods
6.35
T4U Flower Pots 18-Pack
24.85
24 pack white journal
26.49
Teal Spray Paint
9.41
Yellow Spray Paint
9.41
Cardstock Colored
14.36
Hear to Learn: Tuning into Student Success
Stephanie Scalise
ID-9
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of this project is to provide my third grade classroom with a durable, dedicated class set of headphones to eliminate auditory distractions and create an optimal environment for personalized, digital learning. By providing equitable access to audio tools, this project aims to increase student engagement, improve focus during independent workstations, and maximize the effectiveness of our school’s educational software programs.
The requested class set of headphones will be integrated daily into our curriculum to create an immersive, differentiated, and focused learning environment where students transition from passive technology users to active, independent learners. During our daily small-group rotations and independent work blocks, students will use the headphones to eliminate ambient classroom noise, allowing them to deeply focus on adaptive learning software and digital math or science simulations without distracting their peers. This auditory isolation will enable students to engage with interactive, narrated tutorials and safely edit audio for their own creative projects, such as recording podcasts, conducting reading fluency self-checks, or narrating digital presentations.
Furthermore, the headphones will serve as a critical tool for equity and differentiated instruction. Students will utilize them to listen to targeted audiobooks and read-aloud programs tailored to their specific reading levels, which directly builds fluency, phonics skills, and comprehension. For English Language Learners (ELL) and students with specific learning accommodations, the headphones will allow them to discreetly use text-to-speech software to access grade-level curriculum independently and confidently. Ultimately, these headphones will transform our digital devices into focused, individualized learning stations, giving every student the ability to take ownership of their learning pace and gain equitable access to essential audio-assisted educational tools.
The acquisition of a class set of headphones will significantly increase student focus and engagement by eliminating ambient noise during independent work blocks. This auditory isolation helps students maintain deep concentration, increases their time-on-task, and improves information retention when utilizing adaptive learning software. Furthermore, the headphones will foster equitable, individualized instruction by offering a discreet, stigma-free way for struggling readers, English Language Learners (ELLs), and students with specific learning accommodations to utilize text-to-speech tools and leveled audiobooks, allowing them to access grade-level curriculum independently and confidently. Finally, this tool will optimize classroom management by containing digital audio, which enables the teacher to conduct targeted small-group interventions without distraction while other students simultaneously work on multimedia projects, speech-to-text assignments, or self-paced lessons.
This budget will include a set of working headphones. Often times students come to school with no headphones or they are broken. This would allow me to have working headphones at all times for student access.
To increase motivation, academic growth, and positive behavior among students with IEPs by creating a structured incentive program connected to individual behavior goals, progress monitoring assessments, classroom participation, and semester grade improvement.
Students with IEPs will participate in a structured goal-setting and incentive program throughout the school year. Students will set individual goals related to behavior, task completion, progress monitoring assessments, classroom participation, and semester grade improvement. Students will track their progress using teacher-created goal sheets and check-ins. When students meet specific goals, such as improving points on progress monitoring tests, meeting behavior expectations, completing assignments, or improving semester grades, they will earn small rewards or recognition. This program will encourage students to take ownership of their progress, build confidence, and celebrate academic and behavioral growth.
This project will benefit students with IEPs by helping them connect effort, behavior, and academic progress to positive outcomes. Many students with disabilities need frequent feedback, clear goals, encouragement, and visible progress tracking to stay motivated. The incentive system will support executive functioning, self-monitoring, responsibility, and perseverance. Students will be recognized for growth, not just high achievement, which makes the program accessible and fair for students at different academic levels. The project will also support classroom behavior, assignment completion, and improved performance on progress monitoring assessments and semester grades.
Funding will be used to purchase student incentives, recognition materials, and supplies for tracking academic and behavior goals. Gift cards and small rewards will be used as incentives for students who meet individualized goals related to behavior, progress monitoring improvement, task completion, and semester grade growth. Additional materials such as certificates, tracking charts, stickers, folders, and classroom reward supplies will support the organization and implementation of the program. These materials will help create a positive, goal-oriented system that encourages students with IEPs to monitor their progress and celebrate improvement.
500.00
Student incentive gift cards for meeting behavior and academic growth goals
300
Small student reward items, such as pencils, stickers, snacks if permitted, journals, or classroom supplies
75
Certificates, cardstock, and printing materials for student recognition
40
Goal-tracking folders, charts, and progress monitoring materials
45
Storage bin or organizer for incentive materials
25
Stickers, labels, and motivational recognition supplies
15
Cultural Immersion Through Spanish Language Learning
To increase student engagement, cultural awareness, and beginning Spanish language development through hands-on cultural immersion activities, including Spanish-language films, music, holidays, food traditions, postcards, art projects, and celebrations from Spanish-speaking communities.
Students will participate in cultural immersion activities throughout the school year that connect Spanish language learning with real-world traditions, celebrations, music, film, food, art, and communication. Activities will include Spanish-language movie connections, Day of the Dead cultural projects, Navidad singing and holiday traditions, the Vivo movie cultural connection, Valentine’s “Cooking with Love” activities, postcard writing and mailing, Women’s Day recognition, Mother’s Day cards, Cinco de Mayo cultural learning, and other Hispanic cultural celebrations. Students will use visual materials, art supplies, maps, music, classroom displays, and project materials to create meaningful cultural products and practice beginning Spanish vocabulary and expressions.
This project will help students experience Spanish as a living language connected to culture, family, music, food, celebrations, and real communities. Cultural immersion activities make language learning more meaningful and memorable for beginning students. Through films, music, holidays, postcards, cooking-related activities, and cultural art projects, students will build vocabulary, improve participation, strengthen cultural understanding, and develop respect for diverse Spanish-speaking communities. These activities also support students who learn best through visuals, movement, collaboration, creativity, and real-world connections.
Funding will be used to purchase reusable cultural immersion materials and project supplies for Spanish classroom activities throughout the school year. Materials will support Spanish-language film activities, Day of the Dead projects, Navidad singing and holiday traditions, Valentine’s cooking and friendship activities, postcard writing and mailing, Women’s Day and Mother’s Day recognition activities, Cinco de Mayo cultural learning, and other Hispanic cultural celebrations. Funds will be used for art supplies, cultural visuals, maps, classroom display materials, cardstock, laminating pouches, postcards, stamps, project materials, and organizational supplies. These resources will allow students to participate in creative, hands-on cultural experiences while practicing Spanish vocabulary and communication.
500
Art supplies for cultural projects, including Day of the Dead, Mother’s Day, Women’s Day, Cinco de Mayo, and holiday activities
90
Spanish-speaking country maps, flags, cultural visuals, and classroom display materials
75
Cardstock, colored paper, laminating pouches, labels, and reusable station materials
80
PENPAL/FAMILY Postcards, envelopes, stamps, and mailing supplies for Spanish postcard writing activities
65
Materials for music, film, and cultural response activities connected to Spanish-language movies, Navidad songs, and Vivo
45
Hot chocolate supplies for Navidad cultural activity, including cups, napkins, cocoa mix, and related classroom materials
60
Mexican candies and breads for Cinco de Mayo cultural food comparison activity/ prizes for Bingo and other games
85
Empowering Students with IEPs Through Goal Setting and Recognition
The goal of this project is to strengthen student engagement, academic achievement, personal responsibility, and appropriate classroom behavior among students with IEPs. Through an organized goal-setting and recognition system, students will be encouraged to make progress in areas such as behavior, assignment completion, classroom involvement, progress-monitoring assessments, and overall course performance.
Throughout the school year, students with IEPs will take part in an individualized goal-setting and student recognition program. Each student will work with the teacher to identify attainable goals based on personal academic and behavioral needs. Goals may focus on completing classwork, following classroom expectations, participating in lessons, improving progress-monitoring scores, demonstrating stronger study habits, or increasing semester grades. Students will use teacher-created tracking forms, folders, and regular check-ins to review their progress.
When students demonstrate meaningful growth or successfully reach an identified goal, they will receive recognition or a small incentive. The program will emphasize consistent effort and individual improvement rather than comparing students to one another. By regularly reviewing and celebrating progress, students will develop greater confidence, accountability, and ownership of their learning.
Students with IEPs often benefit from clearly defined expectations, frequent encouragement, immediate feedback, and visual reminders of their progress. This project will provide a consistent support system that helps students understand how their daily choices, effort, and participation contribute to long-term academic success.
The program will reinforce important skills such as organization, self-monitoring, perseverance, task completion, and responsible decision-making. Because students will be rewarded for individual growth rather than only for earning high grades, students with a wide range of abilities will have opportunities to experience success.
Grant funds will be used to purchase incentives, student recognition materials, and organizational supplies needed to implement the goal-setting program. Gift cards and small reward items will be provided to students who meet individualized academic, behavioral, participation, or progress-monitoring goals.
Funding will also support the purchase of certificates, cardstock, folders, tracking charts, stickers, labels, journals, and other materials used to document and celebrate student progress. A storage organizer will be purchased to keep incentive materials and program supplies organized and easily accessible.
These resources will help establish a positive and structured classroom environment in which students with IEPs are motivated to work toward realistic goals, monitor their own development, and take pride in their academic and behavioral accomplishments.
550.00
Student incentive gift cards for meeting individualized academic, behavioral, participation, and growth goals.
350
Small student rewards, including pencils, stickers, journals, snacks when permitted, or classroom supplies.
100
Certificates, cardstock, and printing materials for student recognition
50
Storage bin or organizer for incentive materials and program supplies.
To expand our school's student-ran store and entrepreneurship program by adding sublimation printing capability, giving students at Autism Collier Charter the opportunity to design, produce, price, and sell a wider range of custom-printed products (such as mugs, shirts, tumblers, and other personalized items), building on the vocational, business, and independence skills already developed through the store's existing engraving production line.
Students will learn to operate the sublimation printer and heat press safely and independently (or with appropriate support) as part of their role in the school store's production team.
The school store will expand its product line to include custom sublimation-printed items, increasing sales variety and customer demand.
Students will gain experience with a new production method, broadening their exposure to different tools, materials, and processes within the same entrepreneurship pipeline.
Students will continue practicing core entrepreneurial skills design, quality control, pricing, inventory, and customer service.
The program will give students additional transferable vocational skill (sublimation printing/heat pressing) relevant to potential future employment in printing, retail, and custom goods industries.
Vocational & Career-Readiness Skills:
Exposure to skills relevant to the printing, apparel, and custom-goods industries — real sectors with entry-level job opportunities
Entrepreneurship & Business Skills:
Builds understanding of product differentiation: comparing cost, materials, and margins across two different production methods
Independence & Life Skills:
Continued practice with fine motor skills and attention to detail, applied in a new context (image placement, alignment, pressing)
Social & Communication Skills:
New opportunities for peer collaboration as students take on different roles across two production lines (engraving vs. sublimation)
Engagement & Motivation:
Growing product line gives the whole program more visibility and recognition within the school and community, reinforcing student pride
Sublimation Printer $500: The core equipment needed to convert student designs into sublimation transfers. This will allow students to take an active role in the design and printing stage of production, reinforcing both creativity and technical skill.
Sublimation Paper $100: Consumable paper used to print each design before it is heat-pressed onto a blank product. Ongoing paper purchases will be built into the store's own product pricing so the program can sustain itself.
Sublimation Ink $120: Required ink specific to sublimation printing; necessary for the dye-transfer process.
Butcher Paper $50: Used as a protective barrier between the heat press and the product during pressing.
Heat Tape $20: Heat-resistant tape used to secure the sublimation paper firmly to the blank product during pressing, ensuring designs stay aligned and preventing "ghosting" or shifting during the press cycle.
Shrink Wrap $30: Used to wrap tumblers and similar curved blanks tightly before baking, ensuring even ink transfer around the full surface of the product.
Heat-Resistant Gloves $60: Required safety equipment for students handling freshly pressed or baked items, which reach high temperatures. This directly supports safe, independent student operation of the equipment.
Auto Heat Press $250: An auto-open press reduces the risk of burns and improves consistency compared to a manual press, making the pressing step safer and more accessible for students to operate with appropriate support.
Oven (Tumbler/Mug Oven) $150: Needed to properly cure sublimated designs on tumblers and mugs, which require baking rather than flat pressing. This expands the store's product range beyond flat items like shirts and mouse pads.
Blank Mouse Pads, Keychains, Tumblers, and Shirts $400: Starter inventory of blank products for students to personalize and sell through the school store, giving them an immediate, real product line to design, produce, and price as part of the entrepreneurship program.
1680
Sublimation Printer
500
Sublimation Paper
100
sublimation ink
120
butcher paper
50
heat tape
20
shrink wrap
30
heat resistant gloves
60
Auto heat press
250
Oven
150
blank mouse pads
60
blank key chains
40
blank tumblers
150
blank tshirts
150
The Power of a Shared Story
Marilyn McLaughlin
ID-23
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of this project is to purchase contemporary, high-quality read-aloud books that will engage all learners while strengthening reading comprehension, vocabulary, critical thinking, and classroom community. Through daily interactive read-alouds, students will encounter rich language, diverse perspectives, and meaningful discussions that help develop both academic skills and a lifelong appreciation for reading.
Students will participate in daily interactive read-alouds where they listen to high-quality literature, engage in meaningful discussions, and practice critical thinking through questioning, predicting, inferring, and making connections. Together, we will analyze characters, themes, author's craft, and vocabulary while building comprehension skills. Students will respond to stories through writing, collaborative conversations, and creative extension activities. These shared reading experiences will also foster empathy, strengthen classroom community, and inspire students to become lifelong readers by introducing them to books they may choose to read independently.
Daily read-alouds are one of the most effective ways to improve literacy while building a strong classroom community. They expose students to rich vocabulary, complex texts, and meaningful conversations that strengthen comprehension, critical thinking, and communication skills. At the same time, shared stories foster empathy, curiosity, and a genuine love of reading, helping students become confident, lifelong readers.
Funding will be used to build a collection of engaging read-aloud books that students can experience together throughout the school year. Through daily interactive read-alouds, students will develop stronger literacy skills, expand their vocabulary, and engage in thoughtful discussions while discovering the joy of great stories. These books will remain in our classroom library, allowing them to benefit current and future students for many years to come. Investing in high-quality literature is an investment in both academic achievement and a lifelong love of reading.
440.57
A Walk in the Words by Hudson Talbot
10.75
The Yellow Bus by Loren Long
9.01
The World Needs the Wonder You See by Joanna Gaines
8.53
The Truth About the Couch by Adam Rubin
8.49
The Last Stand by Antwan Eady
10.50
The Book That Almost Rhymed by Omar Abed
10.75
Twenty Questions by Mac Barnett
11.33
A Plate of Hope
18.99
The History of We by Nikkolas Smith
9.40
Jump in by Sandra Strickland
18.99
Fourteen Ways of Looking at a Jellyfish by Carole Boston Weatherford
16.63
The Undead Fox of Deadwood Forest by Aubrey Hartman (6 Copies
90.54
Chalk by Bill Thomson
8.52
A Rover's Story by Jasmine Warga (6 copies)
42.18
A Strange Thing Happened on Cherry Hill by Jasmine Warga (6 Copies)
44.94
A First Time for Everything by Dan Santat (6 Copies)
48.18
You are Now Old Enough to Hear This by Aaron Starmer (6 Copies
72.84
Diving Deep into Reading in Wonderland
Maria Franco
ID-24
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
My goal is to provide an opportunity for my students to have access to chosen Sunshine State Young Readers books. This will help foster a love of independent reading with my 4th grade students.
To inspire curiosity and a love for reading, my students will take on the exciting challenge of reading all 15 Sunshine State Young Readers Award (SSYRA) books. As they journey “diving deep into reading” one book at a time, they join a school-wide reading adventure designed to boost engagement across the intermediate grades. Along the way, students will spin the wheel for the opportunity to win a fun prize to celebrate their progress and keep them motivated. This wonder-filled reading experience will turn our classroom into a Wonderland of imagination, growth, and literary discovery.
My young readers will have the opportunity to begin their journey “down the rabbit hole” by exploring all of the Sunshine State Young Readers Award (SSYRA) books recommended for grades 3-5. This engaging introduction to the SSYRA program will grow their curiosity and lay the foundation for a lifelong love of reading. By participating in this wonder-filled challenge early on, students will be better prepared—and more excited—to continue this reading tradition year after year.
My budget will allow me to buy all 15 SSYRA books for my students to access in the classroom and prizes for my classroom challenge.
233.75
The Lion of Lark-Hayes Manor
9.89
Curveball
21.49
Reasons to Look at the Night Sky
17.99
Misfit Mansion
13.19
The House at the Edge of Magic
12.03
Swimming with Spies
18.99
Forever Ripley
17.23
Growing Home
9.99
Punycorn: A Graphic Novel
15.99
The Sherlock Society
9.31
The Last Resort
9.91
Wrath of the Rain God
6.99
Queen of the Sea
5.58
J vs. K
6.91
The Bug Bandits: The Museum is Her Home. Her Mission is to Save it
The purpose of this project is to provide hands-on, inquiry-based learning opportunities for students through the dissection of owl pellets. This engaging science activity allows students to explore predator-prey relationships, food chains, and ecosystems in a tangible and memorable way. This project aligns with our life science benchmark, specifically focusing on ecosystems, animal adaptations, and the transfer of energy in food chains. Through the dissection of owl pellets, students will develop skills in observation, data collection, analysis, and evidence-based reasoning.
In this project, students will dissect real owl pellets to learn about food chains, animal diets, and ecosystems. Before the dissection, we’ll have lessons about owls, what they eat, and how they fit into the food web. During the activity, students will use tools to break apart the pellets, find bones, and figure out what animal the owl ate. Afterward, students will share their findings through writing or drawing. This hands-on activity gives students a fun and interactive way to learn science. It helps them better understand the topics through real-life exploration. Many students learn best by doing, and this activity gives them a chance to ask questions, think like scientists, and work together. It also supports our school’s goal of making learning more engaging and connected to the real world.
The entire fourth grade level could benefit if this request is funded. Students will have a better understanding of life science benchmarks. They will be more excited about learning and more confident using science skills like observing and asking questions. We will measure student growth through class discussions, science journal reflections, and student work samples before and after the dissection. We’ll also use exit tickets and unit assessment to see how well students understand the science concepts. Observing their participation and teamwork during the activity will also help us measure success.
The total amount that I am requesting is $488.83 for owl pellets. This includes 3- Classroom Owl Pellet Study Set (1 per science teacher) 2–15 packs for large owl pellets to complete the number of pellets needed for dissection in pairs. Freight & Handling is included in the requested amount.
488.83
Classroom Owl Pellet Study Set #1
101.65
Classroom Owl Pellet Study Set #2
101.65
Classroom Owl Pellet Study Set #3
101.65
Large Owl Pellet, Pack of 15
62.22
Large Owl Pellet, Pack of 15
62.22
Freight & Handling
59.44
Bringing History to Life: Interactive Social Studies Learning
The goal of this project is to create an engaging, inquiry-based social studies classroom where every fourth-grade student develops the knowledge, critical thinking skills, and civic understanding needed to become informed and responsible citizens. Through access to high-quality historical literature, primary source documents, maps, hands-on learning materials, and interactive classroom resources, students will move beyond memorizing facts to actively investigating the people, events, and ideas that have shaped our nation and state.
This project will support Florida's B.E.S.T. Standards by integrating literacy with social studies, enabling students to analyze informational texts, evaluate evidence, compare multiple perspectives, and communicate their learning through discussion, writing, and collaborative projects. Students will strengthen their historical thinking, geography, economics, and civics skills while building reading comprehension, vocabulary, and evidence-based writing.
By providing meaningful, hands-on learning experiences, this project will increase student engagement, deepen content knowledge, and foster curiosity about history and government. Success will be measured through classroom assessments, student projects, writing samples, and growth in students' ability to think critically, analyze historical sources, and make connections between the past and the present.
This project will provide students with engaging, hands-on learning experiences that make history, geography, civics, and economics meaningful and relevant. Rather than simply reading about historical events, students will investigate primary sources, analyze maps, explore biographies, participate in simulations, and collaborate on inquiry-based projects that deepen their understanding of the world around them.
By integrating literacy into social studies instruction, students will strengthen essential reading and writing skills while learning to evaluate evidence, compare multiple perspectives, support ideas with textual evidence, and communicate their thinking effectively. These experiences directly support Florida's B.E.S.T. Standards and prepare students for success on the FAST Reading assessment while building critical thinking and problem-solving skills.
The resources funded through this project will also increase student engagement by providing interactive materials that accommodate a variety of learning styles and abilities. Students will gain confidence as they work collaboratively, ask meaningful questions, and take ownership of their learning. Ultimately, this project will help students become stronger readers, thoughtful writers, informed citizens, and lifelong learners with a deeper appreciation for history and their role in their community.
Funding will be used to purchase high-quality instructional resources that enhance fourth-grade social studies instruction through engaging, hands-on, and literacy-rich learning experiences aligned with Florida's B.E.S.T. Standards. The project will provide students with access to historical fiction and nonfiction texts, primary source document sets, classroom maps and geography tools, interactive notebooks, historical artifact replicas, and project-based learning materials that encourage inquiry, collaboration, and critical thinking.
The requested resources will support students as they explore United States history, civics, geography, and economics while strengthening reading comprehension, vocabulary, and evidence-based writing across the curriculum. These materials will become permanent classroom resources that benefit current and future fourth-grade students for years to come.
195
USA and World Map
30
Florida Map
25
Dry erase map set ( class set)
36
Blank timeline cards
8
Constitution and Declaration small books ( class set)
21
Writing parchment paper
7
Quill and ink set
20
Constitution, Declaration of Independence and Bill of Rights parchment replicas
33
Creating a Community of Readers and Writers: A Hands-On Literacy Experience for Fourth Grade Learners
The goal of this project is to transform the fourth-grade classroom into a vibrant literacy community where students become confident readers, thoughtful writers, and critical thinkers. Through access to high-interest books, hands-on literacy materials, collaborative learning experiences, and authentic writing opportunities, students will develop the skills necessary to comprehend complex texts, communicate their ideas effectively, and develop a lifelong love of reading and writing.
This project will provide students with engaging opportunities to interact with literature through book clubs, novel studies, reading challenges, writing workshops, and creative response activities. Students will learn to analyze characters, determine themes and central ideas, identify author's purpose and claims, and support their thinking with text evidence while developing strong writing habits.
By integrating reading, writing, discussion, and creativity, this project will support Florida's B.E.S.T. Standards and provide students with meaningful practice preparing for FAST assessments while building confidence and independence as learners.
Students will participate in a hands-on literacy experience designed to strengthen reading comprehension, writing skills, vocabulary development, and critical thinking. Through engaging activities, students will move beyond simply answering questions about texts and will become active readers, writers, and creators.
Students will participate in student-centered reading experiences including literature circles, book clubs, and small-group discussions where they will analyze characters, themes, author's purpose, text structures, and central ideas. Students will practice citing evidence from texts, asking meaningful questions, and collaborating with peers to deepen their understanding.
Students will engage in creative responses to reading by designing book trailers, creating character projects, developing visual representations of texts, and completing hands-on literacy activities that allow them to demonstrate comprehension in multiple ways. These projects will encourage creativity, communication, and deeper connections to literature.
During writing workshops, students will develop their skills as authors by brainstorming ideas, organizing their thoughts, drafting, revising, editing, and publishing original pieces. Students will write narrative, informational, and argumentative texts while receiving feedback from peers and teachers. Published student work will be celebrated and shared to create an authentic purpose for writing.
Students will also participate in literacy centers and collaborative learning activities focused on vocabulary, fluency, grammar, comprehension strategies, and test-taking skills aligned with Florida's B.E.S.T. Standards and FAST expectations.
Throughout the project, students will track their own growth as readers and writers through reading reflections, writing portfolios, goal setting, and self-assessments. These activities will empower students to take ownership of their learning while developing the confidence and skills needed for academic success.
Students will benefit by:
Improving reading comprehension: Students will learn to analyze complex texts, identify themes and central ideas, determine author's purpose, and support their thinking with text evidence.
Building a love of reading: Access to diverse, engaging books will allow students to explore topics and genres that interest them while increasing reading motivation and stamina.
Strengthening writing skills: Through writing workshops and publishing opportunities, students will practice planning, drafting, revising, editing, and creating polished pieces for authentic audiences.
Developing critical thinking skills: Students will engage in discussions, problem-solving activities, and creative projects that require them to analyze information and form meaningful connections.
Increasing confidence and independence: Student choice, collaboration, and opportunities to showcase their work will help learners see themselves as capable readers and authors.
Supporting academic achievement: The resources and activities will provide additional practice with Florida's B.E.S.T. Standards and FAST-aligned skills, helping students grow in reading and writing proficiency.
Ultimately, this project will help students become empowered learners who are able to think deeply, communicate effectively, and see themselves as successful readers and writers.
The purpose of this funding is to create a literacy-rich, hands-on learning environment that provides fourth-grade students with the resources needed to become confident readers, effective writers, and critical thinkers. Grant funds will be used to purchase engaging, standards-aligned literacy materials that support Florida's B.E.S.T. Standards and provide students with meaningful opportunities to read, analyze, discuss, create, and publish.
Funding will support the development of a diverse classroom library, literature circle materials, writing workshop resources, vocabulary and comprehension activities, and creative literacy projects. These resources will allow students to engage with high-interest texts, participate in collaborative discussions, strengthen reading comprehension, and develop their writing skills through authentic experiences.
450.00
The Little House on the Prairie Book ( 48 Copies) @ 7.19 ea
*Booked by Surprise* is designed to increase student engagement and motivation in reading by making independent reading a fun, curiosity-driven experience. The primary goal is to encourage students to explore books, genres, authors, and topics they may not have selected on their own, broadening their reading experiences and expanding their literary interests.
Through student choice, surprise, and positive reading incentives, this project aims to build reading stamina, foster a love of reading, and increase the number of books students complete independently. By exposing students to a wider variety of literature and encouraging thoughtful reflection on their reading experiences, *Booked by Surprise* will help students develop stronger reading habits, greater confidence as readers, and a lifelong appreciation for books.
*Booked by Surprise* will be available to all fourth-grade students, as I teach reading to the entire grade level. A designated section of my classroom library will be devoted to the Book Blind Bags.
Inspired by the popularity of surprise toy blind bags and the adult "Blind Date with a Book" concept, *Booked by Surprise* encourages students to discover new books through curiosity and choice. Each Book Blind Bag will include a carefully selected book, a bookmark, and a few themed water bottle stickers that correspond with the book. The outside of each bag will display the book's genre and a brief, intriguing description that sparks interest without revealing too much about the story.
Students will be encouraged to select a Book Blind Bag during independent reading time, allowing them to explore genres, authors, and topics they may not have otherwise chosen. To promote reading perseverance and sustained engagement, students will participate in a "Bookstore Loyalty Program" modeled after real-world bookstore rewards programs. Students who complete books will earn incentives and participate in quarterly celebrations recognizing their reading accomplishments.
If a student determines that a selected book is not a good fit, they will complete a brief Book Review explaining why the book did not meet their interests or preferences. This reflective process encourages students to thoughtfully evaluate their reading experiences while developing critical thinking and written communication skills. Rather than simply abandoning a book, students will engage in meaningful reflection that helps them make more informed reading choices in the future.
Every school year during Meet the Teacher, I hear a version of the same comment from parents: "My child doesn't like reading." Those conversations have become the inspiration behind *Booked by Surprise*. Rather than accepting that some students simply "aren't readers," I wanted to create an experience that sparks curiosity, reduces the pressure often associated with choosing a book, and makes independent reading something students genuinely look forward to.
*Booked by Surprise* provides students with a unique and engaging approach to independent reading by transforming book selection into an exciting discovery. By removing preconceived notions about specific titles, authors, or book covers, students are encouraged to take risks as readers and explore genres and topics they may not have otherwise considered. This exposure broadens their literary experiences and often leads students to discover books and authors they would have overlooked.
The project also supports the development of reading stamina, a schoolwide goal here at Poinciana Elementary School, and perseverance. Students are encouraged to give each book an authentic chance before deciding whether it is a good fit, helping them build resilience and thoughtful decision-making skills. If a student determines a book is not for them, they complete a reflective book review explaining why, strengthening critical thinking and written communication while helping them better understand their own reading preferences.
The "Bookstore Loyalty Program" reinforces positive reading habits by celebrating students who consistently engage with independent reading. As students complete books, they build confidence, develop a stronger identity as readers, and begin to associate reading with enjoyment rather than obligation.
Ultimately, the greatest benefit of *Booked by Surprise* is that it helps shift students' mindsets about reading. My hope is that students who enter fourth grade believing they "don't like reading" will leave the year having discovered books they love, greater confidence in themselves as readers, and the understanding that there is a book for everyone—it simply takes the right opportunity to find it.
Grant funding will be used to establish and sustain the *Booked by Surprise* program by providing the materials needed to create engaging Book Blind Bags for fourth-grade students. Funding will support the purchase of high-interest, age-appropriate books representing a variety of genres, along with the materials needed to package and present each book as a surprise reading experience. To ensure students have access to high-quality literature, the collection has been carefully curated using the Florida Sunshine State Young Readers Award book list and the Collier Classics Book List, exposing students to award-winning and recommended titles while offering a diverse range of genres and reading experiences.
Additional supplies will support student motivation through themed bookmarks, small reading incentives, and materials for the Bookstore Loyalty Program and quarterly reading celebrations.
These resources are essential to creating an inviting and immersive independent reading experience that encourages students to explore new books, build reading stamina, and develop positive reading habits. The requested funding will ensure that all fourth-grade students have equitable access to engaging, high-quality reading materials regardless of their prior reading experiences or personal access to books outside of school.
By investing in these materials, the grant will help foster a culture of reading that extends beyond a single lesson or unit of study. The books and supporting materials will be reused and expanded over multiple school years, allowing *Booked by Surprise* to benefit future classes of students while promoting a lasting love of reading.
The goal is to motivate students to work diligently through learning all of their sight words for 1st grade!
Students will have an opportunity to earn rewards as they complete levels of Sight Word Ninja. Each level is color coded like martial arts belts and becomes increasing difficult as they move up colors.
Not only will students be motivated during class time to increase their sight word levels but it will also encourage them to practice at home and to get parents and families involved.
Funding will be used to supply nominal rewards for each level of sight words. There are 9 different levels that students can achieve. Examples of rewards include range from water bottle stickers and bookmarks for beginning levels to supplies used to make certificates for lunch in the classroom with friends and students being able to choose an interesting chapter book for them to keep at home.
My goal is to make sure that all students have access to basic materials to be successful including paper and writing utensil. Students often come to school without a writing utensil, lose or break their pencil during the day. The goal is that they will always have access to a pencil, eraser and a way to sharpen that pencil so that it can be used and paper to write on.
Pencils, paper, erasers, and sharpeners will be purchased and made available to students that need them.
Pencils and paper are essential tools that support student learning. They encourage students to learn from their mistakes, show their work, and organize their thoughts more clearly. Writing on paper helps improve focus, memory, reading comprehension, and information retention while reducing distractions from technology. It also allows students to review their thinking, solve problems step by step, and communicate their ideas effectively. Because pencils and paper are inexpensive, reliable, and always available, they help ensure that every student has the materials needed to participate in class and complete their work.
Funding will be used to purchase essential science classroom supplies, including pencils, markers, colored pencils, highlighters, erasers, pencil sharpeners, paper, and rulers. These materials are used daily to support science instruction, laboratory activities, data collection, scientific drawings, note-taking, graphing, and classroom assessments.
1000
pencils
350
pencil sharpers
100
paper
260
rulers
40
erasers
50
class set of markers and color pencils
200
Tom Leipzig
Outside Side In- Observing the life cycle of living organisms
The goal of this project is to provide students with hands-on opportunities to observe the life cycles of living organisms, including butterflies, tadpoles, ladybugs, ants, and plants. Through direct observation and inquiry-based learning, students will explore ecosystems, symbiotic relationships, and the interconnectedness of living things, developing a deeper understanding of life science concepts and an appreciation for the natural world.
Students will observe and document the growth and development of butterflies, tadpoles, ladybugs, ants, and plants through journals, drawings, measurements, and data collection. They will ask questions, make predictions, and investigate how living things grow, survive, and interact within ecosystems. Students will explore food chains, habitats, and symbiotic relationships through hands-on investigations, classroom discussions, and science activities. At the conclusion of each life cycle, students will reflect on their observations and, when appropriate, release the organisms into their natural environment while discussing the importance of conservation and environmental stewardship.
This project provides students with meaningful, hands-on science experiences that deepen their understanding of life cycles, ecosystems, and symbiotic relationships. By observing living organisms firsthand, students develop scientific inquiry skills, critical thinking, responsibility, and a greater appreciation for the natural world while making real-world connections to classroom learning.
Funding will be used to purchase a butterfly kit, tadpole kit, ant farm, ladybug kit, hydroponic aquarium kit, and plants to support hands-on life science instruction. These materials will allow students to observe life cycles, investigate ecosystems, explore plant growth, and study the interactions between living organisms in real time. By engaging in authentic scientific investigations, students will develop observation, data collection, critical thinking, and inquiry skills while gaining a deeper understanding of biodiversity, habitats, and environmental stewardship. These resources will provide meaningful learning experiences that align with science standards and foster curiosity about the natural world.
The purpose of this project is to reinforce positive behavior, personal responsibility, and consistent effort through a reward-based incentive system. By offering small prizes for acts of kindness, teamwork, focus, and academic productivity, this initiative aims to foster a more respectful, motivated, and goal-oriented classroom environment.
Students will participate in a positive behavior incentive program throughout the school year. They will set personal and academic goals, practice respectful and responsible behavior, collaborate with peers, and engage actively in classroom learning. Teachers will recognize and reward students for demonstrating kindness, teamwork, perseverance, responsibility, and academic effort. Regular recognition and small incentives will reinforce positive choices, encourage continued growth, and help create a supportive, productive classroom environment.
This project encourages students to develop positive behaviors, responsibility, and motivation by recognizing their efforts and achievements. The incentive system helps build a supportive classroom culture where students feel valued, engaged, and encouraged to make positive choices. Students will strengthen skills such as teamwork, self-management, perseverance, and goal setting, leading to improved participation, academic productivity, and a more positive learning environment.
Funding will be used to purchase small student incentives and rewards that support a positive behavior and motivation system in the classroom. These items will recognize students for demonstrating kindness, responsibility, teamwork, focus, and academic effort. The incentive program will encourage positive choices, increase student engagement, and help create a respectful, productive learning environment where students feel motivated to succeed.
400
Small student rewards and incentives: Mini Erasers & Pencils, stickers, fidget toys, multicolor pens, sensory toys
200
Classroom recognition materials: certificate paper and color ink to print or buy ready made certificates, lamination slips
100
Supplies to support the implementation of the behavior incentive system: tickets for weekly drawing, boxes to hold tickets by class and treasure box to hold prizes
I am requesting sentence strips and storage bins to support our daily reading and writing instruction. These simple tools will allow my students to physically build sentences, practice phonics skills, and organize their materials in a meaningful way.
I am requesting sentence strips and storage bins to support our daily reading and writing instruction. These simple tools will allow my students to physically build sentences, practice phonics skills, and organize their materials in a meaningful way.
Sentence strips are an essential part of first grade learning.
My students use them to stretch out sounds, build words, practice sentence structure, and develop their writing skills. Being able to manipulate and see their thinking helps make learning more concrete and accessible.
Storage bins will help keep our classroom materials organized and easy for students to access independently. When students can quickly find and manage their supplies, we maximize instructional time and reduce distractions.
These materials will strengthen both reading and writing skills by providing students with hands-on, engaging opportunities to practice. They will also help create a more structured and calm learning environment where students can focus and take ownership of their learning.
Because of your support, my students will have the tools they need to build confidence as readers and writers. These simple resources will make a big difference in their daily learning experiences.
These classroom resources will have a lasting impact on my students' learning every day. Sentence strips provide hands-on opportunities for students to build words, practice phonics, strengthen sentence structure, and develop their writing skills. By manipulating words and sounds, students gain a deeper understanding of reading and writing concepts while building confidence.
The requested funding will be used to purchase sentence strips and classroom storage bins that support daily literacy instruction and organization. Sentence strips will provide students with hands-on opportunities to practice phonics, build words, create sentences, and strengthen their reading and writing skills. The storage bins will help organize classroom materials so students can easily access and return supplies independently, maximizing instructional time and creating an organized learning environment.
These resources will be used by students every day throughout the school year and will have a lasting impact on literacy instruction, student engagement, and classroom organization. Your support will provide durable materials that will benefit both current and future first-grade students.
300
Storage Bins x4
164
32 Qt storage container x4
62
Magnetic Write & Wipe Sentence Stripsx2
74
Creative Soft Starts: Building Minds before the Bell
The goal of this project is to create a structured, screen-free "Soft Start" program that allows students to begin each school day with hands-on, collaborative learning experiences. Instead of immediately transitioning into academic instruction, students will engage in activities that promote creativity, critical thinking, communication, problem-solving, and positive peer interactions through board games, puzzles, STEM building materials, and creative challenges.
This initiative will establish a calm, welcoming classroom environment where students feel emotionally prepared and mentally engaged before formal instruction begins.
Research shows that the first 15–20 minutes of the school day significantly impact students' focus, behavior, and readiness to learn. Many students arrive carrying stress, anxiety, or excitement from home. Soft Starts provide a purposeful transition that helps students regulate emotions while strengthening essential life skills.
Each morning, students will choose from several engaging learning stations that require no technology. Activities will rotate throughout the year to maintain excitement and challenge.
Students will participate in:
Strategy board games
Logic puzzles
Jigsaw puzzles
Building challenges with LEGO® bricks
Magnetic building tiles
Marble runs
Wooden block construction
Tangrams
Brain teasers
Pattern blocks
STEM engineering kits
Card games that develop critical thinking
Cooperative team-building games
Students will work independently, with partners, or in small groups while practicing communication, perseverance, teamwork, and respectful collaboration.
After approximately 15–20 minutes, students will transition into core instruction feeling calm, focused, and ready to learn.
The Creative Soft Start program will help students:
Increase focus and attention before academic instruction
Reduce morning anxiety and classroom stress
Build positive peer relationships
Strengthen communication skills
Improve problem-solving and critical thinking
Develop perseverance through challenging tasks
Encourage creativity and innovation
Strengthen executive functioning skills
Practice teamwork and collaboration
Foster a positive classroom culture
Reduce behavior concerns during morning transitions
Improve overall classroom engagement
Because the activities are screen-free, students also have the opportunity to develop interpersonal skills that technology often cannot provide.
Funding will be used to purchase durable, reusable classroom materials that support daily soft-start activities for years to come. These resources will provide engaging learning opportunities that encourage creativity, collaboration, and critical thinking without the use of technology.
Materials will be organized into rotating morning stations so every student has access throughout the school year
Funding will provide students with meaningful opportunities to begin each school day engaged in purposeful, hands-on learning that supports both academic success and social-emotional development.
Unlike passive morning activities, Creative Soft Starts encourage students to think critically, solve problems collaboratively, and exercise creativity before formal instruction begins. These experiences build the executive functioning skills necessary for success across all academic subjects while creating a welcoming classroom atmosphere where every child feels connected and ready to learn.
Because the materials are durable and reusable, the grant will have a lasting impact for many years, benefiting future classes of students and maximizing the value of the investment
The goal of Kindness Keepers is to develop compassionate student leaders who strengthen our school community through meaningful service, positive recognition, and intentional acts of kindness. Students will build leadership, communication, teamwork, organization, and empathy by planning and participating in schoolwide service-learning projects. Through these experiences, students will discover that even the smallest act of kindness can create a ripple that strengthens relationships, encourages positive behavior, and builds a culture of belonging throughout our school.
Kindness Keepers is an established student leadership and service-learning program that meets three mornings each week and provides students with authentic opportunities to lead, serve, and strengthen our school community. Students work together to plan, organize, and implement meaningful projects that promote kindness, encourage positive behavior, and build a culture of belonging throughout our school.
Throughout the school year, students prepare and distribute Kindness Capsules to recognize peers who demonstrate kindness, responsibility, perseverance, and other positive behaviors. Each Kindness Capsule includes an encouraging message, PBIS recognition, and small motivational items that provide immediate positive reinforcement and encourage students to continue making positive choices.
Students also organize and lead Tiny Treasures for Tremendous Teachers initiative, a biweekly staff appreciation initiative that recognizes more than 200 teachers and staff members. They design and assemble appreciation cards, organize materials, prepare gifts, and coordinate deliveries while learning teamwork, communication, organization, gratitude, and service.
Additional projects include participation in Anti-Bullying Week, monthly community food distributions, Teacher Appreciation Week, and other schoolwide service opportunities. Students actively help plan projects, organize supplies, manage materials, collect participation data, solve problems, reflect on completed activities, and work together to continually improve the program.
Through these authentic leadership experiences, students learn that kindness is more than an idea—it is a choice that can be practiced every day, and even the smallest act of kindness can create a ripple that positively impacts an entire school community.
Kindness Keepers provides students with authentic leadership experiences that help them develop communication, teamwork, organization, responsibility, empathy, and problem-solving skills. As students plan projects, recognize positive behavior, organize schoolwide service activities, and work together to support others, they gain confidence and discover that their actions can make a meaningful difference in the lives of those around them.
As students grow into compassionate leaders, the entire school community benefits. The program promotes kindness, reinforces positive behavior, supports PBIS initiatives, strengthens relationships between students and staff, and creates a more welcoming and inclusive school where everyone feels seen, valued, and appreciated. Students leave the program with leadership skills, a heart for service, and the understanding that even the smallest act of kindness can create a ripple that positively impacts an entire school community.
Funding will provide the materials needed to sustain and expand Kindness Keepers, a yearlong student leadership and service-learning program that empowers students to create a more welcoming and compassionate school community. Student leaders meet three mornings each week to plan projects, prepare materials, organize supplies, and lead schoolwide service initiatives that positively impact approximately 1,402 students and more than 200 faculty and staff members.
Requested supplies will allow students to prepare approximately 1,000 Kindness Capsules each year to recognize classmates demonstrating kindness, responsibility, perseverance, and other positive behaviors. Students will also create encouraging messages, recognition materials, and appreciation cards while organizing and leading Tiny Treasures for Tremendous Teachers, a biweekly staff appreciation initiative that recognizes more than 200 teachers and staff members every other Friday throughout the school year. Through these projects, students learn leadership, teamwork, communication, organization, and gratitude while discovering the positive impact that service can have on an entire school community.
Additional supplies will support Anti-Bullying Week activities and other schoolwide service-learning projects throughout the year. Organizational storage will help students responsibly manage materials, maintain inventory, and sustain the program from August through May. Every requested item directly supports authentic student leadership experiences that build confidence, strengthen relationships, reinforce positive behavior, and create a lasting culture of belonging at Immokalee Middle School.
Our goal is to provide Tommie Barfield Elementary School's Woodshop Club with four kid-safe ChompSaw Maker Bundles to expand hands-on woodworking opportunities for students. These tools will allow every student to safely learn measuring, cutting, building, problem-solving, and creative design while exploring their interests through our Leader in Me Leadership Clubs.
Woodshop Club is one of our Leader in Me "Area of Genius" Leadership clubs, where students choose a topic they are passionate about and develop new skills alongside a teacher who shares that interest. We meet monthly with approximately 12 students each semester.
Students currently learn safe tool use while creating woodworking projects such as yarn art using hammers, nails, and wood. With four ChompSaw Maker Bundles, students will also learn how to safely measure and cut cardboard to create more advanced projects. Having one saw at each of our four workstations allows groups of three students to actively participate rather than waiting for turns, increasing engagement and maximizing hands-on learning time.
Students will gain practical woodworking skills while developing creativity, problem-solving, perseverance, collaboration, and confidence. The ChompSaw's kid-safe design allows elementary students to safely experience real woodworking tools in a supervised setting.
Because the tools are durable and reusable, hundreds of Tommie Barfield students will benefit from this equipment for years to come. Expanding our woodworking capabilities also encourages students to explore STEM concepts, engineering, and craftsmanship in an engaging, hands-on environment while supporting the Leader in Me philosophy of discovering and developing each student's unique strengths.
Funding will purchase four ChompShop Maker Bundles at $327.55 each, for a total of $1,310.20.
Purchasing four saws allows us to equip each of our four workstations with one kid-safe saw, enabling all 12 students to actively participate in small groups during Woodshop Club. The bundles include the ChompSaw, table accessories, and an Inventor's Workbook to support student learning and project design. These durable tools will become a permanent part of our Woodshop Club and will be used by new groups of students each semester for many years, making this a sustainable investment in hands-on learning.
1310.20
Chompshop Maker Bundle – Kid-Safe ChompSaw with Table Accessories Set & Inventor’s Workbook
327.55
Chompshop Maker Bundle – Kid-Safe ChompSaw with Table Accessories Set & Inventor’s Workbook
327.55
Chompshop Maker Bundle – Kid-Safe ChompSaw with Table Accessories Set & Inventor’s Workbook
327.55
Chompshop Maker Bundle – Kid-Safe ChompSaw with Table Accessories Set & Inventor’s Workbook
To enhance the audio output for our daily morning news program. Our current setup, provides lots of environmental echo and low-quality distorted/muffled sound. The ultimate goal is to provide a high-quality program in which our school news is presented clearly, professionally and without interference.
Our student news team works diligently to put on a daily news program for our entire student body. While their work is driven by providing a high-quality show, it is unfortunate that some of the equipment is outdated and the acoustics of the news room needs special attention. This grant will allow us to purchase functional microphones as well as providing carpeting and wall padding to help reduce sound waves within the news room.
All students watch the daily morning news broadcast. It is through this outlet that pertinent information is presented, including messages from our school leadership team. This presentation allows us all to start our day with important information that is essential to our communication efforts. Enhancing the audio/sound will allow all stakeholders to hear information clearly and without issue.
The budget will allow for the purchase of new high-quality microphones, a large carpet and sound absorbing acoustics panels.
The goal of this project is to improve 4th-grade students’ mathematical understanding, problem-solving skills, and engagement by providing technology-based learning aids and hands-on manipulatives. These resources will support differentiated instruction, increase student participation, and help students develop a deeper understanding of key math concepts aligned with state standards.
Funding is requested to purchase math learning aids, instructional technology, and manipulatives for a 4th-grade classroom. Resources may include interactive math software, digital learning tools, base-ten blocks, fraction kits, geometric models, place-value tools, and other hands-on materials that allow students to visualize and explore mathematical concepts. These materials will be incorporated into whole-group lessons, small-group interventions, and independent learning activities to address diverse learning needs and support mastery of grade-level standards in number sense, fractions, geometry, measurement, and problem-solving.
The proposed project will provide students with meaningful opportunities to engage with mathematics through both hands-on and technology-enhanced learning experiences. These resources will:
Increase student engagement and motivation in math instruction.
Support different learning styles through visual, tactile, and interactive activities.
Strengthen conceptual understanding of complex mathematical concepts.
Improve problem-solving and critical-thinking skills.
Provide targeted support for struggling learners while extending learning opportunities for advanced students.
Foster greater confidence and academic achievement in mathematics, leading to improved performance on classroom assessments and standardized tests.
These learning aids and manipulatives will create a more interactive and effective learning environment, helping all students build the mathematical skills necessary for long-term academic success.
Requested funds will be used to purchase instructional technology and hands-on math manipulatives that directly support 4th-grade mathematics instruction. Funds may be allocated toward digital math learning programs, interactive learning tools, classroom technology accessories, fraction and geometry kits, base-ten blocks, place-value materials, measurement tools, math games, and problem-solving resources. These materials will be used throughout the school year to enhance daily instruction, support intervention efforts, and provide differentiated learning opportunities for all students. The investment in these resources will have a lasting impact by allowing teachers to deliver engaging, standards-aligned instruction while improving student understanding and achievement in mathematics.
800
Math Folder Game Library
159
Pop to Win Math Game
29.99
Giant magnetic fraction circles & bars
49.99
Building fractions Activity center
49.99
Giant magnetic graph & array chart paper
29.99
Math bingo library
86.99
Grab and match leveled math quickies
239
Supermind logic puzzle
24.99
2 sets write and wipe answer board
100
Magnetic write and wipe organization chart
19.99
Pages with Purpose
Robyn Cruz
ID-52
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
Pages with Purpose is designed to provide an enriching literary experience for fourth-grade students who demonstrate grade-level or advanced reading proficiency. Through the use of high-quality novels and structured book discussions, students will deepen their reading comprehension, strengthen critical thinking skills, and engage in meaningful conversations that extend beyond the surface of the text. The book club encourages students to analyze characters, themes, author's craft, and literary elements while developing the communication and collaboration skills necessary for thoughtful discussion.
Pages with Purpose is a lunchtime book club designed for fourth-grade students who are reading at or above grade level. Each participating student will be issued a copy of the selected novel for the duration of the book study, ensuring all students have access to the text regardless of whether they own a copy at home.
Students will be assigned a manageable number of chapters to read independently each week outside of the school day. Parents and caregivers are encouraged to participate by reading alongside their child or discussing the weekly chapters at home, creating meaningful opportunities for family involvement in literacy.
Each week, students will meet in my classroom during their lunch period to enjoy lunch together while participating in teacher-facilitated discussions about the assigned reading. These conversations will encourage students to analyze characters, themes, author's craft, vocabulary, and literary elements while sharing ideas, asking thoughtful questions, and learning from one another's perspectives. Through these collaborative discussions, students will deepen their comprehension, strengthen critical thinking skills, and develop confidence in expressing their ideas about literature.
At the conclusion of each book study, students will return their novels so they can be used with future groups of readers, ensuring the grant-funded materials continue to benefit students for years to come. Students who complete the book study will also receive a certificate recognizing their accomplishment, and the group will celebrate with a Book Club celebration to honor their commitment, encourage a sense of community, and reinforce the joy of reading.
Pages with Purpose provides fourth-grade students with an enriching literary experience that extends beyond the core reading curriculum. While classroom instruction focuses on building foundational literacy skills, this book club gives proficient readers the opportunity to engage with high-quality novels through thoughtful discussion, literary analysis, and collaborative learning.
Weekly book discussions encourage students to think critically about characters, themes, author's craft, and literary elements while supporting their ideas with evidence from the text. As students share differing perspectives, they strengthen their communication, listening, and critical thinking skills in a meaningful, student-centered environment.
The program also fosters independence and personal responsibility by encouraging students to complete assigned reading outside of school and come prepared to actively participate in discussions. Family involvement is encouraged through at-home reading conversations, creating additional opportunities for literacy beyond the classroom.
Beyond its academic benefits, Pages with Purpose helps cultivate a school culture that celebrates reading. The book club serves as both an enrichment opportunity and a source of motivation, inspiring students to work toward reading proficiency so they, too, can participate. By recognizing students' commitment through certificates and book club celebrations, the program reinforces the value of reading, perseverance, and lifelong learning.
Funding will be used to purchase three class sets of high-interest, age-appropriate novels: Matilda by Roald Dahl, The Lion, the Witch and the Wardrobe by C.S. Lewis, and The Wild Robot by Peter Brown. These novels were intentionally selected to support the goals of the Book Club program by providing students with engaging literature that promotes a love of reading, strengthens comprehension skills, and encourages meaningful discussions about characters, themes, and author’s craft.
Currently, our school does not have enough copies of these titles to provide each participating student with a book during the program. The copies that are available are outdated, heavily used, and beginning to deteriorate, making it difficult to provide students with quality reading materials. Purchasing new class sets will ensure that all students have access to their own copy of the assigned novel during the Book Club experience while allowing the materials to be reused for future groups of students.
The requested funding will directly impact students by increasing access to high-quality literature, creating opportunities for collaborative discussions and reflection, and fostering a positive reading culture. These resources will support students in developing lifelong reading habits while providing them with memorable experiences, including completing a novel study, earning a certificate of completion, and participating in a Book Club celebration at the conclusion of the program.
560
35 Copies of Matilda
179.20
35 Copies of The Lion, the Witch, and the Wardrobe
