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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Choose a Seat, Join a Team: Building a Collaborative Classroom
My project goal is to create an organized, flexible fifth-grade science classroom that encourages students to work proactively and successfully with partners and small groups. Science is naturally collaborative, requiring students to share ideas, investigate questions, solve problems, and learn from one another. I want our classroom environment to reflect and support this type of learning.
Students will use scoop chairs and lap desks during small-group investigations, science stations, and collaborative assignments. These options will allow students to move from their traditional desk groups to another workspace when an activity requires closer collaboration or a different learning environment.
Each desk group will have a milk-crate Collaboration Station containing communal supplies, student-friendly dictionaries, and language-translation resources. Students will be taught how to independently retrieve, share, and return these materials. Seat sacks will provide additional storage at student desks, while magnetic file folders will keep papers and resources separated and organized for each of my three science class blocks.
During group work, students will use “I Need Help” flip charts to quietly signal when they need teacher assistance. While waiting, groups will be expected to continue discussing the problem, consult their reference materials, or attempt another strategy. These classroom systems will be explicitly taught, modeled, and practiced so students can become responsible and proactive members of their learning teams.
Students will benefit from having greater access to the seating, supplies, and language resources they need to participate successfully in collaborative science learning. Flexible seating will provide additional locations for students to discuss ideas, analyze information, and complete investigations with their peers without crowding their traditional desk groups.
The Collaboration Stations will give every group immediate access to shared supplies, dictionaries, and translation resources. This will be especially beneficial for multilingual learners who may need language support to understand scientific vocabulary, communicate their thinking, or contribute to a group discussion. Keeping these resources at each desk group will reduce unnecessary movement and prevent students from losing learning time while searching for materials.
The organizational systems and “I Need Help” flip charts will also encourage students to become more independent. Students will learn to locate resources, manage shared materials, communicate their needs appropriately, and try available strategies before relying on the teacher. As a result, students will have more opportunities to remain engaged, collaborate productively, and take responsibility for their learning.
Funding will be used to purchase materials that address specific barriers to productive partner and group work in my fifth-grade science classroom.
Flexible chairs and lap desks will create flexible workspaces for students. These materials will allow students to work in different areas of the classroom without requiring additional tables or large pieces of furniture.
Milk crates and seat sacks will be used to create a Collaboration Station for each desk group. Magnetic file folders will keep handouts and materials organized by science class block, preventing papers from different classes from becoming mixed together.
“I Need Help” flip charts will provide each group with a quiet and visible way to request teacher assistance. This will reduce interruptions and allow the teacher to identify which groups need support while other students continue working.
Together, these purchases will maximize the classroom’s existing space, improve access to learning resources, and establish sustainable systems for independent and collaborative learning.
526.15
Lakeshore At-Your-Seat Storage Sacks (10 sacks at $14.99 each)
158.89
Sterilite 8 Qt. Dishpan, Multi-Purpose Plastic Wash Tub (8 tubs at $1.98 each)
16.79
Leaf Scoop Indoor/Outdoor Floor Seat, 6-Piece
100.69
Sterilite File Crate (Milk Crate) (5 crates at $7.37 each)
The goal of this project is to provide 5th grade students with hands-on science materials that allow them to actively investigate, explore, and apply concepts aligned with the Florida Science Standards. Students will use scientific tools and materials to conduct experiments, make observations, collect and analyze data, create models, and use evidence to support their conclusions. These hands-on experiences will strengthen students’ understanding of science concepts while building curiosity, critical-thinking skills, collaboration, and confidence as young scientists.
Students will participate in engaging, hands-on science investigations throughout the school year that directly support 5th grade Florida Science Standards. Working individually and in collaborative groups, students will use scientific tools and materials to observe, measure, test, build models, and collect data.
Students will conduct investigations involving properties and changes of matter, mixtures, forces and motion, energy, Earth and space science, weather, and life science. During these activities, students will ask testable questions, identify variables, make predictions, conduct repeated trials, measure and record results, create tables and graphs, and analyze patterns in their data.
Following investigations, students will use their observations and data as evidence to explain their findings through classroom discussions, science notebooks, and Claim-Evidence-Reasoning (CER) responses. These experiences will allow students to learn science by **doing science**, helping them make meaningful connections between classroom concepts and the real world.
This project will provide students with meaningful hands-on experiences that make science engaging, relevant, and easier to understand. By actively participating in investigations, students will strengthen their understanding of 5th grade Florida Science Standards while developing critical-thinking, problem-solving, collaboration, and communication skills.
Hands-on learning will give students opportunities to connect classroom concepts to real-world experiences and take greater ownership of their learning. Students will gain confidence using scientific tools, collecting and analyzing data, and supporting conclusions with evidence. These experiences will also encourage curiosity and excitement about science while helping prepare students for future science learning and Florida science assessments.
Because many of the requested supplies are reusable, the benefits of this project will extend beyond one lesson or school year, allowing many students to experience high-quality, hands-on science learning.
Grant funds will be used to purchase hands-on science supplies and equipment that will directly support 5th grade science investigations aligned with the Florida Science Standards. Funding will provide essential materials such as measuring tools, thermometers, graduated cylinders, balances, magnifying glasses, magnets, containers, safety equipment, modeling materials, and other supplies needed for students to conduct investigations.
Priority will be given to purchasing durable, reusable equipment that can be organized into classroom investigation kits and used with multiple classes throughout the school year and in future years. The funding will help ensure that students have consistent access to the tools and materials necessary to learn science by doing science.
377.21
6pcs Polypropylene Graduated Cylinder 100ml
15.99
13lb/0.1g Precision Digital Food Scale (4)
65.96
Brown Dog Gadgets Paper Circuits, Paper Classroom Set
118.34
3 Pcs Lab Sieves，6 Inch Diameter Test Sifter 10Mesh（2.19mm）、80Mesh（0.217mm）and 200 Mesh（0.077mm）
19.99
United Scientific™ Alnico Bar Magnets, 3" Long, Pair, Blue/Red
8.99
United Scientific™ Alnico Bar Magnets, 3" Long, Pair, Blue/Red
8.99
Plastic Measuring Cups 8OZ,200 PACK Disposable
23.99
20 Sets STEM Electric Circuit Kit for Kids Age 8-12
This project seeks to revolutionize middle school STEM education by implementing food-based laboratory experiences where students construct edible models and engage in hands-on, project-based learning that transforms abstract concepts into tangible, memorable experiences. Students will build DNA helixes from licorice and marshmallows, create cell models from gelatin and candy organelles, construct edible rock cycle demonstrations, create plate tectonics with frosting/graham crackers, engineer structurally sound bridges from pasta, and design ecosystem models using various foods—literally learning through their stomachs as they eat their creations and internalize the concepts they represent. This multi-sensory approach leverages the power of kinesthetic learning, increases student engagement through the novelty and reward of edible projects, and makes complex scientific concepts accessible to diverse learners by connecting academic content to the universal experience of food. By the end of this program, students will demonstrate improved retention of STEM concepts, enhanced critical thinking and problem-solving skills, and a renewed enthusiasm for science as they discover that learning can be both rigorous and delicious.
One investigation, students will model the three types of plate boundaries using graham crackers as tectonic plates and frosting as the viscous mantle layer beneath Earth's crust. Students will float graham cracker "plates" on a base of frosting to simulate convergent boundaries (pushing crackers together to create mountain ranges and subduction zones), divergent boundaries (pulling crackers apart to reveal the "mantle" rising between them like mid-ocean ridges), and transform boundaries (sliding crackers past each other horizontally to demonstrate lateral movement like the San Andreas Fault). This tactile, edible model helps students visualize the dynamic nature of Earth's lithosphere, understand the forces driving plate movement, and connect abstract geological processes to observable, manipulable phenomena—all while creating a delicious demonstration they can photograph, analyze, and enjoy.
In this delicious demonstration, students will make homemade ice cream in plastic bags while observing and documenting the transformation of matter through all three states. Students begin with liquid cream and flavorings in a small sealed bag, then place it inside a larger bag filled with ice (solid) and salt. As they shake vigorously, the salt lowers the freezing point of the ice, causing it to melt into water (liquid), which absorbs heat energy from the cream mixture. Students will observe the cream gradually solidifying as thermal energy transfers from the warmer liquid to the colder ice-salt mixture, transforming their liquid ingredients into solid ice cream. Throughout the process, students will track temperature changes, discuss the role of energy transfer in phase changes, and explain how adding salt affects the melting point of ice—all while creating a frozen treat that makes the abstract concept of states of matter tangibly real and memorably tasty.
In this engaging demonstration, students will make s'mores while identifying and analyzing all three types of heat transfer occurring simultaneously. Students will observe conduction as direct contact between the hot graham cracker and chocolate causes melting, convection as hot air currents from the heat source (Bunsen burner, hot plate, or oven) rise and circulate around the marshmallow, and radiation as infrared heat waves travel directly from the flame or heating element to toast the marshmallow's surface without physical contact. As they assemble their s'mores, students will document which type of heat transfer is most effective for each component, measure temperature changes, and explain why the marshmallow browns on the outside while the chocolate melts from conducted heat. This multi-sensory investigation transforms abstract thermodynamics concepts into observable, delicious phenomena, helping students distinguish between the three heat transfer methods while creating a treat that makes the science of energy transfer unforgettably clear.
In this hands-on modeling activity, students will construct a scaled, edible cross-section of Earth's internal structure using colored Rice Krispie treats to represent the distinct layers of our planet. Students will create a small, dense sphere for the inner core using one color/flavor, wrap it with a thicker layer representing the outer core, add a substantial mantle layer (the thickest portion), and finish with a thin crust on the outside—all using different colors or mix-ins (chocolate chips, food coloring, or flavored cereals) to distinguish each layer. By building their models to scale, students will visualize the relative thickness of each layer, understand that Earth's crust is surprisingly thin compared to the mantle, and grasp concepts like density, composition, and temperature gradients from core to surface. Once completed, students can slice their edible Earths in half to reveal the internal structure, photograph and label the layers, discuss the properties of each zone, and then enjoy eating their way from crust to core—literally internalizing Earth's geological structure.
Food-based science lessons uniquely engage middle school students by transforming abstract concepts into tangible, multi-sensory experiences that nourish both growing minds and bodies. When students learn through cooking and edible modeling, engagement skyrockets—they're invested in the outcome because they get to eat their experiments. These hands-on activities naturally foster collaboration and teamwork as students work together to measure ingredients, build models, troubleshoot problems, and share results. The combination of doing, creating, and tasting makes these lessons inherently fun and dramatically more memorable than traditional textbook instruction; students may forget a diagram of Earth's layers, but they'll never forget building and eating one. Food-based labs also meet adolescents where they are—at a developmental stage when they're constantly hungry, highly social, and craving relevant, authentic learning experiences. By connecting rigorous STEM content to the universal language of food, educators create those "aha!" moments that stick with students long after middle school, building both academic understanding and a lifelong curiosity about the science in their everyday lives.
Graham crackers, frosting (various colors), and food coloring for plate tectonics demonstrations
Rice Krispie cereal, marshmallows, butter, and mix-ins for Earth layer modeling projects
Heavy cream, sugar, vanilla extract, rock salt, and ice for states of matter ice cream labs
Graham crackers, chocolate bars, and marshmallows for heat transfer s'mores demonstrations
Candy, licorice, marshmallows, and gelatin for DNA models, cell structures, and other edible representations
Pasta, fruits, vegetables, and other modeling materials for engineering and biology projects
Justification: Consumable supplies are the heart of this program, allowing every student to participate in hands-on creation and learning. Budget covers sufficient materials for 60 students across 5 class sections for the full academic year, with each student completing 4-6 major food-based projects.
Item Quantity Unit Price Total
Heavy whipping cream (32 oz) 4 $4.74 $18.96
Vanilla extract (1 fl oz) 1 $3.38 $3.38
Graham crackers (14.4 oz) 6 $2.16 $12.96
Vanilla frosting 4 $2.50* $10.00
Plastic cups (48-50 count) 1 $6.22 $6.22
Marshmallows (10 oz bag) 4 $1.50* $6.00
Airheads (2-pack variety) 2 $10.88 $21.76
Bagged ice (10 lb) 5 $2.33 $11.65
Ice cream rock salt (4 lb box) 4 $3.50* $14.00
Coconut flakes (5 oz) 1 $2.98 $2.98
Pudding cups (4-count) 24 $1.47 $35.28
Gummy worms (8 oz) 2 $1.74 $3.48
Animal crackers (11 oz) 2 $2.50* $5.00
Paper plates (48 count) 2 $4.00* $8.00
Jelly beans (3.5 oz bag) 4 $6.29 $25.16
Cookie dough (16.5 oz) 24 $3.50* $84.00
Gluten free cookies (10.5 oz) 4 $3.84* $15.36
Oreos (family pack 24 ct) 3 $3.78 $11.34
Gluten free chocolate bar 3 $4.00* $12.00
Hershey Kisses (family size 17.9 oz) 2 $9.00* $18.00
Wood skewers (48 count) 2 $2.50* $5.00
Twizzlers (16 oz pack) 6 $3.50* $21.00
Jolly Ranchers (13 oz bag) 4 $4.50* $18.00
Vanilla ice cream (48 oz) 4 $2.97 $11.88
Gluten free ice cream (48 oz) 3 $5.00* $15.00
Clear cups (24 count) 3 $4.50* $13.50
Root beer (12-pack cans) 3 $6.50* $19.50
Marshmallows (10 oz bag) 4 $1.50* $6.00
Airheads (2-pack variety) 2 $10.88 $21.76
Gummy worms (8 oz) 4 $1.74 $6.96
Graham crackers (14.4 oz) 4 $2.16 $8.64
TOTAL $497.77
Educational Pathways Academy (EPA) serves students with language-based learning disabilities, primarily dyslexia, many of whom also have ADHD. Our students work diligently to develop literacy and academic skills, while also building the confidence, communication, problem-solving, and social-emotional skills that are essential to success in school and beyond.
During the 2025–2026 school year, through a classroom grant from Champions For Learning, EPA partnered with The Naples Players (TNP) to introduce students to structured improvisation as a tool for developing these skills. In a daylong workshop structured in a small group format, students participated in interactive improv exercises, practiced listening, accepting and supporting others, problem-solving, storytelling, and adapting to unexpected situations. The pilot demonstrated the potential of this approach and generated positive feedback from students and teachers. Many teachers were excited to incorporate some of the improv activities into class warm ups and throughout their day.
I am requesting a grant to build on our partnership with The Naples Players. An instructor from TNP will come to EPA throughout the school year to work with select classroom groups (8 total visits). Rather than a single workshop experience, this model will allow teachers and TNP to identify specific areas where students would benefit from additional support, such as confidence, communication, collaboration, flexible thinking, or problem-solving, and tailor sessions according to the teacher’s stated goals.
My overall goal is to create an yearlong program that uses the engaging and low-risk nature of improvisation to help students strengthen skills that support both academic participation and positive relationships with others.
During each Improv session, select groups of students will participate in interactive 1-hour or 30-minute workshops led by an instructor from The Naples Players. Classroom groups will be selected based on identified student needs, allowing the program to provide more targeted support throughout the year. Each workshop will utilize some of the five basic skills of improv: listening, accepting, supporting, problem solving, and storytelling.
Students will participate in fun and interactive games at their own level, displaying quick thinking creative skills and then expanding upon them. Sessions will use structured improv games, role-playing, storytelling, and collaborative exercises to give students opportunities to practice communication and social-emotional skills in an environment that is fun, active, and supportive. Students will practice listening to one another, expressing ideas, responding to unexpected situations, working collaboratively, taking appropriate risks, and solving problems together.
Improv games incorporate movement, imagination, sustained attention, and observation skills. Students will participate in these activities in their classrooms alongside their teachers. This “together” approach allows both students and teachers to fully immerse themselves in the experience and provides teachers with strategies they can reinforce throughout the school year.
Teachers will communicate with the team at The Naples Players about areas of need before sessions so that activities can be responsive to individual classroom groups. Teachers can then reinforce strategies and concepts introduced during the workshops as students encounter similar situations in the classroom, group work, and less structured social settings.
EPA expects participating students to demonstrate growth in communication, self-expression, collaboration, problem-solving, flexible thinking, and confidence. Improv has been shown to promote self confidence, and increase ability to tolerate distress in uncertain situations by learning to think quickly and adapt to surroundings. Students will have repeated opportunities to practice skills that can be challenging for children with language-based learning differences, including expressing ideas clearly, responding appropriately to peers, considering another person’s perspective, adapting when something does not go as expected, and participating confidently in a group.
The monthly format is an important evolution of the pilot program. Instead of asking students to retain and apply skills introduced during a single workshop, students and teachers will have opportunities to revisit concepts throughout the year, identify new areas for growth, and build upon previous successes.
Teachers will observe students for changes in participation, collaboration, communication, willingness to take appropriate risks, problem-solving, and confidence. Feedback from students, classroom observations, teacher notes, and communication with The Naples Players will help EPA evaluate the program’s impact.
An examples of how this program benefits students was observed during the pilot workshop last year: during one activity students were asked to walk across the room while carrying an imaginary - and very large - bowl of Jell-O, then carefully hand it to another participant. The game was a lot of fun for the students while also incorporating movement, imagination, focus, observation, and interaction with others. Seeing my students use these skills in fast paced, fun, and low risk environment demonstrated the effectiveness of this type of exercise, especially for neurodivergent students.
Grant funds of $2,000 will support one-hour or 30-minute sessions (combination will total 8 hours), customized workshops led by a teaching artist from The Naples Players throughout the school year. The cost includes instructor travel time, pre-workshop conferencing with EPA teachers to identify student and classroom goals, and preparation time to develop lessons and select or create improv games and activities tailored to each group’s needs. This investment allows each workshop to be intentionally designed to strengthen targeted skills such as communication, confidence, collaboration, flexible thinking, and problem-solving so that students can benefit from targeted sessions.
2000
Session 1 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 2 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 3 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 4 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 5 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 6 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 7 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
250
Session 8 (TNP instructor will consult, plan, travel, and lead a one hour workshop for students)
The goal of this project is to eliminate loss of instructional time caused by uncharged student devices by creating an organized, accessible classroom charging station.
Students rely on their school-issued devices throughout the school day to access instructional materials, complete assignments, participate in interactive activities, and demonstrate their learning. When a student arrives without a charged device or charger, something as simple as a low battery can become a barrier to participating in instruction. The storage component is equally important to the sustainability of the project. A designated organization system will allow chargers to be individually stored, easily distributed, accounted for, and returned after use. Together, these resources will create a reliable classroom system that keeps technology accessible and allows students to remain charged, connected, and ready to learn.
Reliable access to technology is essential in a classroom where much of the curriculum, assignments, assessments, and instructional resources are delivered digitally. When a student arrives with an uncharged device or without a working charger, they can quickly lose access to the same learning opportunities as their peers. A classroom set of chargers will allow students to resolve this problem quickly and return their attention to instruction.
This project will particularly benefit students who may not have reliable access to replacement chargers or charging opportunities outside of school, while also supporting any student who simply forgets a charger or experiences an unexpected equipment issue. Rather than allowing a dead battery to become a missed assignment or lost instructional time, students can remain active participants in the classroom.
Grant funding will be used to purchase a classroom set of compatible chargers along with a dedicated storage and organization system. Having chargers readily available will allow students to quickly borrow the equipment they need and return to learning rather than missing instruction, sharing devices, or being unable to complete digital coursework. A student shouldn't lose access to instruction because they forgot a charger, theirs broke, or their family can't immediately replace one.
The goal of this project is to enhance small-group instruction by providing a teacher easel that allows lessons to be more visual, interactive, and engaging. The easel will give students a clear view of teacher modeling, anchor charts, examples, and important learning targets while allowing me to easily move between groups and tailor instruction to individual student needs.
By using the easel during small-group reading, phonics, and intervention lessons, students will have more opportunities to see, discuss, practice, and apply new skills in a focused setting. This resource will help make learning more accessible and support students in building both academic skills and confidence.
Small-group instruction is an important part of helping students become confident, successful learners. In my classroom, I work with students in small groups to provide targeted instruction, reteach challenging skills, and give students additional opportunities to practice what they are learning. Having the right tools can make these learning experiences even more effective.
I am requesting teacher easels to use during small-group instruction. These easels will provide a dedicated, portable space for modeling lessons, displaying anchor charts, demonstrating phonics and reading skills, writing examples, and guiding students through new concepts. Because the easels are portable, they can easily move with me from group to group, allowing instruction to remain flexible and focused on student needs.
The easels will also help students stay engaged by making important information easier to see and access. Rather than trying to follow a lesson from a distant board, students will have the learning right in front of them during their small-group time. This will allow me to model a skill, practice it together with students, and then give students opportunities to demonstrate their own understanding.
These easels may seem like a simple classroom tool, but they will have a meaningful impact on daily instruction. They will help create more organized, interactive, and student-centered small groups where students can ask questions, practice new skills, make mistakes, try again, and celebrate their progress. With your support, these easels will become a valuable part of helping every student grow and succeed.
Teacher easels will provide a flexible, portable, and hands-on tool that makes small-group instruction more visual, engaging, and accessible for every learner. They will allow students to see teacher modeling, anchor charts, examples, vocabulary, and step-by-step directions up close while giving them opportunities to actively participate, ask questions, collaborate, and demonstrate their understanding. The easels will support differentiated instruction by allowing lessons to be easily adapted to individual student needs, particularly during reading, phonics, and intervention groups. They will also help keep instruction organized and focused while making it easier to provide immediate feedback and additional practice. Most importantly, the easels will create a supportive learning environment where students can practice new skills, make mistakes, try again, build confidence, and celebrate their progress.
The total funding requested is $211.98 to purchase two Maxtek Silver Mobile Whiteboard Easels (36" x 24") with magnetic dry-erase surfaces, stands, and flipchart hooks.
These portable teacher easels will be used daily during small-group reading, phonics, and intervention instruction. The magnetic writing surface will allow me to display anchor charts, word cards, visuals, examples, and other instructional materials while modeling skills directly for students. The dry-erase surface will provide a convenient space for guided practice, writing, word work, problem-solving, and student responses.
211.98
2 Maxtek Silver Mobile Whiteboard 36 x 24 in, Magnetic Dry Erase Easels
The goal of this grant is to provide a mobile display panel system that will allow student artwork to be showcased throughout the school year. Because our school does not have indoor hallways for permanent art displays, these portable panels will create opportunities for students' artistic achievements to be visible to the school community. The display panels will provide a dedicated, professional space to celebrate student creativity, support school-wide art exhibits, and encourage pride in student work.
This grant will fund the purchase of a portable display panel on wheels for student artwork. Currently, our school has limited options for displaying art due to the lack of indoor hallways. Student artwork is primarily displayed in the Media Center or cafeteria, limiting the number of pieces that can be showcased at one time.
The mobile display panel will allow artwork to be safely and professionally exhibited in multiple locations throughout the school. Because the display is portable, it can be moved for special events, art shows, school celebrations, family nights, and community gatherings. This flexible display solution will ensure that more students have opportunities to share and celebrate their creative accomplishments.
This grant will benefit students by providing increased opportunities to display and celebrate their artwork. Seeing their work exhibited publicly helps build confidence, self-esteem, and pride in their accomplishments. A dedicated art display area also reinforces the value of visual arts education and encourages students to put forth their best effort.
The display panels will help create a more vibrant school environment by showcasing student creativity and highlighting the talents of our students. Families, staff, and visitors will have more opportunities to view and appreciate student artwork, strengthening connections between the school and the community. Ultimately, this grant will support student engagement, foster a sense of achievement, and provide meaningful recognition for the hard work and creativity of our young artists.
The requested funding of approximately $1,400 will be used to purchase a mobile display panel system for showcasing student artwork throughout the school. Because our school does not have indoor hallways for permanent displays, the portable panels will provide a flexible and professional way to exhibit student artwork in shared spaces such as the Media Center, cafeteria, family events, art shows, and school celebrations.
The budget includes the cost of the display panels, wheels/casters for mobility, and any necessary hardware for assembly and safe use. These display panels are a long-term investment that will be used year after year to highlight student achievement and creativity across all grade levels.
This funding will directly support student recognition and engagement by providing a dedicated space to celebrate artwork, increase school-wide visibility of the visual arts program, and create opportunities for families, staff, and visitors to enjoy and appreciate student artwork. The display system will benefit hundreds of students annually and provide a lasting resource for the school community.
The goal of Wildcats Grow & Give is to design and establish a portable, resilient school garden that can remain healthy during weekends and school breaks and be safely relocated before severe weather. Rather than installing permanent garden beds, NJHS students will create a modular system using self-watering growing containers on movable bases, quick-connect irrigation, and removable garden equipment.
Students will apply science, engineering, mathematics, and problem-solving skills as they research, build, test, and improve the system. They will investigate water usage, reservoir capacity, irrigation rates, soil moisture, plant growth, weather conditions, and crop yield to determine how the garden can operate sustainably when school is not in session.
NJHS will serve as the founding leadership team, but the modular design will allow the garden to expand gradually to classrooms and clubs throughout North Naples Middle School. Harvested produce will support local families or community organizations, while future school-approved farmers markets may raise funds for local charities. The project supports our “All In” culture by challenging students to create a practical, sustainable solution that connects scientific learning, leadership, emergency preparedness, and community service.
Students will design, build, and manage a portable school garden that addresses two major challenges facing school gardens: maintaining plants when school is closed and protecting garden materials during severe weather.
NJHS students will work in teams responsible for crop research, garden design, irrigation, data collection, maintenance, harvesting, and community outreach. Students will assemble self-watering planters on movable bases and develop a quick-connect irrigation system that can provide supplemental water during extended breaks. They will test how long planter reservoirs retain water, monitor soil moisture, measure plant growth, analyze weather conditions, and adjust watering schedules using collected evidence.
Students will also develop written operating procedures for regular weekends, extended school breaks, and hurricane preparation. The storm-readiness plan will identify how irrigation components are disconnected, loose supplies are secured, and planters are moved to an administration-approved sheltered location before the school closes. Students will practice the relocation process only during normal school conditions; any actual pre-storm relocation will occur under adult supervision and school safety procedures.
Through project-based and inquiry-based learning, students will apply concepts involving plant processes, ecosystems, limiting factors, water conservation, engineering design, measurement, data analysis, and human environmental impact. The modular system can be expanded, rearranged, or relocated as school needs change, creating a sustainable outdoor learning resource for future students.
Students will benefit from solving an authentic scientific and engineering problem rather than simply maintaining a traditional garden. They will learn how to design a system around real constraints, test possible solutions, collect evidence, identify failures, and improve their design. This will strengthen scientific reasoning, data analysis, collaboration, leadership, perseverance, and responsible decision-making.
Students will measure soil moisture, water consumption, reservoir duration, plant growth, weather conditions, and crop yield. They will use these measurements to determine whether the portable garden system can successfully support plants during weekends and extended school breaks. Students will also gain practical experience with conservation, emergency preparation, project management, and community service.
Success will be demonstrated through student garden journals, system designs, irrigation tests, data tables, graphs, written procedures, reflections, teacher observations, harvested produce, and the successful completion of relocation drills. Additional evidence will include the number of students participating, pounds of produce donated, and the garden’s ability to remain operational across weekends, breaks, and changing school needs.
Grant funding will be used to create a portable, self-watering school garden that can remain healthy during weekends and extended school breaks and be relocated before severe weather. North Naples Middle School already has an appropriate garden location and access to water; however, we currently lack the equipment and supplies needed to establish a sustainable growing system.
Funds will purchase self-watering planters with reservoir systems and locking caster bases, a programmable quick-connect drip-irrigation system, potting mix, compost, mulch, seeds, seedlings, gardening tools, gloves, soil-testing materials, moisture meters, a harvest scale, removable plant supports, protective netting, and secure supply containers.
Every requested item directly supports student learning and the long-term success of the project. The self-watering reservoirs and timed irrigation system will allow students to investigate water conservation, soil moisture, irrigation rates, and plant growth while reducing the risk of crop loss when school is closed. Locking caster bases, quick-connect irrigation components, and removable supports will allow the garden to be reorganized as school needs change or moved to an administration-approved sheltered location before a hurricane. Durable tools, planters, and testing equipment will be reused by future students for multiple growing seasons.
The project will initially serve NJHS students, who will design, test, maintain, and document the system. As the portable garden becomes established, it can expand to science classes, additional clubs, and students across all grade levels, potentially benefiting the entire North Naples Middle School student body. This $2,000 investment will create a reusable outdoor learning laboratory that supports scientific inquiry, engineering design, leadership, environmental responsibility, and community service for years to come.
2000
10 self-watering planters with caster bases
850
Quick-connect drip system, timer, filter, and regulator
200
Potting mix, compost, and mulch
300
Student gardening tools
200
Gardening gloves and safety supplies
100
Seeds, seedlings, trays, and plant-starting materials
125
Soil-testing, pH, and moisture-monitoring supplies
125
Removable trellises, stakes, and protective netting
100
Growing Together: Social Skills for a Stronger School Community
The Everyday Speech curriculum will support students in developing critical social communication competencies by:
Increasing appropriate social interactions with peers and adults
Improving conversational turn-taking and topic maintenance
Enhancing understanding of emotions and social perspectives
Developing problem-solving and conflict-resolution strategies
Strengthening self-advocacy and self-regulation skills
Supporting successful inclusion within educational settings
The Everyday Speech Social Skills Curriculum will be used to provide explicit, evidence-based instruction in social communication skills for students receiving speech-language services and other students who demonstrate social communication needs. Through engaging video modeling, interactive lessons, role-playing activities, guided discussions, and real-life problem-solving scenarios, students will learn and practice essential skills needed for success in school and beyond.
Instruction will focus on key areas including:
Conversational skills and turn-taking
Understanding social cues and body language
Perspective-taking and empathy
Friendship and relationship-building skills
Self-regulation and emotional awareness
Problem-solving and conflict resolution
Social thinking and expected/unexpected behaviors
Self-advocacy and communication confidence
Students will participate in small group and individual therapy sessions where they can observe modeled behaviors, discuss social situations, practice skills in a supportive environment, and receive immediate feedback. Lessons will be aligned with students' Individualized Education Program (IEP) goals and tailored to their individual communication needs.
By providing structured opportunities to learn and practice social communication skills, this project will help students improve peer interactions, increase classroom participation, strengthen social-emotional competencies, and build the confidence necessary to succeed academically and socially. The skills acquired through this program will support students in becoming more effective communicators, collaborative learners, and active members of the school community.
Students will develop stronger social communication, self-regulation, and problem-solving skills, leading to improved peer relationships, greater classroom participation, and increased academic and social success.
Grant funds will be used to purchase a one-year license for the Everyday Speech Social Skills Curriculum. This digital program provides engaging, age-appropriate lessons, video modeling, activities, and progress-monitoring tools that support social communication instruction. The curriculum will be utilized by the Speech-Language Pathologist to provide targeted intervention for students with pragmatic language and social communication needs, helping them develop skills that can be generalized across classroom, peer, and school settings.
Funding is requested to purchase a license for the Everyday Speech Social Skills Curriculum, an evidence-based digital resource that provides structured lessons, video modeling, and interactive activities to support students with social communication needs. The curriculum will be used during speech-language therapy sessions to improve social interaction, self-regulation, perspective-taking, and communication skills that contribute to academic and social success.
599.99
Everyday Speech single-user annual license
599.99
Creative Sculptures
Sara Stowers
ID-3042
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 grant is to provide students with hands-on sculpture experiences using a variety of three-dimensional art materials. Funding will allow students to explore building, modeling, designing, and problem-solving through sculpture while developing creativity, fine motor skills, and spatial awareness. By providing a range of safe and engaging materials, students will have opportunities to experiment with different sculptural techniques and create meaningful works of art.
This grant will support the purchase of a variety of sculpture materials for elementary art students. Students will explore three-dimensional art through materials such as air-dry clay, modeling dough, Magic Model Clay, papier-mâché paste, cardboard, cardboard circles, wooden skewers, and other sculpture-building supplies.
The grant will also provide child-friendly cardboard cutters and low-temperature glue guns, allowing students to safely participate in the construction process while building independence and confidence in their artistic abilities.
These materials will be used throughout the school year in sculpture units that encourage students to design, build, construct, and problem-solve. Students will learn how artists use different materials and techniques to create three-dimensional works of art while applying the elements and principles of design.
This grant will provide students with hands-on learning opportunities that support creativity and artistic growth. Sculpture projects encourage students to think critically, experiment with materials, and solve problems while transforming ideas into three-dimensional forms.
Students will strengthen fine motor skills, spatial reasoning, planning, perseverance, and collaboration while working with a variety of media. Access to diverse sculpture materials will allow students to engage in meaningful artistic exploration and experience forms of art-making that are not always possible with traditional drawing and painting materials.
The addition of safe tools, such as child-friendly cardboard cutters and cool-temperature glue guns, will increase student independence while maintaining a safe learning environment. Ultimately, this grant will expand creative opportunities for all students and enrich the visual arts curriculum through engaging, hands-on sculpture experiences.
Funding will be used to purchase sculpture materials and tools, including air-dry clay, modeling dough, Magic Model Clay, papier-mâché paste, cardboard construction materials, cardboard circles, wooden skewers, child-safe cardboard cutters, low-temperature glue guns, glue sticks, and related supplies.
These materials will support sculpture lessons across multiple grade levels throughout the school year. The supplies will be used by hundreds of students and will provide long-lasting resources that enhance hands-on learning, creativity, and three-dimensional art instruction in the elementary art classroom.
434.90
Paper Mache Paste
30.14
Cool Glue Gun Sticks
13.00
Playdough
30.00
Card Board Cutter
140.44
Card Board Pizza circles (x3)
60
Magic Model Clay(x3)
92.97
Air Dry Clay (x5)
56.35
Skewers and tooth picks
12.00
Kevin Walls
Digital Resource
TABATHA JOHNSON
ID-3052
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 increase student engagement, motivation, and academic achievement by providing equitable access to a variety of interactive learning and assessment platforms. Funding will support subscriptions to Wayground Premium, Gimkit, Blooket, Quizlet, and ZipGrade. Together, these tools will allow me to differentiate instruction, provide meaningful practice, assess student understanding, and give timely feedback. By offering multiple ways for students to learn and demonstrate mastery, this project will help meet diverse learning needs while creating an inclusive, student-centered classroom environment.
Students will use these platforms throughout the school year during whole-group instruction, small-group activities, independent practice, review sessions, and formative assessments. Wayground Premium will support interactive lessons and self-paced practice; Gimkit and Blooket will reinforce essential skills through collaborative and game-based learning; Quizlet will help students build vocabulary and retain key concepts; and ZipGrade will provide efficient assessment results that can guide instruction and intervention. I will use the data generated by these tools to identify learning gaps, form targeted instructional groups, reteach concepts, and offer enrichment when students are ready to advance. Students will receive immediate feedback, monitor their own progress, and participate in engaging activities that encourage persistence, collaboration, and confidence.
This project will benefit students by making daily instruction more engaging, responsive, and accessible. The variety of platforms will give students multiple ways to practice skills, review content, collaborate with classmates, and demonstrate understanding. Game-based activities will increase participation and motivation, while immediate feedback will help students recognize mistakes and improve before misconceptions become established. Students who need additional support will receive targeted practice, and students who have mastered the material will have opportunities for enrichment. Assessment data will also help me adjust instruction quickly and use classroom time more effectively. Ultimately, the project will strengthen student confidence, encourage active participation, and support measurable academic growth.
Grant funds will be used to purchase educator subscriptions or licenses for Wayground Premium, Gimkit, Blooket, Quizlet, and ZipGrade. Each resource serves a complementary instructional purpose: interactive lesson delivery, game-based review, vocabulary and concept development, differentiated practice, and efficient assessment. Premium access will provide instructional and reporting capabilities that are limited or unavailable in free versions, allowing the resources to be used consistently and effectively throughout the school year. The requested funding will be devoted directly to student instruction and assessment. By supporting these subscriptions, Champions For Learning will provide students with equitable access to high-quality digital learning experiences without requiring students or families to purchase the resources.
Alternative Schools Immokalee: Beacon, Pheonix, New Beginnings, TAP
9-12
Other
Additional Details
The goal of this project is to provide the Pace Pathways Service Club with t-shirts that would identify them when they are supporting elementary school classrooms and to be able to give a thank you gift to students and teachers that they work with through the school year. The Pace Pathways Community Service Club works in partnership with the RCMA Immokalee Community School (K-8) which is located just a few blocks from the Pace Center for Girls. Over the past two school years, Pace high school students have partnered with RCMA classrooms to support teachers in Kindergarten, First, and Second grades.
The Pace students assist elementary classrooms as they learn math, reading, and science. They also have participated together in recess activities. Teachers have expressed their appreciation for the classroom support and have graciously continued the partnership. The service club spends one and a half to three hours a month during the school year with elementary students building relationships and supporting learning.
Elementary students love having the attention of the high school students with one-on-one learning support in the classroom. The high schoolers find purpose and confidence in supporting younger children through their academic questions. This partnership has improved attendance at school and built confidence in learners from elementary through high school. We have also seen a few high school students develop an interest and further pursue early child education due, in part, from their time in the service club working with elementary students.
10 custom t-shirts to identify Pace Pathways Service Club students when they are visiting RCMA Immokalee Community School $15.00/each $150.00 total. End of year gifts for the elementary students in the supported classrooms (books, stickers, pencils) about 100 students $700 (books $6/ea, stickers $20/300 stickers, pencils $80/120 pencils with caps in bulk pack).
$850.00 Total
The goal of this project is to create a safe, organized, and reliable system for charging, storing, and distributing classroom technology. Grant funds will provide extension cables, device chargers, and durable storage containers so that student devices and other instructional equipment remain accessible and ready for use. This project will reduce interruptions caused by missing chargers, depleted batteries, and disorganized supplies while helping students take responsibility for shared classroom resources.
Students will use the charging and storage system to keep classroom devices and accessories organized throughout the school day. Clearly labeled storage containers will provide designated locations for chargers, cables, adapters, and related equipment. Extension cables will allow devices to be charged in appropriate classroom locations when existing outlets are not conveniently accessible. Students will learn routines for checking out materials, returning them to the correct location, and safely handling technology accessories. These procedures will maximize instructional time and ensure that devices are prepared for digital lessons, research, assessments, and collaborative projects.
This project will benefit students by increasing dependable access to functioning, fully charged technology. An organized system will reduce lost or damaged accessories and eliminate delays caused by searching for chargers or waiting for devices to become available. It will also create a more orderly learning environment and teach students responsibility, organization, and respect for shared materials. With devices consistently ready for use, all students—including those who may not have access to replacement chargers or charging equipment at home—will be able to participate fully in technology-supported instruction.
Grant funds will be used to purchase classroom-appropriate extension cables, compatible device chargers and charging cables, and durable storage containers. The extension cables will improve access to available electrical outlets, while replacement chargers will ensure that classroom devices remain operational. Storage containers will protect the equipment, reduce tangling and damage, and make accessories easier to distribute and inventory. All requested materials will directly support the safe organization and continued use of instructional technology, providing a practical long-term benefit for students across multiple classes and school years.
Playing with blocks may seem simple, but it's one of the most beneficial activities for young children. It supports healthy development across many areas all while encouraging creativity and fun!
Through the use of open ended building materials, my pre k students will improve skills in areas such as fine motor, social emotional, early math and language development.
Students will be given the opportunity to engage in small group, cooperative learning with a variety of open-ended building materials such as wood and crystal fantasy blocks, colorful window blocks and arch blocks. While students engage with these hands-on materials to create and design new structures, I am able to facilitate language development through questioning and back and forth conversation. Students will be encouraged to engage in higher order thinking as they create a design plan, test their plan through building, and verbally share their design results with their peers. As students work together to complete theses steps, I am able to facilitate social emotional development through sharing, turn-taking, and active listening.
Research has proven that playing with blocks improves focus and attention all while fostering positive social and emotional development. Overall, block play is a powerful example of learning through play. It helps children develop cognitive, physical, social, emotional and language skills simultaneously, making it one of the most valuable toys for early childhood development.
Funding will be used to purchase all materials through Lakeshore Learning Materials.com
Tax and shipping costs have been included in Grand Request total.
338.75
Wood & Crystal Fantasy Blocks
49.99
Wood & Crystal Fantasy Blocks
49.99
Arch Blocks
79.99
Window Blocks
49.99
Window Blocks
49.99
shipping
42.00
sales tax
16.80
From Classroom to Competition: Building Our Robotics Program
The goal of this project is to launch a high school robotics club that provides students with hands-on opportunities to develop skills in engineering, coding, problem-solving, and collaboration. Using a VEX Robotics kit, students will move beyond introductory robotics experiences to design, build, program, test, and continually improve a working robot while learning to approach challenges through the engineering design process.
The robotics club will provide an accessible starting point for students interested in STEM while also laying the foundation for long-term growth. As student interest and experience develop, the goal is to expand the club into a future robotics elective and competitive VEX Robotics team. Through authentic engineering challenges, students will strengthen critical thinking, perseverance, creativity, communication, and technical skills while gaining experience with the type of collaborative problem-solving used in STEM fields.
Students participating in the robotics club will work collaboratively to design, build, code, test, and improve robots using the VEX Robotics system. Rather than following a single predetermined build, students will engage in an iterative engineering process in which they identify challenges, develop possible solutions, construct and program their designs, evaluate performance, troubleshoot problems, and make improvements based on testing.
Students will take on different responsibilities based on their interests and strengths, including robot design and construction, programming, testing, strategy, and documentation. As their skills develop, students will complete increasingly complex design and coding challenges that require them to apply engineering concepts, think creatively, communicate effectively, and learn from unsuccessful attempts.
The club will serve as the first step toward establishing a sustainable high school robotics program. The VEX equipment can be redesigned and reused for new challenges each year, allowing future students to build upon the program and providing the equipment necessary to pursue the eventual development of a robotics elective and competitive team.
This project will give students access to an authentic, hands-on STEM experience in which learning occurs through designing, creating, testing, and problem-solving. Students will strengthen engineering and coding skills while developing critical thinking, creativity, collaboration, communication, and perseverance. Because robotics challenges rarely work perfectly on the first attempt, students will also learn to view failure as useful information, troubleshoot problems, and refine their ideas rather than simply search for a single correct answer.
The robotics club will provide students with an opportunity to explore interests and abilities that may not otherwise be represented in their regular coursework. Students with interests in programming, engineering, mechanics, design, strategy, and leadership can contribute to a shared goal while discovering potential areas for future study and careers.
Success will be demonstrated through student-designed and programmed robots, completion of engineering and coding challenges, documentation of the design and revision process, and teacher observation of students' ability to collaborate and solve increasingly complex problems. Student participation and continued interest in robotics will also help measure the project's success and guide the development of a future elective and competitive robotics team.
Grant funding will be used to purchase one VEX IQ Competition Kit (2nd Generation), approximately $730, to provide the foundational equipment needed to launch a high school robotics club. The kit will give students access to the building components, motors, sensors, electronics, controller, and programming tools needed to design, construct, code, and operate their own robots.
The competition kit was intentionally selected because it allows students to move beyond introductory robotics activities and experience the complete engineering design process. Students will use the same components repeatedly to design, build, program, test, troubleshoot, and redesign robots as they encounter increasingly complex challenges. Because the components can be continually reconfigured, the kit will serve multiple groups of students and support new projects year after year.
Most importantly, this purchase represents the first step in developing a sustainable robotics program at our school. The kit will allow us to establish a robotics club now while providing equipment that can support the program's growth toward a future robotics elective and competitive team. Rather than funding a single activity, this grant will provide a reusable resource that can grow alongside student interest and help establish a lasting opportunity for hands-on STEM learning.
729.00
VEX IQ Competition Kit (2nd gen)
729.00
Game on for Growth: Educational Games for Diverse Learners
The goal of this project is to increase engagement, independence, and foundational academic skills for special needs learners with intellectual disabilities by providing developmentally appropriate educational games. These interactive tools will support individualized learning needs, strengthen cognitive and literacy skills, and create meaningful opportunities for students to practice problem‑solving, communication, and social interaction through play‑based learning.
Students will participate in daily, structured learning activities using educational games designed for learners with intellectual disabilities. During small‑group and one‑on‑one instruction, students will use interactive games to practice foundational academic skills such as letter recognition, phonics, counting, matching, sequencing, and problem‑solving. These games will also support cognitive development by strengthening memory, attention, and processing skills through repeated, hands‑on practice.
Increased Engagement and Motivation
Educational games capture students’ attention and make learning enjoyable. For learners with intellectual disabilities, high‑interest, hands‑on activities significantly increase participation and reduce frustration.
Strengthened Foundational Academic Skills
Games provide repeated practice with essential skills—letter recognition, phonics, counting, matching, sequencing, and problem‑solving—in a format that feels fun rather than overwhelming.
Enhanced Social and Communication Skills
Many games require turn‑taking, sharing, collaboration, and communication. These structured interactions help students practice social skills in a safe, supportive environment.
More Inclusive Classroom Experiences
Games create opportunities for all students to participate in centers, small groups, and independent learning time. This promotes equity and ensures students with intellectual disabilities are fully included in daily routines.
The purpose of this funding is to provide special needs learners with high‑interest, interactive educational games that make learning more accessible and motivating. These tools will help students practice essential skills—such as letter recognition, phonics, counting, matching, sequencing, memory, and problem‑solving—through structured, play‑based activities that support their IEP goals and daily classroom routines.
304.71
Pop and Learn: Letters and Numbers
29.99
Counting Money Puzzles
14.99
Pattern Blocks Design Cards
16.99
It's a Snap! Addition Center
29.99
20 Primary Composition Books
65.80
All In One Magnetic Phonics Kit
39.99
Jumbo Magnetic Tens Frame
21.99
Measurement Bingo
14.99
Touch and Read Blends and Diagraphs
29.99
I Can Build Simple Words Game
39.99
Touch and Read CVC Words
29.99
Making Music Come Alive
Lani Mastrangelo
ID-3138
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 K-5 students with engaging, hands-on opportunities to create, perform, and explore music through a variety of percussion and melodic instruments. These resources will expand our classroom instrumentarium, allowing more students to actively participate, build musical skills, develop confidence and experience the joy of making music together.
Students will use the new instruments during music classes to explore rhythm, beat, melody, movement, and ensemble playing. Through hands-on activities, students will learn to play together, create and perform musical patterns, accompany songs, and develop their listening, coordination, creativity, and teamwork skills. The instruments will provide opportunities for students of all grade levels to actively make music rather than simply observe or listen.
Students will benefit from increased opportunities to actively participate in music making and develop musical skills through hands-on experiences. The instruments will support creativity, confidence, coordination, listening skills, and teamwork while making music more engaging and accessible for every students. These resources will also allow students to experience a wider variety of instruments and musical experiences throughout their elementary music education.
Funding will be used to purchase a variety of percussion and melodic instruments, including xylophones, glockenspiels, roll-up glockenspiels, a kokoriko, rolling instrument stands, mallets, and classroom movement/engagement materials. These resources will be used across K-5 music classes to provide students with meaningful opportunities to practice musical concepts, perform together, and create music. The instruments will be durable classroom resources that can be used by students for many years.
The purpose of this funding is to provide K-5 students with high-quality classroom instruments that support hands-on music instruction. The requested instruments will give students more opportunities to develop rhythm, steady beat, melody, coordination, listening, creativity, and ensemble skills through active music-making.
1836.00
Sonor Orff Smart Soprano Xylophone
600.00
Sonor Tenor-alto Glockenspiel
240.00
Basic Beat Rolling Table Stand
240.00
Basic Beat Rolling Stand
190.00
Basic Beat Orff Mallet Pack, Set of 8
130.00
Bear Paw Creek Extra Large Stretchy Band
95.00
Bear Paw Creek Scarf Canopy
40.00
Basic Beat Kokoriko
26.00
5-Sonor Safari Roll-up Glockenspiel
275.00
Champions For Learning - LJ MacCarthy
Building Community Through Self-Portrait Class Shirts
The goal of this project is to strengthen classroom community, student identity, and a sense of belonging through the creation of self-portrait class T-shirts. Students will create individual self-portraits that will be combined into a collaborative class design and printed on a T-shirt for every student. The project celebrates each child's individuality while reinforcing that every student is an important part of our classroom community.
Each student in my third-grade class will create a hand-drawn self-portrait to be included on our class T-shirt. Students will reflect on their individuality while also recognizing themselves as part of a larger classroom community. The individual portraits will be combined into one collaborative design and printed on a T-shirt for every student through A+ Images, Inc. Classroom Faces.
Students will wear their class shirts throughout the year. Seeing every classmate represented on the shirt will provide students with a tangible reminder that each person belongs and contributes to our classroom community.
The self-portrait class T-shirts will help build a stronger sense of belonging, connection, and classroom pride. Students will see their own artwork represented alongside the artwork of their classmates, reinforcing both individuality and unity. The shirts will also create a shared class identity that students can proudly wear to help strengthen relationships and a positive classroom community.
Grant funds will be used to purchase one custom self-portrait class T-shirt for each student. The cost includes the shirts, artwork processing, screen charges, and shipping. Funding will ensure that every student receives a shirt and can fully participate in this classroom community-building experience.
299.00
A+ Images, Inc. Self Portrait Classroom Faces T-Shirts
299.00
Every Student Deserves a Front Row Seat: An Inclusive Live Theater Experience for Exceptional Learners
I was able to secure tickets from Gulfshore Playhouse for two plays. I would like to secure funding for safe and reliable transportation and snacks during intermission, ensuring students in the Modified Curriculum program can attend two educational plays at the Gulfshore Playhouse alongside their peers. We want to eliminate barriers, promote equity, provide Modified Curriculum students with the exact same experiential learning opportunities as other students as well as foster inclusion.
Attending a live theater production will provide students with an inclusive, real-world learning experience that extends far beyond the classroom. The experience will support literacy standards by allowing students to connect the literature and storytelling elements they study in class to a live performance. Students will have the unique opportunity to see how characters, settings, plots, and themes come to life on stage, deepening their understanding and appreciation of literature.
In addition to academic benefits, the field trip will provide meaningful opportunities for students to practice essential social skills, functional life skills, and emotional and sensory regulation strategies. Students will demonstrate appropriate audience behavior, engage in expected social interactions in a public venue, and navigate an unfamiliar community setting. They will follow schedules, manage transitions, and apply learned coping strategies when encountering new sensory experiences such as crowds, lighting changes, sounds, and disruptions to their typical routines.
The theater environment offers a safe and supportive setting for students to generalize skills learned in the classroom to real-life situations. By participating in this experience, students will build confidence, independence, self-regulation, and social awareness while gaining access to an enriching cultural opportunity that may otherwise be unavailable to them. This field trip will help students make meaningful connections between classroom learning and the world around them, fostering both academic growth and personal development.
Receiving funding for transportation and snacks will remove a significant barrier that often prevents students with special needs from accessing valuable community-based learning experiences. While the educational opportunity itself is meaningful, transportation costs can limit our ability to provide these enriching experiences to all students. This grant would ensure that every student can participate, regardless of financial circumstances.
By funding transportation, this grant will make it possible for students to experience the performing arts firsthand, helping them connect classroom learning to real-life experiences. The trip will promote inclusion, independence, confidence, and personal growth while providing access to a cultural experience that many students may not otherwise have the opportunity to enjoy. Ultimately, the grant's impact extends beyond a single field trip by creating meaningful learning opportunities that support students' academic, social, and life-skill development.
If my grant for transportation is funded for 35 students and 7adult chaperones, we will have safe and reliable transportation to and from the Gulfshore Playhouse . Funding from this grant will be used to cover transportation and student snacks associated with attending a live theater production.
District-provided transportation is billed at $30 per hour for approximately five hours, for a total cost of $150 per field trip. Transportation charges begin when the bus departs the district transportation depot and continue until it returns, making transportation one of the largest expenses associated with providing off-campus educational experiences for our students.
Additionally, the duration of the theater performance extends into our students' lunch period. While students will eat their packed lunches upon returning to school, providing a small snack during intermission helps maintain student comfort, focus, and regulation throughout the experience. Access to a snack is particularly beneficial for students with special needs, as it supports attention, emotional regulation, and stamina during a longer-than-usual school activity.
By covering these transportation and snack costs, the grant will ensure that students can fully participate in this enriching educational opportunity without creating an additional financial burden on families or teachers. The funding will make it possible for students to access a meaningful community-based learning experience that supports literacy, social skills, functional life skills, and independence.
371.92
Dec. 11th - Transportation to Gulfshore Playhouse by district transportation
150
Snacks during intermission : Ready Clean Protein bars @17.98 x2
35.96
Jan. 29th - Transportation to Gulfshore Playhouse by district transportation
150
Snacks during intermission: Ready Clean Protein Bars at Sam's Club $17,98 x2
The goal of this project is to provide Kindergarten through 5th grade students with hands-on opportunities to explore creativity, problem-solving, engineering, and technology skills by using a 3D printer to turn their ideas and digital designs into real-world creations.
Students in Kindergarten through 5th grade will use the 3D printer to engage in hands-on STEM and technology activities that encourage creativity, problem-solving, design thinking, and collaboration. Students will learn to brainstorm ideas, create and modify digital designs, and bring their creations to life through 3D printing. Projects will be age-appropriate and connected to classroom learning, giving students opportunities to explore engineering concepts, learn from mistakes, and develop confidence as they design, create, and innovate.
The benefits of this project include developing students’ creativity, critical thinking, problem-solving, collaboration, and digital design skills while providing hands-on STEM learning experiences. Students will gain experience turning ideas into real-world creations, learning through trial and error, and building confidence as they explore engineering and technology. The 3D printer will also help make learning more engaging, meaningful, and accessible for students in Kindergarten through 5th grade.
Funding of $539 will be used to purchase a Bambu Lab P1S 3D printer for the technology classroom. This printer will provide Kindergarten through 5th grade students with hands-on opportunities to explore STEM, engineering, digital design, creativity, and problem-solving. Students will use the printer to turn their digital designs and ideas into physical, real-world creations while developing valuable technology and critical-thinking skills. The 3D printer will be a long-term classroom resource that can be used across multiple grade levels and projects throughout the school year.
Reading a great book is only the beginning! This project will give my third-grade students the opportunity to read and listen to Sunshine State Young Readers books and then transform their understanding of each story into a creative digital book report using Book Creator.
With an annual Book Creator subscription and access to digital read-aloud/audiobook resources, students will have multiple ways to engage with grade-level literature. Students will read independently, listen to books being read aloud, or follow along with an audiobook as they build comprehension and vocabulary. This additional support will help make challenging texts more accessible while encouraging students to become confident, enthusiastic readers.
After completing a book, students will become authors and digital creators. They will use Book Creator to design their own interactive book report that includes the title and author, characters, setting, important events, problem and solution, favorite part, what they learned, and a personal recommendation. Students will be able to add text, images, drawings, and their own recorded narration to bring their projects to life.
This project combines reading, writing, technology, creativity, and communication in one meaningful learning experience. Instead of completing a traditional worksheet or book report, students will demonstrate their comprehension by creating something they are proud to share.
My goal is to help students see themselves not only as readers, but also as authors, creators, and storytellers. By combining the excitement of Sunshine State Young Readers with the creativity of Book Creator, students will develop stronger comprehension skills while discovering that reading can open the door to endless possibilities.
Students will participate in a reading and digital storytelling project centered around the Sunshine State Young Readers program. Students will select and read grade-level books while using digital read-aloud and audiobook resources when additional support is needed. As they read, students will discuss characters, setting, important events, problems and solutions, themes, and personal connections to the story.
After reading a Sunshine State Young Reader book, students will use Book Creator to create an interactive digital book report. Each student will create pages that demonstrate their understanding of the book, including the title and author, characters, setting, summary of important events, favorite part, what they learned, and whether they would recommend the book to others.
Students will have the opportunity to add pictures, illustrations, text, and their own recorded voices to their digital books. They will use their creativity while practicing important third-grade skills in reading comprehension, writing, sequencing, summarizing, speaking, and technology.
When projects are completed, students will share their digital book reports with classmates. This will allow students to celebrate their accomplishments, learn about books their classmates have read, and develop confidence in sharing their ideas with others.
This grant will provide students with meaningful opportunities to strengthen their reading skills while using technology in a creative and purposeful way. Students will benefit from increased access to engaging Sunshine State Young Readers books and read-aloud resources, allowing them to experience literature in multiple ways and supporting students with different learning needs.
Students will develop stronger reading comprehension, vocabulary, summarizing, sequencing, and critical-thinking skills as they analyze and respond to the books they read. Creating digital book reports through Book Creator will also strengthen writing, communication, technology, and presentation skills.
Students will have the opportunity to become creators rather than simply completing a traditional book report. They can incorporate text, images, drawings, and their own recorded voices to demonstrate their understanding. This creative process will increase student engagement and give students choices in how they demonstrate their learning.
The project will also build confidence, independence, and a love of reading. Students will be proud to share their finished digital books with their classmates, creating a classroom community where students can celebrate reading and learn from one another.
Funding is requested to provide students with the digital resources and materials needed to participate in an engaging reading and digital storytelling project. The primary purpose of the funding is to increase student access to Sunshine State Young Readers books and provide students with opportunities to demonstrate their reading comprehension through creative technology.
Funds will be used to purchase an annual Book Creator subscription, which will allow students to create interactive digital book reports using text, images, drawings, and recorded narration. Funding will also support access to the Sunshine State Young Reader books in the classroom.
The goal of this project is to increase student motivation, engagement, and achievement in reading and by recognizing students in grades K–5 for reaching i-Ready goals and important learning milestones. Custom VES brag tags will provide students with a tangible and meaningful way to celebrate their individual growth, effort, and accomplishments. By recognizing progress throughout the school year—not just final achievement—we aim to foster a positive learning culture in which students are motivated to set goals, persevere through challenges, and take ownership of their academic growth. The brag tags will serve as ongoing reminders that effort, progress, and reaching personal goals are worthy of celebration.
Students will be recognized and celebrated each time they achieve an identified grade-level i-Ready goal or academic milestone. Upon reaching each goal, students will receive a custom VES brag tag representing that specific accomplishment, along with a personalized certificate recognizing their achievement.
As students progress from one goal to the next, they will collect additional brag tags to add to their personal bracelet ring, creating a visual representation of their academic growth and accomplishments throughout the school year. In addition to the brag tags and certificates, students will have opportunities to receive additional schoolwide recognition and incentives, such as being featured on the school news, having their photograph displayed on the VES Wall of Fame, receiving a free book, or enjoying lunch with a school administrator.
This ongoing recognition system will allow students to celebrate both individual growth and achievement while encouraging them to continue setting goals, persevering through challenges, and taking ownership of their learning.
This project will provide students with meaningful recognition for their academic growth, effort, and achievement. By celebrating students as they reach individual i-Ready goals and milestones, the project will help increase motivation and encourage students to take an active role in their learning.
The brag tags will provide students with a tangible representation of their progress, allowing them to see and celebrate their accomplishments throughout the school year. This visible recognition can help build confidence, perseverance, and a positive attitude toward learning, while encouraging students to continue working toward their next goal.
The project will also promote a schoolwide culture of achievement in which academic growth is recognized and celebrated. Because students will be recognized for reaching grade-level goals and making progress, the program will provide opportunities for success for students at a variety of academic levels. Additional incentives and celebrations will further encourage students to set goals, work hard, and take pride in their accomplishments.
Ultimately, this project will help students see themselves as capable learners and reinforce the message that every milestone, every effort, and every bit of growth matters.
Funding will be used to purchase the materials needed to implement the VES i-Ready Brag Tag Recognition Program for students in grades K–5. The program will recognize students as they reach important i-Ready learning milestones and provide them with a tangible reminder of their academic growth and accomplishments.
The requested funding will provide the materials necessary to recognize student achievement throughout the school year. By providing students with a physical collection of their accomplishments, the program will encourage continued goal-setting, perseverance, and engagement with i-Ready learning activities.
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3 sets of 100 Keychain Wire Ring Click on the link to go to Amazon
The goal of this project is to strengthen middle school students’ executive-function skills through the meaningful, shared responsibility of caring for Toodles, our classroom rabbit. Students in grades 6–8 at Seacrest Country Day School will practice planning, organization, task initiation, self-monitoring, and follow-through while contributing to the care of a living animal. Building on a student-developed needs assessment, this project connects our school’s core value of responsibility to daily actions and helps students transfer effective routines to their academic work.
Students will participate in structured, teacher-supervised care and enrichment routines for Toodles. Together, we will develop a care schedule, organize and label supplies, and create reusable task checklists. Rotating responsibilities will include organizing materials, assisting with approved feeding and cleanup tasks, recording completed routines, and planning appropriate enrichment.
I will model how to identify a need, break a task into manageable steps, gather materials, and check for completion. Students will then practice these strategies with visual supports and gradually increasing independence. Weekly reflections will help students recognize when they needed reminders, evaluate their follow-through, and identify strategies they can also use to manage assignments and classroom materials.
Students will learn why rabbits need continuous access to hay, fresh water, appropriate foods, a clean environment, and opportunities to hide and forage. They will plan safe enrichment activities and observe Toodles’ responses. Students may contribute through observation, planning, and recordkeeping without direct animal contact. All care will remain under adult supervision.
This project will give 72 middle school students repeated opportunities to practice responsibility, organization, collaboration, and independent task completion. A shared classroom responsibility provides a meaningful setting for students to contribute, communicate needs, and develop a sense of community.
I will establish a baseline during the first two weeks and monitor progress through teacher observations, completed checklists, and student reflections. After eight to ten weeks, the target is for at least 80 percent of participating students to demonstrate improved planning, task initiation, organization, or self-checking, or maintain proficiency if already meeting expectations. Students will work toward completing an assigned routine with no more than one adult prompt while using their usual supports.
Students will also explain how their care decisions meet Toodles’ needs and identify one strategy they can transfer to an academic task. These reflections will demonstrate learning beyond the animal-care routine.
I am requesting $1,965 to support a full year of supervised care and executive-function learning centered on Toodles, our classroom rabbit, benefiting 72 students in grades 6–8.
The budget includes $1,000 for hay, fresh greens and vegetables, and rabbit pellets; $150 for litter; $108 for cleaning consumables; and $672 for an enclosure, care-area equipment, enrichment, and instructional supports. Annual estimates reflect 52 weekly purchases of greens, 12 monthly purchases of bulk hay and pellets, and six litter purchases made every other month. These supplies will support continuity of care throughout the year, including school breaks.
A new hexagonal exercise enclosure will create a defined space for Toodles’ care and supervised enrichment. Protected cushioning beneath a washable floor covering, along with washable blankets, will support a comfortable, maintainable environment. Hay feeders, water bowls, a litter pan, and a handheld vacuum will support daily care and cleanup.
A hide, foraging puzzle, and chew materials will provide appropriate enrichment. Labeled storage, reusable checklists, and a visual timer will help students practice organizing materials, initiating tasks, following routines, and checking their work.
Consumables will sustain the daily responsibilities that make this learning meaningful, while durable materials will remain available for future classes. All student participation will be supervised, with adult responsibility for care outside school hours. Veterinary services are not included.
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Hay: monthly @ $20 x 12
$300
leafy greens: weekly @ $10 x 52
$520
rabbit pellets: monthly @ $15 x 12
$180
litter bi-monthly @ $25 x 6
$150
cleaning supplies: baby wipes, paper towels, garbage bags, vinegar
$108
hex enclosure
$110
floor covering
$109
feeding supplies: hay and pellet feeders, water bowl
