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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Provide students with hands-on access to clay, glazes, and firing tools so they can build fine motor skills, master foundational 3D sculpting techniques, and complete functional or expressive artwork from start to finish.
This project transforms our classroom into a fully functional ceramics studio by activating our existing,
underutilized kiln. Over a 6-to-8-week unit, middle school art students will move away from digital screens to
engage in raw, tactile learning. Students will research global and local historical artifacts, design their own
concepts on paper, and then learn the technical, physical engineering required to turn wet clay into structural,
permanent ceramic vessels. The unit will conclude with a school-wide gallery exhibition where students present
their finished work.
This ceramics project offers deep academic, emotional, and physical benefits tailored specifically for the middle school developmental window. Academically, students engage in practical STEM concepts as they apply spatial reasoning to engineer 3D structures and observe the material science of kiln firings. Emotionally, the deeply tactile, screen-free nature of clay serves as a powerful therapeutic tool that reduces stress, improves focus, and builds psychological resilience as students learn to troubleshoot structural failures. Finally, the project builds fine motor dexterity through hand-building techniques and fosters collaboration as students manage a shared studio space and connect with global history by sculpting culturally inspired vessels.
The primary purpose of this $1,500 grant is to activate an idle piece of school infrastructure—our classroom’s existing ceramic kiln—to establish a fully functioning, safe, and professional 3D art studio for 160 middle school students. While our facility has the capability to fire clay, our standard department budget cannot absorb the high cost of bulk raw materials and the specialized tools required for large student volumes. This funding directly bridges that financial gap. It will supply non-toxic low-fire art clay, food-safe glazes, and durable studio equipment. By transitioning students away from digital screens and into hands-on engineering, this project targets three critical funding priorities: Infrastructure Utilization: Maximizing the return on existing school assets (the kiln). Academic Innovation: Providing cross-curricular, tactile lessons in STEM (mineral vitrification and glaze chemistry) and world history. Social-Emotional Wellness: Offering a screen-free, therapeutic studio experience that improves student focus and reduces adolescent stress.
Level Up * Play * Progress * Power Up is EVG's K -5th grade's theme to build consistent, age appropriate habits, celebrate effort, and make progress visible when using iReady. The purpose of Level Up is to increase student engagement, effort, and consistent completion of iReady lessons through an individualized, game-based theme incentive system. Some students have difficulty with motivation, complete only the minimum iReady work, or may rush through lessons. This project provides meaningful, ongoing motivation for students to take ownership of their learning by focusing on setting goals, understanding experience points and motivates through perseverance. It supports academic achievement, student growth, personalized learning, and increases student engagement.
Students will earn experience points (XP), level up, earn badges, build streaks, reach personal-best goals, and receive individual rewards for i-Ready progress and effort. The system provides multiple ways to experience success. Students are rewarded for completion, effort, consistency, improvement, and achievement rather than simply being the highest-performing students. The Literacy Coach will team with teachers and students to set expectations, monitor iReady progress, provide feedback, recognize effort, and help students establish individual goals as iReady lessons provide personalized instruction based on student's individual needs. The Level Up incentive system is built to reinforce a student's willingness to participate in the principle of "your effort today =your success tomorrow", and encourages them to apply effort and perseverance.
Students will demonstrate increased iReady lesson completion, stronger effort, greater consistency, improved lesson-passing rates, and increased ownership of their learning. iReady data will be reviewed weekly and compared throughout the year to monitor lesson completion, pass rates, and student growth. Evidence includes iReady lesson data, student progress toward individual goals, Level Up records, streaks, badges earned, and teacher observations.
Funding for this project will provide the materials and student incentives needed to make the Level Up system engaging and sustainable, including individual recognition materials, badges, certificates, Golden Tickets, snacks and small rewards. The system is designed to build character, as every student can earn recognition based on their own individual effort, progress, and achievement rather than competing against classmates. Thank you for your consideration in funding Level Up * Play * Progress * Power Up for Everglades City School K-5 students.
448.65
500 Piece Video Game Stickers [Ukedol-Amazon]
8.99
M&M's Milk Chocolate Candies 1.69 oz. pack of 36 x2 [M&M Amazon]
73.38
100 piece video game colorful multicolor pen [LiYiQ-Amazon]
29.99
Frito-Lay Fun Times Mix Variety pack 40 ct x2 [FritoLay Amazon]
For the past two school years, The Wave was recognized as a "Distinguished Site" by SNO Sites. In 2025 The Wave was one of only five schools in Florida and one of 73 in the entire nation. This legacy continued into the 2026 school year being one of seven in Florida and one of 84 across the country to earn the recognition of outstanding journalism.
Our goal is to continue to be a nationally recognized publication as a "SNO Distinguished Site" in the 2027 school year.
(Written by editors from The Wave)
From traditional newspaper writing, to podcasts, to video segments, our publication aims to amplify the voices of students. We not only cover school-related matters but also feature interesting people and stories from the greater SWFL area. Additionally, we discuss newsworthy events taking place in our county, state, and nation, all from the perspective of our generation.
The Wave staff studies the NSPA Model Code of Ethics for HS Journalists, the Society of Professional Journalists Code of Ethics, and the ONA Social Newsgathering Ethics Code. The editors base their story decisions and policies on these standards.
(Written by editors from The Wave)
SNO Sites provides our journalism program with a foundation that extends far beyond simply publishing a school newspaper. Its curriculum and lessons cover writing and reporting, multimedia, ethics and the fundamental principles of journalism, giving students the opportunity to develop skills that can follow them well beyond high school.
(Written by editors from The Wave)
Although MIA is located in a tight-knit community on a destination island, many of the students that attend the school come from families with humble beginnings that work extremely hard to support one another.
We believe that every student at MIA deserves to experience the same opportunities as their peers and we rightfully attempt to provide them. Yet, there are roadblocks to funding them, as charter schools must fundraise to merely operate our buildings and support our budgets each year.
Grants such as these provide tremendous help in financially supporting students' passions, and connects us back to the true reason we are all invested in education.
The impact of this funding reaches the 30+ students who work on The Wave, the 275+ students that attend Marco Island Academy, and the local community. The Wave has reached more than 100,000 visitors in the past year, meaning that the work made possible through funding these platforms has the potential to inform tens of thousands of readers about the people, events, issues and accomplishments that shape our school.
(Written by editors from The Wave)
The goal of the Reading Café is to increase students’ excitement, confidence, and engagement in reading while strengthening essential second-grade literacy skills. Through high-interest books, decodable texts, hands-on phonics and sight-word activities, reading-response writing, and incentives that celebrate growth, students will have additional opportunities to practice reading in a fun and supportive environment. The ultimate goal is to help students improve their reading fluency, comprehension, phonics skills, and high-frequency word recognition while developing a lifelong love of reading.
The Reading Café will provide students with an engaging way to begin their morning while building important literacy skills. Students will have opportunities to select activities based on their reading level, interests, and individual learning needs. They may read independently or with a partner using decodable readers, high-interest books, beginning chapter books, and Sunshine State Young Readers Award books. Students will also participate in hands-on phonics, word-building, and sight-word games that reinforce skills taught during our daily reading instruction.
LED writing tablets will allow students to practice high-frequency words, spelling patterns, vocabulary, and written responses in an exciting, reusable format. Reading-response journals will encourage students to think and write about what they are reading, strengthening comprehension and making connections between reading and writing.
To build excitement and motivation, students will also work toward reading milestones and earn reading-themed bracelets, dog tags, and other recognition for their effort, participation, and growth. The Reading Café will create a welcoming community where students of all reading levels can experience success, practice skills at their own level, share books with classmates, and discover the joy of becoming stronger, more confident readers.
The Reading Café will benefit all 20 students by providing additional opportunities to practice essential literacy skills in an engaging, low-pressure environment. Students will have the opportunity to come into the classroom before the school day begins, giving them a positive, calm, and welcoming start to their morning while engaging in meaningful reading activities.
Students will strengthen phonics, decoding, high-frequency word recognition, fluency, vocabulary, comprehension, and written-response skills through books and activities that meet a variety of reading levels and interests. Student choice, hands-on literacy games, partner reading, and engaging materials will make reading practice something students look forward to. Students who need additional support can practice foundational skills, while more advanced readers can challenge themselves with chapter books and higher-level texts.
The Reading Café will also provide a sense of belonging and community as students read, learn, and celebrate their progress together. By recognizing effort, growth, and reading milestones, students will build confidence and begin to see themselves as successful readers. The goal is for students to enter the school day feeling calm, connected, confident, and ready to learn, all while developing a greater love of reading.
Grant funding will be used to purchase a variety of literacy materials to create and support our Morning Reading Café. Funds will provide decodable and phonics readers for students developing foundational reading skills, high-interest books and beginning chapter books for independent reading, and Sunshine State Young Readers Award books to expose students to engaging, quality literature.
Funding will also provide hands-on phonics, sight-word, and literacy games that allow students to practice essential reading skills independently and with peers. Reusable LED writing tablets will give students an engaging way to practice high-frequency words, spelling patterns, vocabulary, and written responses, while reading-response journals will provide opportunities for students to demonstrate comprehension and reflect on their reading.
A small portion of the funding will be used for reading-themed dog tags, bracelets, and awards to recognize student effort, growth, participation, and reading milestones. These incentives will help build excitement and encourage students to set and work toward individual reading goals.
Together, these materials will create a sustainable Morning Reading Café that provides students with choice, differentiated literacy practice, and a positive, welcoming environment before the school day begins. Each purchase directly supports the goal of building stronger, more confident readers who are excited to read.
386.17
Pete the Cat: Big Reading Adventures – 5 Book Set
14.49
Phonics Word Family Build Books – 40 Piece Set
24.99
Sight Word Bingo Literacy Game
9.99
Reading & Sight Word Literacy Game Set
44.99
Wooden Magnetic Phonics/Word Building Game
19.99
CVC Word Writing & Spelling Game
14.99
Pete the Cat Phonics Readers – 12 Book Set
8.50
Read & Rhyme Phonics Flip Books – 40 Piece Set
24.98
The Bad Guys Beginning Chapter Book Set
16.94
Pigeon Books – 9 Book Set
32.98
Vampire Jam Sandwich – Sunshine State Reader
16.10
The Great Dinosaur Sleepover – Sunshine State Reader
18.60
Bored Panda – Sunshine State Reader
15.29
LCD Writing Tablets – 24 Pack
44.99
Reading Motivational Bracelets
11.59
Reading Achievement Dog Tags/Awards – 120 Piece Set
The goal of my project is to enable students to play various thinking skills games during our monthly LIM school wide club day. Through the use of games the students will be able to enhance their logical and critical thinking skills.
The students will be given a variety of games to choose from to play across grade levels in order to build thinking skills.
Board games and thinking skill games provide significant cognitive, and academic benefits for students. Through the blending of entertainment with structured challenges, these games will act as a powerful workout for the brain while helping students apply classroom concepts in a relaxed, low-stakes environment.
The purpose of funding for this grant is o purchase a variety of durable, high-quality strategy games, and abstract logic puzzles. These games will help students synthesize complex skills, build strong reading and mathematical comprehension, practice teamwork, and develop emotional resilience during decision-making that will be made while playing games.
Kindergarten students love to sing and move! The goal of this project is to use HeidiSongs to help my students learn important sight words, phonics skills, and math concepts in a fun and memorable way.
For many five- and six-year-olds, simply seeing a word or practicing a skill on paper isn't enough. They need to hear it, see it, say it, and move with it. HeidiSongs combines catchy songs with movements and visual cues to give children another way to remember what they are learning. The visual, auditory, and hands-on learners are all engaged.
My goal is for students to take what they learn through the songs and use it independently when they are reading, writing, and doing math.
HeidiSongs will become a fun part of our regular kindergarten day. As I introduce new sight words, phonics skills, and math concepts, students will sing and move along with the corresponding songs. We can also bring favorite songs back when students need extra practice or a quick review.
For example, when we are learning a new sight word, students won't just look at the word and try to memorize it. They will see the word, sing it, spell it, and use movements that help them remember it. Then we will look for the word in books and use it in our own reading and writing.
We will use the phonics songs in the same way to practice letter sounds, blending, word families, and other skills we are learning. Math songs will give students another way to practice numbers, counting, patterns, shapes, and beginning addition and subtraction.
The best part is that every child can participate. Even students who aren't ready to answer a question in front of the class can sing and move along with us. I want to hear them singing the catchy songs and learning the sight words and math concepts each day.
HeidiSongs helps my students remember skills that can be difficult for kindergarten children to master through paper & pencil practice alone. Music and movement make repetition enjoyable, which means we can practice important skills again and again without it feeling like drill work.
I will look for growth in students' sight-word recognition, phonics skills, reading and writing, and the math concepts we practice with the songs. I can measure this through the assessments and skill checks I already use in my classroom, along with student work and my observations during instruction.
Most importantly, I will know the project is working when I see students make the connection themselves — recognizing a sight word while reading, remembering a sound when trying to write a word, or using something they learned in a math song to solve a problem. We all know how songs get stuck in our heads. These songs will help them succeed on district sight word and math assessments.
Grant funds will be used to purchase a HeidiSongs subscription for one year of access. Providing 1000s of song resources for sight words, phonics, and math. These materials will be used daily throughout the school year as new skills are introduced and for review when students need additional practice.
Kindergarten students have lots of wonderful ideas, and I want them to learn from the very beginning that their thinking matters! The goal of Learning Can Be Sticky! is to give my students simple tools to help them see, share, and record their learning.
Large Post-it easel pads will allow us to create anchor charts together during reading, writing, phonics, math, and other areas of our kindergarten day.
Small Post-it notes will put that same idea directly into students' hands. Even beginning readers and writers can use a Post-it to draw a picture, write a letter or word, mark an important page in a book, make a prediction, or record something they notice.
The large Post-it easel pads will be used to create anchor charts with students throughout the school year. As we learn a new skill or concept, we will record our ideas together. Instead of displaying a chart that is already completed, students will get to help build our charts as we learn. Because the charts are large and can be displayed around the classroom, students can return to them when they need help remembering something we have learned.
Students will also have small Post-it notes to use during their own learning. During reading, they might mark a favorite part of a story, identify a sight word, record a prediction, draw something they noticed, or save a thought they want to share. During writing, math, science, and other lessons, Post-its can be used for quick responses, sorting ideas, answering questions, and showing their thinking.
As kindergarten students grow as readers and writers, the way they use their Post-its will grow too. A child who begins the year recording an idea with a picture may later be able to record that same thinking with words or a sentence. They will realize the value of recording their great ideas.
will help make learning visible in our kindergarten classroom. Students won't just hear information from their teacher—they will help create it, talk about it, record it, and return to it later.
The anchor charts will give students a visual reminder of what we have learned and encourage them to become more independent thinkers. They will learn to use their "resources". The individual Post-it notes will give every student a way to participate and share an idea, including children who may not be comfortable speaking in front of the whole class.
I will see the impact of the project through students' participation, their individual Post-it responses, classroom work, and their increasing ability to use our anchor charts independently. As the year progresses, I expect to see students move from pictures and beginning letters to words and sentences as they learn to record and explain their thinking.
Grant funds will be used to purchase large Post-it Super Sticky Easel Pads for creating classroom anchor charts and smaller Post-it notes for individual student use.
Both materials will be used across the curriculum throughout the school year. The large pads will allow us to create and display our learning together, while the smaller Post-it notes will give each child an opportunity to record and share individual ideas.
153.33
2 sets of Post-it large sticky note pads - 120 pages total
119.98
54 pads lined sticky notes 4x6 in
23.99
Tax
9.36
Bounce Back Otters! Building Resilience Through Recognition
The goal of this project is to create a school culture where students understand that effort matters, mistakes are part of learning, and perseverance is something to celebrate. We are hoping to purchase Tumble Tykes weighted-bottom toys to use as a special recognition for our Students of the Month. These unique toys may tumble when pushed but are designed to always return to an upright position. They provide a fun representation of one of the most important lessons we can teach children: we may stumble, struggle, or make a mistake, but we can get back up and try again.
Our Otters of the Month are recognized not simply for academic achievement, but for demonstrating the qualities of resilience, perseverance and hard work.
Each month a student from every classroom will be selected as the Student of the Month, which based on our mascot, we call the ‘Otter of the Month’. This student will be chosen by their teacher or classmates and recognized for the choices they make and the effort they put forth in the classroom. ‘Otters of the Month’ will be recognized on the school news, and in their classroom with a certificate and an Otter Tumble Tyke. Student pictures will also be posted on a bulletin board both as a recognition of the student, and as a motivation to other students. When presenting the award, we will emphasize that the student is being recognized for more than simply having a good month, they are being recognized for the choices they make and the effort they put forth. When students receive a Tumble Tyke, we can connect the award to the character traits that earned them the award. The Tumble Tyke will then serve as a physical reminder of their resilience and perseverance.
Elementary school is a time when children are learning how to handle challenges, mistakes, disappointment, and frustration. A student may struggle with a difficult assignment, make a poor choice, lose a game, have trouble solving a problem, or feel like giving up. We want students to understand that ‘tumbling’ isn't failing and getting back up is something to celebrate. The Tumble Tyke will become a small but powerful reminder that resilience is a skill we can practice. We hope that receiving a Tumble Tyke will make each Student of the Month feel proud while also sending a message to the entire school community:
“We notice when you keep trying. We notice when you make positive choices. We notice when you get back up.”
Your support will allow us to purchase 180 Otter Tumble Tykes to recognize our Students of the Month throughout the school year. Each toy will represent more than an award—it will represent hard work, perseverance, positive choices, and the belief that every child can bounce back from a challenge.
The primary goal of this project is to integrate a high-definition document camera into daily classroom instruction to transition from static, passive learning to a dynamic, visual, and highly interactive educational environment. This project address the classroom need of visual equity and accessibility. In a standard classroom setup, students in the back rows or those with visual processing differences often struggle to see small text, detailed illustrations, or teacher based manipulatives. A document camera ensures every student has a "front-row seat" to learning materials. This satisfies the school's priority of providing equitable learning environment through technology.
The document camera will be seamlessly integrated into daily core instruction. Every lesson will incorporate the camera during the transition from direct instruction to guided practice with high definition clarity. For example, a math lesson will use the camera to display textbook examples, guided notes and practice in greater detail. This ensures that visual modeling directly reinforces the specific daily learning objective. The teacher will place a scientific calculator under the lens to show students exactly which keystroke sequences are needed to input exponents, roots, or scientific notation.
Benefits of the project is for students to increase their conceptual understanding of complex topics through real-time, visual step-by-step modeling. Expected outcomes is an increase in student engagement and student improvement of procedural and complex mathematical skills. Students benefits will be measured by their performance on homework, formative assessments and state assessments at the end of the year.
The requested funding for a high-definition document camera serves as a direct investment in the visual equity, engagement, and conceptual understanding of 8th-grade math students. In Pre-Algebra, Algebra, and Geometry students must master highly visual, multi-step procedures-such as isolating variables, graphing lines, transformations, geometric constructions, etc. By funding this single tool, the classroom ensures that every student, regardless of where they sit in the classroom, has a front-row seat to precise mathematical modeling and a platform to build their confidence in math.
334.06
IPEVO VZ-R HDMI/USB 8MP Document Camera
$334.06
Plugged Into Learning
Jennifer Torkelson
ID-3842
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The primary goal of this grant is to ensure uninterrupted learning and equal digital access by acquiring a dedicated class set of computer chargers. This grant would also help reduce wear and tear on student-laptops and their take-home chargers by keeping a dedicated, high-quality power supply safely secured within the classroom.
Students will be able to have a dedicated classroom spot where their laptops can be properly charged. Students will no longer have to lose instructional time because their school-issued laptops have died mid-class.
The main benefit of this grant would be to empower every student having the ability to gain equal access to a working device, regardless of whether they remembered to charge it at home. It also will create a dedicated space for properly charging laptops for student testing and daily activities in mathematics and other various subject areas.
The purpose of funding for this grant is that it will ensures seamless implementation of online activities, online assessments, collaborative projects, and interactive learning software daily in the classroom.
338.00
Charger Compatible with HP Laptop Chromebook 65W 45W USB C Power Adapter
The goal of this project is to provide my special needs students with a privacy shield to create a focused learning environment that supports assessments and independent work centers. These privacy shields will help my students maintain concentration and reduce distractions during essential academic tasks.
My students will use their privacy shields during the school day during independent learning activities. The shields will provide each student with a private workspace that helps minimize distractions and helps them focus on their task. They will also be able to practice test-taking strategies that prepare them for district and state assessments.
By introducing physical boundaries during critical academic tasks, this learning aid will minimize visual and auditory clutter, promote deep focus, maintain student confidentiality, and increase confidence for various learning needs.
Students will also benefit from academic honesty with routine use of their privacy shield during assessments to establish a standard testing perimeter. There are many times during the day when students need to share a table space and privacy shields would transform this area into workspace carrels during independent activities. Finally, privacy shields will promote self-regulation by empowering students to proactively retrieve a privacy shield whenever they feel overstimulated and require a quiet space to process information.
I am requesting $69.99 to purchase 30 waterproof privacy shields. This will ensure that each one of my students have the opportunity to have their own privacy shield to utilize in their class or small groups during assessments and independent work activities.
69.99
Black 30-Pack Desk Dividers
69.99
B.E.S.T. Reading Books for Enriching 4th graders at PCR
The goal of this project is to expand my fourth-grade classroom library by purchasing a collection of age-appropriate classic novels that will introduce students to a wide array of genres, authors, characters, settings, and perspectives. This request will help to build a stronger collection of high-quality literature that students can access throughout the school year. Incidentally, the titles being sought are those that have been placed on a curated list by the Florida Department of Education’s reading list to support the mastery of Florida’s B.E.S.T. Standards for fourth grade.
These specific titles include a wide range of options that align with our reading, writing and comprehension benchmarks.
Additionally, at the fourth-grade level, students are developing greater independence as readers and beginning to discover the types of books and genres that capture their interests. Providing a variety of classic novels will encourage my students to explore beyond familiar reading choices while developing a lasting appreciation for literature.
These new books will become part of our classroom library and will be available for both independent reading and teacher-guided instruction. Students will have opportunities to select books based on their individual interests and reading levels while exploring genres such as adventure, mystery, historical fiction, fantasy, humor, and realistic fiction.
Selected novels will also be incorporated into classroom read-alouds, literature discussions, reading responses, and small-group activities. Students will have opportunities to compare characters, settings, themes, conflicts, and writing styles across different books. Rather than simply reading for comprehension, students will learn to think critically about literature and make meaningful connections between texts and their own experiences.
This project will provide students with increased access to engaging, high-quality literature and help foster a lifelong love of reading. Because excerpts from these titles are frequently used on state-assessments, students will be equipped with critical background knowledge and quality experiences with suggested titles. A diverse collection of classic novels will:
• Increase students' exposure to a variety of genres, authors, writing styles, and perspectives.
• Strengthen reading comprehension, vocabulary, fluency, and critical-thinking skills.
• Provide opportunities for students to discuss literature and learn from one another.
• Build background knowledge and introduce students to stories that have remained meaningful across generations.
• Give students greater choice and ownership in their reading.
Most importantly, this project will help create a classroom where books are readily accessible and reading is viewed as an enjoyable and meaningful experience. By placing a broad selection of classic literature within students' reach, I hope to inspire curiosity, confidence, and a genuine love of reading.
his project will provide students with increased access to engaging, high-quality literature and help foster a lifelong love of reading.
I am requesting $1,269 to purchase a class set collection of fourth-grade-appropriate classic novels for our classroom library. These books will be used throughout the school year, shared amongst the entire grade level and will continue to benefit future classes of students, making this a lasting investment in literacy and student learning.
Tales from the Odyssey Part 1, 30 copies $218.70
Tales from the Odyssey Part 2, 30 copies $269.70
The Castle in the Attic, 30 copies $227.70
Homer Price, 30 copies $251.40
Where Was Patrick Henry on the 29th of May? $299.70
1269
Tales from the Odyssey Part 1, 30 copies
219
Tales from the Odyssey Part 2, 30 copies
270
The Castle in the Attic, 30 copies
228
Homer Price, 30 copies
252
Where Was Patrick Henry on the 29th of May? - 30 copies
300
Read, Roar, and Grow! A Wild About Learning Reading Incentive Program
Students need meaningful opportunities to practice and strengthen their reading skills. The purpose of my project is to motivate and encourage students to become confident, engaged readers by celebrating their reading growth and achievements through the Wild About Reading Brag Tag Incentive Program. Instead of viewing reading practice, i-Ready lessons, and reading goals as routine tasks, students will have exciting incentives that recognize their effort, perseverance, and progress. Brag Tags will provide students with a fun and meaningful way to celebrate accomplishments such as completing i-Ready lessons, meeting reading goals, demonstrating growth, and showing perseverance. Creating an engaging and positive reading culture where students are excited to read, grow, and celebrate their success is an important goal I have for OES students!
Brag Tags and reading incentives will be used to motivate and encourage students during reading instruction and independent practice. Through the Wild About Learning Reading Brag Tag Incentive Program, students will have opportunities to earn recognition for completing i-Ready reading lessons as a class with 80% pass rate. Students will meet individualized reading goals, demonstrate growth, show perseverance, and participate in reading activities. With continued practice and positive reinforcement, students will be able to build upon their increasing reading knowledge, strengthen important literacy skills, make measurable progress, and become more confident readers. Students will have fun while working toward their reading goals and earning Brag Tags that celebrate their accomplishments through their iReady Journey. These incentives and materials will be used to promote a positive reading culture where students are excited to read, grow, and celebrate their success.
If this project is funded, I anticipate increased student engagement, motivation, and confidence in reading, along with measurable growth in reading achievement. Student progress will be monitored through i-Ready Inform data, reading assessments, classroom performance, and individual reading goals. Most importantly, this project will help students recognize their own success and understand that consistent effort can lead to meaningful growth.
The Wild About Learning Brag Tag Incentive Program will help transform reading from a task students are expected to complete into an accomplishment they are excited to achieve. By making reading growth visible, rewarding, and worth celebrating, students will be encouraged to develop positive reading habits and persevere when learning becomes challenging. Creating a sustainable program that continues to inspire students to read, grow, and celebrate their success will help instill a love a reading!
Funds will be used for the following brag tags:
Cruising the Jungle Brag Tag
Wild About Reading Brag Tag (Safari Print)
Adventure Book Reader Brag Tag
Elephant Secret Brag Tag
Tiger Roar Brag Tag
Giraffe "You Did it!" Brag Tag
Snake "Most Growth" Brag Tag
Wild About Reading (Cheetah Print)
The total requested is $840.00.
The goal of this grant is to strengthen my mission as the School Counselor at Sabal Palm Elementary School (SPE). In alignment with the CCPS District School Counseling Mission to identify and reduce barriers to learning while promoting student success, my focus is to help create a school environment where every child feels happy, safe, supported, and eager to learn.
A positive student experience is strengthened by educators who also feel valued and supported. During the 2026–2027 school year, I plan to continue staff wellness initiatives such as Self-Care Bingo and “Coffee with the Counselor.” These efforts provide opportunities to connect with teachers, faculty, and staff, promote wellness and morale, and strengthen partnerships with community organizations such as Champions for Learning.
By investing in the well-being of our educators, we strengthen the entire school community. This grant will help create meaningful opportunities for staff to feel appreciated, connected, and encouraged so they can continue providing the supportive environment our students need to thrive.
“Coffee with the Counselor 2.0” will provide teachers and staff with a safe, welcoming space to pause, recharge, and connect. Hosted in the counseling office, staff will be invited to stop by for a brief check-in—whether for five minutes or fifteen—to enjoy conversation, encouragement, or simply a quiet moment with a fresh cup of coffee.
Each session will also provide helpful resources focused on self-care, coping strategies, counseling updates, and relevant educational news. This initiative is designed to support those who give so much of themselves each day, reminding our educators that their well-being matters and that taking time to recharge strengthens their ability to support and inspire our students.
If awarded, this grant will have a meaningful and lasting impact on staff well-being, connection, and school culture at Sabal Palm Elementary. By supporting the educators who support our students each day, “Coffee with the Counselor 2.0” will help strengthen the entire school community. Benefits include:
Fostering a stronger sense of belonging, connection, and support among SPE staff
Encouraging the exchange of experiences, ideas, resources, and best practices
Increasing awareness of self-care, healthy coping strategies, and available supports
Creating opportunities for collaboration and relationship-building
Strengthening communication across staff and departments
Reducing the stigma associated with seeking help and normalizing conversations about mental health and well-being
Supporting staff morale and helping educators feel valued, appreciated, and encouraged
Promoting a positive and supportive school culture that allows educators to be more present and engaged with students
Creating a ripple effect in which supported educators are better equipped to foster safe, positive, and successful learning environments for every child
Ultimately, investing in the well-being of our educators is an investment in our students. When staff feel connected, supported, and valued, they are better positioned to help students feel the same.
Grant funds will be used to support “Coffee with the Counselor 2.0” by purchasing coffee, beverages, light refreshments, self-care materials, and supplies for staff wellness activities. Funds may also support printed resources and small items that promote connection, encouragement, and staff well-being throughout the 2026–2027 school year. All purchases will directly support the program’s goal of creating a welcoming and supportive space for SPE educators.
The goal is to provide students with a set of headphones that will improve their focus while on their school-assigned devices.
Students will use headphones with their school provided laptops in the classroom and technology lab. Headphones will be used to increase focus and engagement with online programs such as iReady. Devices are also used for state and district progress monitoring.
Students will learn responsibility by taking care of their headphones and storing them carefully in their cubbies.
Headphones will give each student the ability to participate in their online learning without outside disturbances. Students will focus on instruction and information without having overlapping sounds from other students and their computers.
My goal is provide our students with amazing prizes they can use their Bulldog Bucks to win! Our Middle School students love gift cards, drones, led lights, fishing poles, tackle, and sports equiptment!
Every quarter we put buckets out with prizes on them. We have a sixth, seventh, and eighth grade bag for students to put their Bulldog Bucks in. This way a student from each grade level wins that prize. We give away gift cards to their favorite places such as McDonalds, Chick Fil A, Lululemon, Nike, and so much more!
Students work really hard to earn their Bulldog Bucks by completing homework, participating in class, and going above and beyond the expectations at school. They really love these quarterly drawings!
Our Positive Behavior system promotes good behavior at school and follows our School Improvement Plan of respecting our school. Students earn Bulldog Bucks for following Oakridge's expectations and going above and beyond. The Bulldog Bucks gives our students incentives for doing the right thing!
This project is schoolwide and all students at Oakridge will benefit from the Positive Behavior Program!
To provide all second grade students with a personal dictionary that includes 500 sight words and blank lines for new words to be added as students learn more throughout the year!
The personal dictionaries provide spelling and writing support for second grade readers and writers. The dictionaries also provide differentiation by enabling students at different levels to compile lists of words meaningful and appropriate to them and their level. Students can also use these dictionaries to organize lists of content-area vocabulary to help enrich their writing and comprehension. A section in the back of the book provides personalized pages where
students can add the names of friends, family members and other meaningful words.
Alphabetization, spelling, word recognition, vocabulary development and dictionary skills will be reinforced daily though the use of these personal dictionaries.
I have used these dictionaries previously and they are amazing. Students build independence through the use of these dictionaries and by the end of the year are able to add their own words and vocabulary after practicing in our daily reading and writing routines.
These dictionaries also help to improve student spelling and I find that they help motivate students to WANT to write because they are not worried about unfamiliar spelling rules they have yet to master.
For students who struggle with reading and writing, it is a great academic tool in helping them to practice unfamiliar words and for students who are doing well, it allows them to organize new vocabulary to enrich their writing.
By the end of the year, these dictionaries will be an academic tool that has adapted with them throughout every subject and can be delivered to their third grade teachers as a resource to continue to use as well.
This budget is for 100 ''Words I use When I Write'' dictionaries, to provide one to each student within second grade.
449.90
Words I Use When I Write Dictionary (4.09 per book at 100 books)
409.00
Shipping and Handling
40.90
Hands-On Literacy Intervention for Middle School ESE Students
The purpose of my project is to provide my ESE students in grades 6–8 with engaging, hands-on opportunities to practice and strengthen essential English Language Arts skills. As an ESE inclusion teacher, I support students within general education classrooms who often need additional repetition, explicit instruction, and different ways to access grade-level content. This project will provide interactive materials that can be used to reinforce skills such as vocabulary, context clues, reading comprehension, inference, text evidence, figurative language, grammar, sentence structure, and writing. My goal is to make challenging ELA skills more accessible and engaging while helping students build the skills and confidence they need to be successful in their grade-level classrooms.
Students will use the materials during small-group instruction, targeted intervention, and push-in support within their general education ELA classrooms. I will use games, manipulatives, task cards, reusable activities, and other interactive resources to provide additional practice with skills that students are struggling to master. Activities will be differentiated based on individual student needs and aligned with the skills and standards being taught in the classroom. Instead of relying solely on worksheets, students will have opportunities to interact with the content, explain their thinking, practice with peers, and receive immediate feedback. Because I work across multiple classrooms and grade levels, the materials will be portable and allow me to provide meaningful literacy support to many students throughout the school year.
If my grant is funded, my students will have increased opportunities to practice and master important ELA skills in a way that is engaging and accessible to them. I expect students to demonstrate improved performance in areas such as reading comprehension, vocabulary, inference, text evidence, grammar, and written expression, as well as increased confidence when participating in ELA instruction. I will measure student progress through classroom assignments, teacher-created assessments, exit tickets, small-group activities, and ongoing progress-monitoring data. This information will help me identify skills that students have mastered and areas where additional instruction or reteaching is needed. Ultimately, I want students to become more confident and independent learners who are better able to access and succeed with grade-level ELA content.
Grant funds will be used to purchase interactive ELA materials that will become a portable literacy intervention toolkit for my ESE students in grades 6–8. The materials will be used across multiple general education classrooms to provide targeted practice in vocabulary, reading comprehension, inference, text evidence, figurative language, grammar, sentence structure, and writing. Requested items will include reusable and hands-on instructional materials such as ELA task cards, vocabulary and word-study resources, reading comprehension activities, sentence-building materials, dry-erase supplies, and interactive literacy games. These materials will allow me to differentiate instruction, provide additional practice, and reteach difficult skills in a way that is engaging for students with diverse learning needs.
597.89
Scholastic 100 Task Cards in a Box: Literary Text — high-interest passages and comprehension questions (2)
75.00
Scholastic 100 Task Cards: Text Evidence — practice citing evidence from text (2)
68.38
100 Task Cards in a Box: Figurative Language (2)
67.98
100 Task Cards: Context Clues (2)
22.02
100 Task Cards: Greek & Latin Roots (2)
12.74
hand2mind Morphology Wall Card Set — 107 cards for prefixes, suffixes and roots
59.18
Carson Dellosa Sentence Building Game — hands-on sentence/grammar practice
36.78
9" × 12" Dry-Erase Lap Boards, 12-pack
58.56
C-Line Reusable Dry-Erase Pockets, 25-pack
49.09
Strategic Writing Mini-Lessons for All Students, Grades 4–8
39.00
Scholastic 100 Task Cards in a Box: Informational Text — short nonfiction passages + comprehension questions
33.99
Scholastic 100 Task Cards in a Box: Making Inferences — inference practice with short passages
33.99
Scholastic Hi-Lo Nonfiction Passages for Struggling Readers, Grades 6–8 — differentiated nonfiction passages with questions
17.79
72 Scented Reading Bookmarks
22.39
Expanding Access to Technology Instruction Through Multi-Screen Learning
The goal of this project is to improve visibility, engagement, and access to technology instruction by adding two large instructional displays to our Computer Applications classroom. The additional screens will ensure that all students can clearly view demonstrations, participate in guided learning, and successfully complete technology-based projects regardless of where they are seated.
In my Computer Applications classroom, students participate in highly interactive lessons involving Microsoft Office applications, entrepreneurship, digital literacy, graphic design, Internet research, and project-based learning. I use the "I Do, We Do, You Do" instructional model to guide students through new skills and technologies.
Our classroom is equipped with a Smart Board; however, due to the size and physical layout of the room, many students seated in the back struggle to see important details during demonstrations. This is particularly challenging during design-based activities where students must closely observe menus, formatting tools, design elements, and step-by-step procedures.
Over the past year, I have explored multiple solutions, including screen-sharing software and student device viewing options. While helpful, they do not provide the same level of engagement and accessibility as large classroom displays.
This project will fund two Toshiba 50" televisions that will be mounted on existing heavy-duty rolling TV stands already available within our school. The displays will mirror instructional content from my teacher workstation and can be positioned strategically throughout the classroom.
These additional displays will provide students with clear viewing access during daily instruction, guided practice, collaborative activities, project demonstrations, and student presentations.
The addition of two instructional displays will create a more equitable learning environment by ensuring every student has a clear view of classroom instruction.
Students will be able to:
-Follow demonstrations more easily.
-Observe detailed design and formatting techniques.
-Complete projects with greater independence.
-Participate more actively during guided instruction.
-Reduce frustration caused by missing key visual details.
-Increase confidence when learning new technology skills.
As a technology teacher, much of my instruction involves modeling. When students can clearly see every step of a process, they are more likely to remain engaged, ask meaningful questions, and successfully apply new skills during independent work.
The project will benefit all students enrolled in Computer Application courses throughout the school year and will continue supporting future students for many years to come.
Our school currently has two heavy-duty rolling television stands available for classroom use. Utilizing these existing resources makes this project highly cost-effective because grant funding can be directed toward the displays themselves rather than purchasing additional furniture.
Funding will be used to purchase two Toshiba 50" televisions and the necessary accessories required to integrate them into our instructional environment. The televisions will function as secondary displays that mirror classroom instruction and improve visibility throughout the room.
The equipment will be used daily and will support hundreds of students annually in developing critical technology, communication, and digital literacy skills.
The goal of this project is to establish a dedicated Sensory Regulation Station within the school counseling classroom to support students' emotional regulation, sensory processing, and readiness to learn. This space will provide students with a safe, structured environment to reset and self-regulate before returning to the classroom, reducing disruptive behaviors and supporting overall social-emotional wellness.
The Regulation Station will be integrated into the daily practice of the school counseling program as a proactive, skills-based intervention space, directly impacting all 658 students at the school. Students will access the station in the following ways:
1) Teacher or self-referral breaks: Students showing signs of frustration, anxiety, or overwhelm may be sent by a teacher, or may request on their own using a break pass, to visit the classroom for a short, structured reset (typically 5-10 minutes) before returning to class.
2) Counselor-led individual sessions: During individual counseling sessions, the counselor will use the space and its tools to teach and practice specific regulation strategies (deep breathing, grounding with sensory stones, visual focus with sensory tubes) tailored to each student's needs.
3) Small group instruction: The station will support small-group social-emotional learning lessons focused on identifying feelings, recognizing triggers, and practicing coping strategies, using the sensory tools as hands-on teaching aids.
4) Post-incident re-regulation: Following a conflict, meltdown, or disciplinary referral, students will use the space to calm down before a restorative conversation or return to instruction, reducing the likelihood of escalation.
5) Skill generalization: The school counselor will explicitly teach students to name their emotional state, select an appropriate tool or strategy independently, and practice a brief regulation routine, building self-regulation skills students can use without adult prompting, both in and out of the school counseling classroom.
● School-wide: As a shared school counseling resource, the Regulation Stations will be available to support all 658 students enrolled at the school, not a single classroom or grade level.
● Reduced disruptive behavior: Proactive access to regulation tools is expected to decrease classroom disruptions, office referrals, and escalated behavioral incidents.
● Improved instructional time: By helping students reset quickly and return to class ready to learn, the stations reduce time lost to dysregulation, conflict, and recovery from incidents.
● Stronger self-regulation skills: Repeated, guided practice with sensory and mindfulness tools builds lasting coping strategies students can apply independently across settings.
● Support for diverse learners: Sensory-based tools benefit a wide range of students, including those with anxiety, sensory processing needs, ADHD, or trauma histories.
● Positive school climate: Visible, well-resourced regulation spaces signal that emotional wellness is a schoolwide priority, supporting a safer and more supportive environment for students and staff.
Budget Narrative:
The requested funds will be used to purchase sensory and regulation materials essential to the functionality of the School Counseling Classroom Regulation Stations. Each item was selected based on its evidence-supported role in supporting sensory processing and emotional regulation for school-age students:
● Flexible Seating (Peanut Sensory Ball, Balance Ball Seats, Washable Sensory Pillows): Supports movement-friendly, body-regulating seating options that help students find a comfortable position conducive to calming and focus.
● Color-Changing Light Cube: Provides adjustable, low-stimulation visual input to help create a calming atmosphere and support relaxation techniques.
● Light Table Sensory Bundle: Offers an illuminated, hands-on tactile experience that encourages grounding and redirects attention away from dysregulated states.
● Liquid Floor Tiles: Provides an interactive sensory experience that engages visual and tactile senses simultaneously.
● Sensory Tubes: Serve as a calming visual tool, allowing students to focus on slow-moving liquid or objects to reduce anxiety and support mindfulness.
● Sensory Windows: Provide an interactive tactile/visual panel for calming sensory engagement.
● Sensory Stones: Provide tactile grounding and fine-motor engagement, useful for students who benefit from touch-based regulation strategies.
These materials are durable, reusable, and appropriate for a wide range of grade levels, ensuring long-term use and sustainability of the Regulation Station beyond the initial funding period. All items directly align with the project's goal of improving students' self-regulation skills and overall social-emotional wellness.
Purpose of Funding:
Funding is requested to establish School Counseling Classroom Regulation Stations within the school counseling program to directly support students' emotional regulation, self-management, and readiness to learn. Many students experience heightened stress, anxiety, or sensory dysregulation throughout the school day, which can interfere with their ability to focus, engage appropriately with peers, and access instruction. This funding will allow the school counselor to create a calming, structured space equipped with sensory tools that give students healthy, proactive strategies to reset before returning to class; reducing office referrals, minimizing classroom disruptions, and fostering a more positive school climate for all 658 students served by the school.
1760.00
Sensory Stones
$33.98
Tilt & Turn Liquid Sensory Windows
$69.99
Liquid Floor Tiles
$199.00
Shake & Soothe Sensory Tubes
$59.99
Light Table Sensory Bundle
$869.00
Color-Changing Light Cube
$299.00
22" Blue Flex-Space Balance Ball Seat
$29.99
22" Green Flex-Space Balance Ball Seat
$29.99
Sensory Peanut Ball
$39.99
Washable Sensory Pillows
$129.00
Turning Blank Pages into Bright Futures: Removing Barriers Through Basic School Supplies
The goal of this project is to ensure that students have the basic supplies they need to be successful in school. Over the past several years, we have seen an increasing number of students arrive without notebooks and other essential materials. As a result, staff members often purchase supplies with personal or departmental funds so students can fully participate in learning. This project will allow us to provide notebooks to students who need them, removing a barrier to learning and helping students come to class prepared, organized, and ready to succeed.
Students who come to school without a notebook will be provided one so they can fully participate in classroom learning. Throughout the year, supplies will be distributed as needed to ensure students have the tools necessary to take notes, complete assignments, and stay organized. Having access to these basic materials allows students to focus on learning rather than worrying about whether they have the supplies required for class.
In ELA, notebooks are not just school supplies. They are where learning happens. Students use them every day to take notes, respond to reading, practice writing, record new learning, and reflect on their growth. They are where students experience both successes and struggles as they work toward mastery. Ensuring that every student has a notebook gives them access to an essential tool for learning and removes a barrier that can impact their ability to participate fully in class.
Funding will be used to purchase notebooks for students who come to school without the supplies needed for learning. This school year, approximately 70 students arrived without a notebook, requiring teachers and departments to use personal and school funds to meet this need. Notebooks are an essential part of learning in ELA, where students take notes, respond to reading, practice writing, document new learning, and track their growth throughout the year. Grant funding will help establish a supply of notebooks that can be distributed to students as needed, ensuring all students have access to this vital learning tool and are prepared to fully participate in classroom instruction.
The purpose of this project is to provide students with exceptionalities a meaningful way to
experience the value of work through recognition and rewards for their participation and
effort. Our students participate in a unique work-based learning program at Moorings Park,
where they are paired with staff mentors and work side by side to develop employability
skills, good work habits, and independence.
Throughout the school year, students will work on the Moorings Park campus alongside staff
mentors in various departments, such as dining services, activities, housekeeping, and
maintenance. Each student is paired with a mentor who provides guidance, models
workplace behavior, and supports skill-building. To celebrate and reinforce positive
participation, students will earn reward points each day they engage in their work
experience. These rewards are symbolic yet meaningful, offering recognition for their effort,
dedication, and growth. Students will be responsible for tracking their accumulated rewards,
promoting accountability and self-management. Student can then redeem their reward points
for gift cards to various locations.
Grant funding would support the development of a meaningful reward and recognition system that encourages students to actively participate in their on-campus work experiences. By earning points for attendance, participation, effort, and demonstration of workplace skills, students receive immediate and tangible recognition for their progress.
The gift cards will be purchased in order for students to receive as positive reinforcement as
a reward system.
2000
Target Gift Cards
1000
Starbucks Gift Cards
200
Barnes and Noble Gift Cards
200
Walmart Gift Cards Gift cards
600
Art Around the World: A Culturally Connected Studio
This project will expand students’ understanding of the world by connecting artmaking to artists, traditions, symbols, and visual storytelling from a range of cultures. Students will study artworks respectfully, identify similarities and differences among artistic traditions, and create original work inspired by techniques—not copied images—from their learning.
The project addresses the need for diverse, high-quality studio materials that help students engage in authentic art experiences beyond basic drawing and coloring. It aligns with Florida Visual Arts standards for connecting art to history and culture, analyzing visual information, and creating art that communicates meaning.
It supports school and district priorities of belonging, cultural responsiveness, literacy, global awareness, and meaningful student engagement.
Throughout the year, students will participate in four connected studio explorations, such as textile-inspired pattern design, paper weaving, Japanese-style ink wash landscapes, and symbolic storytelling through collage. Each unit will begin with visual analysis, discussion, and age-appropriate information about artists and cultural context.
Students will use sketchbooks to generate ideas, learn relevant vocabulary, experiment with materials, and make original compositions. They will work independently and collaboratively, participate in gallery walks, and explain how their work reflects an artistic technique or visual idea they studied. Selected work will become a school display celebrating students’ diverse perspectives.
Students will increase cultural awareness, visual-literacy skills, and confidence discussing artwork. They will learn to approach artistic traditions with curiosity and respect while developing their own creative voice.
Success will be measured through student sketches, final artwork, oral or written reflections, teacher observation, and a rubric assessing artistic vocabulary, thoughtful use of techniques, and connections between art and culture. At least 85% of students will be able to identify one artistic technique or visual tradition and describe how it informed their original work.
Grant funds will provide culturally responsive art references and versatile studio materials for approximately 600 K–5 students. The multicultural art books will support age-appropriate exploration of artists, traditions, symbols, and artistic techniques from around the world. Paint, watercolor, construction paper, origami paper, yarn, weaving tools, collage materials, and adhesive will allow students to respond to their learning through original artmaking experiences. These materials directly support the project goal of strengthening cultural awareness, visual literacy, creative expression, and respectful discussion of art and culture. The requested supplies will be used across multiple units and grade levels, maximizing the grant’s impact throughout the school year.
369.00
Multicultural art reference books, set
82
Tempera paint, gallon set
72
Watercolor sets, classroom pack (x2)
64
Construction paper, assorted 12" x 18", packs (x3)
This project will provide every K–5 student with an accessible introduction to printmaking. Students will design, revise, and create original relief prints that communicate an idea, story, or connection to their classroom learning.
The project addresses a need for reusable, high-quality printmaking materials that allow all students—not only those with materials at home—to experience a process-based art form. It aligns with Florida Visual Arts standards for creating original artwork, using art tools and techniques safely, responding to artwork, and communicating meaning through visual art.
This project supports school and district priorities of student engagement, academic vocabulary, creativity, problem-solving, and equitable access to enriching learning experiences.
Students will explore printmaking through age-appropriate demonstrations of texture, positive and negative space, pattern, composition, and color. They will brainstorm and sketch an idea, transfer it to a soft printing plate, create a relief design, ink the plate, and produce multiple prints.
Younger students will create pattern and nature-inspired prints; older students will use printmaking to communicate personal narratives, community connections, or themes linked to grade-level classroom units. Students will participate in peer feedback, revise their work, and reflect on the choices they made as artists. Finished prints will be displayed in a school gallery or shared with families.
Students will gain confidence using unfamiliar art materials while strengthening fine-motor control, creative risk-taking, visual communication, and perseverance. Because printmaking produces multiple editions, students will also learn that artists can revise, reproduce, and share ideas with an audience.
Success will be measured through completed artwork, artist reflection statements, teacher observation checklists, and a rubric assessing safe tool use, planning, craftsmanship, and ability to explain artistic choices. At least 85% of participating students will complete a print that demonstrates purposeful use of pattern, texture, or composition.
Grant funds will purchase reusable and consumable printmaking supplies for approximately 600 K–5 students. Soft-cut printing plates, rollers, inking trays, and safety tools will allow students to independently plan, carve, ink, and print original relief designs. Water-soluble inks and printing paper provide the essential materials for students to create multiple editions and revise their work. These supplies directly support the project goal of building students’ artistic confidence, creative problem-solving, fine-motor skills, and understanding of printmaking as a visual communication process. The reusable tools will extend the impact of this grant beyond the current school year.
