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.
Browse the open grant applications below. Each card shows the applicant's project, funding progress, and a direct link to contribute. Payments are processed on an external platform — use the Contribute button or copy the payment link from the full application view.
Click View Full Application to read the complete submission details.
Click Contribute to be redirected to the payment platform for that applicant.
Use Copy Page Link in the detail view to share the contribution page.
Applications marked Fully Funded are closed and no longer accepting contributions.
This project will give K–5 students meaningful access to three-dimensional artmaking through air-dry clay and sculpture. Students will use clay to create expressive, durable artworks that communicate identity, culture, imagination, and personal stories.
Many students have limited opportunities to work with clay or build in three dimensions. This project provides a tactile, inclusive learning experience that supports sensory exploration, fine-motor development, spatial reasoning, and creative expression. It aligns with Florida Visual Arts standards for creating, refining, and presenting artwork; using art vocabulary; and connecting art to personal and cultural experience.
The project supports district priorities related to whole-child learning, student voice, engagement, and culturally responsive instruction.
Students will investigate how artists use clay and sculpture to tell stories. They will learn foundational techniques such as pinch, coil, slab, scoring, slipping, joining, texture-making, and surface design.
Primary students will create small imaginative creatures or “kindness bowls” that connect art to social-emotional learning. Intermediate students will design symbolic relief tiles or narrative sculptures inspired by a personal memory, a local environmental theme, or an artist/culture studied in class. Students will plan with sketches, participate in demonstrations and collaborative critique, and write a short artist statement describing their ideas and processes.
Students will develop stronger fine-motor skills, spatial awareness, persistence, and confidence in expressing original ideas. The project particularly benefits students who communicate most effectively through hands-on and visual learning experiences.
Success will be demonstrated through completed sculptures, process photographs, student artist statements, and teacher rubrics measuring planning, use of clay techniques, craftsmanship, and reflection. At least 85% of students will successfully use two or more clay-building techniques and explain how their artwork communicates an idea.
Grant funds will provide clay, tools, work surfaces, paint, sealer, and storage materials for approximately 600 K–5 students to participate in hands-on sculpture experiences. Air-dry clay makes clay instruction possible without requiring a kiln, while tools and modeling mats allow students to safely practice foundational building techniques such as pinch, coil, slab, scoring, and joining. Paint and sealer will enable students to finish and preserve their work, and storage containers will protect works in progress between classes. Each item directly supports students’ development of fine-motor skills, spatial reasoning, persistence, creative expression, and ability to communicate a personal or cultural story through three-dimensional art.
486
Air-dry clay, 25-lb boxes (x6)
174
Clay tools, classroom set (x2)
58
Acrylic paint, assorted classroom packs (x2)
54
Paintbrushes, assorted classroom packs (x2)
38
Clear acrylic sealer, bottles (x6)
48
Modeling mats/nonstick work surfaces, class set
64
Plastic storage containers set for works in progress
This project will provide every K–5 student with regular access to a personal sketchbook and drawing materials for brainstorming, observation, reflection, and creative problem-solving. Sketchbooks will help students see artmaking as a process of developing ideas rather than simply producing a final product.
The project addresses the need for individual materials that promote independence and allow students to practice drawing, visual journaling, planning, and revision. It aligns with Florida Visual Arts standards for generating and developing artistic ideas, refining work through feedback, and reflecting on artistic growth.
This project supports school and district priorities of student ownership, literacy, critical thinking, perseverance, and social-emotional development.
Students will use sketchbooks at the beginning and end of art lessons to respond to prompts, practice observation, plan compositions, record new vocabulary, and reflect on their choices. Lessons will include contour drawing, observational drawing, color experimentation, visual storytelling, and planning for larger projects.
Students will respond to classroom connections such as science observations, reading themes, local environments, or community celebrations. They will select work that shows growth, participate in peer discussions, and set personal art goals. Sketchbooks will remain with students throughout the year, creating a visible record of their artistic progress.
Students will become more independent, reflective, and willing to take creative risks. Regular sketchbook practice will strengthen drawing confidence, visual communication, fine-motor skills, observation, and persistence.
Success will be measured through sketchbook completion, teacher observation, student self-assessments, and beginning- and end-of-year drawing samples. At least 85% of students will show growth in their ability to plan an artwork, use art vocabulary, and reflect on one area of personal artistic improvement.
Grant funds will provide personal sketchbooks and essential drawing materials for approximately 600 K–5 students. Sketchbooks will give students a consistent space to brainstorm, observe, practice new techniques, plan larger artworks, record art vocabulary, revise ideas, and reflect on their growth. Pencils, erasers, colored pencils, fine-tip markers, oil pastels, and sharpeners will ensure that every student can participate fully in visual journaling and process-based art instruction. These materials directly support student ownership, creative confidence, perseverance, visual communication, and reflection. The sketchbooks will also provide concrete evidence of student growth through beginning-of-year and end-of-year work samples
418
9" x 12" sketchbooks, 100-count packs (x6)
180
Drawing pencils, classroom packs (x3)
39
Erasers, bulk pack
18
Colored pencils, classroom packs (x3)
81
Black fine-tip markers, classroom packs (x2)
40
Oil pastels, classroom packs (x2)
46
Pencil sharpeners, manual, classroom pack
14
Passport to Professionalism: Preparing Students to Represent Our Community
The goal of this project is to equip Golden Gate High School AICE Travel & Tourism students with professional polo shirts that support their participation in authentic, community-based learning experiences. The polos will help students develop a sense of professionalism, pride, and belonging while representing their school and program during field trips, career experiences, and community events. Our custom AICE Travel and Tourism logo will be on the polos. Having matching polo shirts will create equitability, while giving teams of students a uniform to wear as they are leading their student-created event from their own travel and tourism agency that they develop in class. Ultimately, the project will help prepare students professionally for future careers in the travel and tourism industry by connecting classroom learning with real-world experiences.
Throughout the school year, AICE Travel & Tourism students will participate in field trips, career experiences, community events, and visits with local tourism businesses and organizations. Students will observe tourism operations, interact with industry professionals, ask questions, and connect their experiences to concepts studied in the AICE curriculum. Students will also be working in teams to develop a travel and tourism business where they will plan and implement their own event that they will lead a group of students on. They will wear the polos at school on a marketing day, where they will advertise their event to the students. They will then in turn wear the polos on the day of their event. The polos will help them stand out as leaders in the school and in the community. As students wear their polo shirts during these activities, they will represent Golden Gate High School professionally. Before participating in any of these events, students will discuss appropriate professional appearance, communication, workplace behavior, and the importance of being positive ambassadors for their school and community.
The polo shirts that students will receive from this project benefits students by strengthening their professionalism, confidence, communication skills, and sense of belonging. Students will gain experience interacting with adults and industry professionals in the community and will better understand the career opportunities available within the travel and tourism industry. Providing a polo shirt to every student promotes equity. All students will have appropriate, professional attire for all school and community experiences regardless of their family’s ability to purchase additional clothing. The project will also benefit Golden Gate High School and the broader Collier County community by increasing positive visibility for our students and highlighting the career-focused learning taking place at our school. As students visit local tourism businesses, invite speakers into the classroom, and participate in student-led events, they become ambassadors for their school while developing a stronger connection to the community and the industry in which they may one day work. This project not only benefits the students at Golden Gate High School, but it also gives back to the tourism industry here in Collier County through the community outreach in this course.
Funding will be used to purchase professional polo shirts featuring a custom Golden Gate High School AICE Travel & Tourism logo for every student in the class. Each shirt costs $15, and I am requesting 50 shirts. The shirts will be used all throughout the school year during field trips, community and school events, career experiences, industry visits, and other public activities. Providing a shirt for each student will ensure that all students have appropriate, professional attire while representing their school, the community, and the AICE Travel and Tourism program.
750
50 black dry-fit polo shirt with custom logo at $15 each
750
Creating a Ready-to-Learn Classroom: Sensory, Regulation, and Social-Emotional Supports
The goal of this project is to provide K–5 students in our intensive behavior program with sensory, movement, self-regulation, and social-emotional supports that increase their ability to successfully access instruction. Students in our program have diverse behavioral, sensory, communication, and social-emotional needs that can impact attention, regulation, transitions, and participation in learning. By providing a variety of movement-based seating options, sensory supports, noise-reduction tools, visual timers, and social-emotional learning resources across our Cub Crew classrooms, students will have access to individualized strategies that support engagement, self-regulation, and greater independence throughout the school day.
Students will be explicitly taught how to identify their emotions, recognize when they need additional support, and appropriately use sensory, movement, and self-regulation strategies. Resources will be distributed across our K–5 Cub Crew classrooms based on student and classroom needs. Movement-based seating supports will provide appropriate opportunities for movement while students participate in instruction. Noise-reduction headphones, sensory tools, and visual timers will provide additional options for supporting attention, transitions, and independent work. Breathing tools, emotion-identification materials, and social-emotional books will be incorporated into individual, small-group, and whole-group instruction to help students recognize and communicate emotions and practice appropriate regulation strategies. Students will be taught how and when to use each resource appropriately so the materials support continued participation in the learning environment.
Students in the Cub Crew program have a variety of sensory, behavioral, communication, and self-regulation needs that can affect their ability to remain engaged and successfully participate in instruction. Providing multiple types of movement, sensory, and self-regulation supports allows students to access strategies that meet their individual needs rather than relying on a single approach. These resources will support attention, participation, independence, transitions, and access to instruction throughout the school day. Because the materials will be distributed across our K–5 Cub Crew classrooms, approximately 30 students across multiple grade levels will benefit from these supports.
Grant funds will be used to purchase movement-based seating supports, sensory tools, noise-reduction headphones, visual timers, and social-emotional learning resources for approximately 30 students in the K–5 Cub Crew ESE program. Requested materials include chair-based movement supports, active seating cushions, sensory and tactile materials, breathing and emotion-identification tools, and social-emotional literature. Materials will be distributed across Cub Crew classrooms based on student and classroom needs and will be used during academic instruction, independent work, transitions, and social-emotional learning activities. Funding will expand the range of supports available to students and help create classroom environments that promote engagement, independence, self-regulation, and successful participation in learning.
1312.22
Wiggle Wobble Chair Feet 40pc ClassPack for 10 Chairs by Bouncyband
269.99
Bouncyband 10pc ClassPack for School Desks 20–28"
179.99
Sit & Twist Active Seat Cushion for Elementary/Middle/High School Kids by Bouncyband
The goal of this project is to install an indoor living green wall that serves as a dynamic, hands-on laboratory for middle school earth science students while boosting overall well-being. By integrating this vertical garden into the curriculum, students will directly interact with active Earth systems to study the human-impact on the environment, the water cycle, and plant biology through engaging, project-based learning.
Additionally, the living wall will naturally improve the school ecosystem by cooling surrounding brick areas, purifying surrounding air, reducing carbon dioxide levels, and dampening hallway noise to create a focused, low-stress environment. Ultimately, this project will transform an everyday school space into a living educational tool that inspires critical thinking, deepens ecological awareness, and improves academic performance.
Students will use the living green wall as an active, outdoor science laboratory through project-based learning. In Earth science units, students will monitor the wall to study the water cycle, tracking how water and air moves the various spheres : into the soil, and back into the atmosphere through plant transpiration.
To explore human-impact on the environment, students will use air quality monitors to test how the wall reduces carbon dioxide levels and purifies campus air over time. Additionally, students will take on the role of environmental caretakers. Working in teams, they will use critical thinking to manage the wall's health, measuring soil moisture, adjusting light exposure, and calculating nutrient needs. They will also apply geometry and engineering concepts to map out plant placement based on growth patterns. Through these daily, direct interactions, students will connect abstract ecological concepts to a real, functioning ecosystem.
One benefit of the living green wall is its proven ability to elevate academic performance and boost test scores. Research indicates that views of greenery and the presence of indoor plants can increase student memory retention by approximately 20 percent. By absorbing and deflecting distracting background noise from hallways and playgrounds, the wall creates an optimal testing and learning environment. Furthermore, the living wall acts as a hands-on Earth science laboratory, transforming abstract curriculum concepts into concrete experiences that directly improve standardized test scores in science and math.
Equally important of a benefit of the living green wall is the profound, positive impact it has on middle school student mental health and well-being. Middle school can be a time of high stress and academic anxiety; the vertical garden acts as a natural catalyst to slow heart rates and promote relaxation.
Additionally, the plants improve the physical health of our campus by absorbing carbon dioxide and purifying the air, which drastically reduces student headaches, dizziness, and fatigue. This creates a safe, peaceful sanctuary that restores student focus and fosters emotional resilience.
As a group collaborative project that will require active responsibility, managing the wall teaches students critical thinking and teamwork as they track soil health and keep a real ecosystem alive.
The requested funds will be used to purchase and install a complete living green wall system, science measurement tools, and educational materials. This funding will transform a blank school wall into an active Earth science laboratory and student wellness feature. Every dollar requested directly supports the purchase of physical materials required to build the ecosystem and the tools students need to study it.
Vertical Wall Infrastructure: Funding will cover the modular wall panels, mounting brackets, and a automated drip irrigation system to keep the plants alive efficiently.
Living Plants and Soil: Funds will purchase approximately 1,500 diverse, air-purifying plants (such as Ferns, Philodendrons, Coleus, Creeping Fig, and Pothos) and specialized growing media to build the ecosystem.
~Earth Science Testing Tools: Funding will buy student-friendly digital air quality monitors (to measure carbon dioxide) and light intensity levels.
~Portable 3 in 1 Air Quality Monitor Temperature, Humidity, Air Quality
~Light Meter Digital Illuminance Meter Handheld Ambient Temperature Measurer, Range up to 200,000 Lux, Luxmeter with 4 Digit Color LCD Screen
619.00
Metal Planter Box with Trellis (Set of 2) (Set of 2) By Latitude Run®
299.00
6 Bags Organic Raised Bed and Potting Mix, All Natural Premium Soil 2 cu. ft
The goal of Pressed for Success: Building Professional Skills Beyond the Workplace is to provide students in the LIFE (Learning and Independence for Future Employment) Program with hands-on opportunities to develop essential workplace readiness, professionalism, and personal hygiene skills on days when they are unable to participate in their community-based job training experience at Royal Poinciana Golf Club. Through practical instruction and real-world applications, students will increase their independence, confidence, and employability while preparing for successful adult lives.
The LIFE Program prepares students with disabilities for meaningful employment and independent living through hands-on learning experiences. While students gain valuable workplace skills during their job training at Royal Poinciana Golf Club, there are times when scheduling conflicts, school events, or weather prevent them from attending the job site.
This project will ensure learning continues during those times by creating a simulated workplace and independent living environment within the classroom. Students will receive direct instruction and hands-on practice in professional appearance, personal hygiene, organization, and workplace responsibilities. Students will learn how to properly iron clothing, hang clothing, use a garment steamer, fold and store professional attire, maintain personal grooming routines, and understand the importance of workplace cleanliness and presentation. Students will also practice office-related job skills by learning how to safely operate a paper shredder, organize documents, and maintain a professional work environment.
By providing authentic practice opportunities, students will strengthen the life skills necessary to succeed in current and future employment settings.
This project will provide L.I.F.E. students with meaningful opportunities to develop the personal and professional skills necessary for success in both the workplace and everyday life. Through hands-on practice, students will increase their independence in self-care and daily living routines while gaining a better understanding of employer expectations regarding professionalism, appearance, hygiene, and workplace behavior. Learning to properly care for their clothing, maintain personal grooming habits, and complete workplace-related tasks will help build confidence and self-esteem, allowing students to feel more prepared in a variety of employment settings. Additionally, these activities ensure that valuable instruction continues even when students are unable to attend their community-based job training site at Royal Poinciana Golf Club. An added benefit of this project is that students will be able to take hygiene supplies home, allowing them to practice and maintain the skills they learn at school within their own daily routines. Extending learning beyond the classroom promotes consistency, reinforces positive habits, and encourages greater independence in personal care. By strengthening transferable skills that can be applied across many work environments and at home, this project will better prepare students for future employment, increased self-sufficiency, and successful participation in their communities as adults.
Funding will be used to purchase materials and equipment that support instruction in workplace professionalism, personal hygiene, and independent living skills for students in the L.I.F.E. Program. These resources will provide students with hands-on opportunities to learn and practice essential skills such as maintaining a professional appearance, caring for clothing, developing proper hygiene routines, and completing workplace-related tasks. Items such as an iron, garment steamer, and ironing board will allow students to learn how to prepare and maintain professional attire, while a shredder will be used to teach office and organizational skills commonly found in workplace environments. Hygiene products, including shampoo, conditioner, deodorant, body wash, and other personal care items, will support direct instruction in personal grooming and self-care. Students will also be able to take hygiene supplies home, enabling them to continue practicing these skills outside of school and establish consistent routines that promote independence. These materials will serve multiple cohorts of L.I.F.E. students and provide long-term value by ensuring that meaningful instruction continues even when students are unable to participate in their community-based work experience at Royal Poinciana Golf Club. Through this funding, students will gain the confidence, responsibility, and real-world skills needed to achieve greater independence and future employment success.
The purpose of the ELL Supplemental Resources project is to provide targeted foundational literacy support for Kindergarten through 2nd-grade students, specifically focusing on English Language Learners (ELL) and early readers struggling to master sight words. In our foundational learning block, we refer to these as "Tricky Words"—essential high-frequency words that cannot be decoded phonetically and must be memorized. For an ELL student navigating a new language, memorizing abstract words without context can be an immense barrier.
Provide Multi-Sensory Scaffolding: Implement a comprehensive "hear, see, say, write" routine using specialized flashcards to help ELL students successfully memorize non-phonetic Tricky Words.
Build Differentiated Pathways: Group sight words into progressive difficulty tiers, allowing students to build foundational literacy at their own pace.
Accelerate Reading Fluency: Lower the learning barrier for early readers so they can quickly transition from word recognition to fluent book reading.
Students will use the flashcard sets to hear it, see it, say it, and write the sights words needing to learn. The flashcards provide a MULTISENSORY LEARNING designed with a kinesthetic approach to help students master sight words through touch, vision, and movement.
Each card features clear, easy-to-read text with visual learning cues to reinforce word recognition.
The sight words are in sets according to the most common words found in their reading. As students gain reading fluency the sight word sets introduce more complex sight words for continued vocabulary development.
The sets of sight words help enhance reading fluency and comprehension through structured high-frequency word practice.
The flashcards creates multiple memory connections through engagement of visual, auditory, and tactile learning pathways.
If my grant is funded students will be able to use the flashcards for practice in mastering sight words which will help students learn to read and perform better on classroom tasks, district and state assessements.
*Increased Sight Word Mastery: K-2 ELL students will meet or exceed their quarterly sight word recognition benchmarks.
*Enhanced Reading Independence: Students will independently use the visual clues on the flashcards to self-correct and practice, reducing frustration during independent reading blocks.
*Measurable Fluency Growth: By mastering these high-frequency words, students will show measurable improvements in overall reading fluency and comprehension on standard classroom running records.
This grant is for a set of phonics Alpha-Code cards, high frequency sight word sets and 16 Multisensory sight word desktop dictionaries.
7 Items= $343.20
Shipping and Handling: 0.00
Taxes= $20.64
Total: $363.83
363.83
Eyewords Alpha-Code Set 1 Phonics Cards, 43 Dual-Sided 4x6, K-3 | Picture & Mouth Cues,Letters & Sounds 1 for $28.95
$28.95
Eyewords Multisensory High Frequency Sight Words Desktop Dictionary | Phonetic Learning Approach, Sets #1-3, Words 1-150
$169.50
Eyewords Sight Word Flash Cards Set 1, Model EW-25 | High-Frequency Words 1–50, Sound Mapping & Phonics, Picture-Embedded Multisensory Learning, Pre K - Grade 3
$28.95
Eyewords Sight Word & Phonics Flash Cards Set 2 | Model EW-26
$28.95
yewords Sight Word & Phonics Flash Cards Set 3, Model EW-27 | High-Frequency Words 101–150, Sound Mapping, Picture-Embedded, Multisensory Learning, Pre-K–Grade 3
$28.95
Eyewords Multisensory Sight Word Phonics Flash Cards, Set #4 | Words 151-200, Kinesthetic Learning Approach
$28.95
Sight Word Flash Cards Set 1, Model EW-25 High-Frequency Words 1–50, Sound Mapping & Phonics, Picture-Embedded Multisensory Learning, Pre K - Grade 3
The goal of this project is to acquire accessories to promote a more comfortable and engaging learning environment for students in 8th grade science and a digital literacy elective class. Educational ergonomics research (e.g. Pradhan et al, 2024; Gumasing, 2025) has consistently shown that providing education spaces that reduce physical discomfort, including by improving lighting, modulating classroom temperature, and reducing student discomfort from contact with seating surfaces, has a direct and measurable effect on learning outcomes. This will support district and school goals that seek to promote student engagement with the learning process in order to support better student performance in schools, lower rates of truancy, and higher student scores on state exams.
Students will be provided with classroom accessories to promote their comfort and participation in the learning process. Accessories will also be placed around the room in order to catalyze student engagement with instruction. The teacher will gather student feedback on the use of the accessories, particularly from students with perceptual or sensory processing difficulties, to best optimize the use of the accessories in the classroom to reduce student discomfort in the learning environment. Accessories and supports will be used and modified as needed (for instance, changing the lighting level) in order to support discrete educational activities, such as testing or viewing educational videos.
If my grant receives funding, students will experience a more comfortable, welcoming and engaging learning environment. Providing soft cushion covers for the science lab stools will eliminate a primary and previously identified source of distraction for students, which will also help support students with sensory processing issues that may cause them to be more sensitive to negative environmental stimuli. This will help support student engagement with lessons by eliminating a known source of distractions. Equipping the room with strings of lights will allow for easier student notetaking during videos, as well as enabling easier tuning of light levels for students with sensory processing sensitivities. Providing accessories such as periodic table posters and other evocative scientific stimuli to be placed on the walls and around the room will help set a scientific environment for the room to encourage student focus on topics and lessen student interest in potential distractions.
The teacher will monitor the success of the project by observing changes in student outcomes after introducing the learning comfort accessories, both through direct observation of changes in student scores on exams and formative assessments, as well as by observation of student behavior and soliciting student feedback on the changes to the classroom environment. These changes are expected to produce a direct positive effect on student learning.
This grant is for materials to create a more welcoming and supportive educational environment in a new classroom. All the materials selected will directly improve student learning outcomes by eliminating previously identified distractions and allowing for greater customization of the learning environment to support a variety of learning styles and better accommodate students with identified sensory processing needs. If funded, the project will support approximately 91 students across the 8th and 7th grades, enabling them to experience improved learning outcomes through reduced physical discomfort in the learning and testing environment.
319.96
Cushions/covers for student seating areas
240.00
String of decorative classroom lights
14.99
Periodic table poster
14.97
Overflow margin for cost variation and inflation-related cost increases
50.00
From Chords to Creativity
Morgan Miller
ID-3934
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 From Chords to Creativity is to develop students' independence, creativity, and musicianship through specialized jazz instruction in improvisation, comping, chord-symbol reading, rhythm-section performance, and stylistic interpretation. The project will provide students with access to structured digital instruction and performance repertoire that will allow them to develop skills that are difficult to acquire through traditional large-ensemble instruction alone. Many students in the program do not have access to private music instruction, making school-based opportunities for specialized jazz instruction especially important.
Students in both of Golden Gate High School's jazz ensembles will participate in a year-long jazz musicianship project focused on developing independence, creativity, and specialized performance skills. Golden Gate is one of the only high schools in the county with two jazz ensembles, providing this opportunity to over 40 students. However, many of our Title I students do not have access to private music instruction, making school-based opportunities to study specialized jazz skills especially important.
Through an annual subscription to Open Studio Jazz, students will have access to structured video instruction and practice resources addressing improvisation, chord-symbol reading, comping, rhythm-section techniques, jazz styles, and instrument-specific skills. Students will use these resources in conjunction with classroom instruction, guided practice, small-group rehearsal, listening and analysis, and ensemble performance.
The project will emphasize skills that require students to make independent musical decisions rather than simply reproduce fully notated music. Rhythm-section students will
develop the ability to interpret chord symbols, create stylistically appropriate accompaniment, and interact with the ensemble, while all students will develop their ability to improvise and communicate musically within a jazz setting.
Student progress will be demonstrated through classroom performance assessments, recordings, and live performances throughout the school year. Although the digital subscription is for one year, the musical skills, independence, and confidence students develop through the project will remain with them beyond the subscription period. The
instructional approach and teacher-developed activities can also continue to be incorporated into future jazz instruction.
By the end of the project, students will demonstrate increased independence and confidence as jazz musicians. Specifically, students will:
* identify and interpret common chord symbols and apply them when performing jazz repertoire;
* demonstrate appropriate comping patterns and accompaniment techniques for their instrument;
* perform foundational jazz styles with greater stylistic accuracy;
* improvise using appropriate rhythmic and melodic ideas within a defined harmonic structure;
* listen and respond to other musicians within a rhythm section;
* make increasingly independent musical decisions rather than relying exclusively on fully notated parts; and
* apply these skills in live ensemble performances.
Student growth will be measured through teacher-created performance rubrics, recordings of student performances, student self-reflection, and comparison of beginning- and
end-of-project demonstrations. Rubrics will assess areas such as chord-symbol interpretation, comping, rhythmic/style accuracy, improvisation, ensemble interaction, and musical independence.
Funding will provide approximately 40 students in Golden Gate High School's two jazz ensembles with access to specialized jazz instruction through a year-long Open Studio Jazz subscription. The resource provides video-based instruction and practice materials in areas including improvisation, chord-symbol interpretation, comping, rhythm-section performance, jazz styles, and instrument-specific techniques.
This funding directly supports the project's goal of developing students' musical independence, creativity, and specialized jazz performance skills. Many students in the
program do not have access to private music instruction, so providing structured, high-quality instruction through the school helps reduce an important access barrier.
The subscription will be incorporated into classroom instruction and independent student practice throughout the school year. Students will apply the skills they learn through the resource in rehearsals, assessments, and performances. The requested funding will therefore support direct student learning rather than simply providing equipment or materials for the program.
1950
Open Studio Jazz - License 1
195
Open Studio Jazz - License 2
195
Open Studio Jazz - License 3
195
Open Studio Jazz - License 4
195
Open Studio Jazz - License 5
195
Open Studio Jazz - License 6
195
Open Studio Jazz - License 7
195
Open Studio Jazz - License 8
195
Open Studio Jazz - License 9
195
Open Studio Jazz - License 10
195
Champions For Learning - LJ MacCarthy
Supplies for a Superior Sound!
Sarah Kocses
ID-3935
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
Have you ever heard a beginner start an instrument? Have you heard a professional? What does it take to get from those first squeaks and honks to a refined and beautiful sound that qualifies as music? Lots of practice, patience, and quality instrument supplies and equipment! Practicing on a chipped or moldy clarinet reed, or an instrument with sluggish valves, is not exactly motivational. The difference between persevering through those beginning struggles and giving up often lies in the quality of the instrument and basic supplies to produce a great sound. Providing quality reeds, mouthpieces, and maintenance materials gives our students a greatly increased chance of realizing their potential.
Students will have access to all the supplies to ensure that they are using fresh quality reeds, quality mouthpieces, and materials to maintain their instruments. They will gain the benefit of performing at a higher level without the restrictions of slow moving mechanics, worn out reeds, and low quality mouthpieces. Every student and audience member will appreciate the increased quality of sound!
The fundamental sounds produced by a musician contribute to the performance experienced by both the individual student, the entire band, and the audience. When this sound suffers due to lack of quality reeds, mouthpieces, and instruments, it is highly discouraging. Students using quality reeds that are rotated regularly will sound better, find more success on their instrument, and enjoy playing their instrument. If a child were learning to ride a bicycle with a flat tire, we would inflate it so they could achieve success. Our students in band depend on reeds, mouthpieces, and maintenance supplies to achieve a superior musical sound.
Each of the items purchased are for use on a musical instrument. The reeds are used to produce sound on clarinets, alto saxes, tenor saxes, Bari saxes, bassoons, and oboes. The ligatures are an inexpensive way to improve sound for woodwinds without replacing the entire mouthpiece. The brass mouthpieces will replace current mouthpieces that are tarnished, cracked, and unusable. Cork grease, valve oil, and slide lubricant are all used to allow the parts of the instrument to glide and move easily and effectively.
1994.60
Vandoren Clarinet Reeds Size 2.5, 3, 3.5@ $31/box(2 of each size needed)
186
French horn Mouthpieces @ 67 (x2)
134
Vandoren Alto Sax Reeds Size 3 @ 39 (x2)
78
Vandoren Tenor Sax Reeds Size 2.5, 3 @31 (x2 of each)
~Create a unique, beautiful piece of abstract art on a 4 x 4 tile
~Explore various and diverse materials in order to create a piece of art
~Practice integrating the Elements of Art and Principles of Design-making artistic choices to create balance, unity, variety using color and unique materials
~Use sequential processes, follow procedures and focus on the art making process to achieve the goal making a one-of-kind, awesome piece of art
Young artists will each be given a 4" x 4" ceramic, white shiny tile as their blank canvas. Slowly artists will drop one drop of ink at a time and watch it form a shape or splatter on the tile. Artists will make choices about color and placement of the drops considering the following questions that arise in their mind as they work: What color shall I use next? Where shall I place the next drop? Will I focus on filling the whole tile or do I want white spaces? What will happen if I drop this metallic gold on top of this red drop? What if I layer drop upon drop several times? There will be oohs and ahhs all around the room as artists make their choices and explore.
~ALL young artist are successful in this project. It's a level playing field.
~Artists experience awe as they drop ink and observe it expand and form organic shapes. They are even more awe inspired when they see their art the next day when it has dried, settle and transformed in the drying process
~This project ties in with the study of science and matter. Students observe how the liquid ink moves on the tile. There is even an aspect of liquid tension that is observed as the liquid does stop flowing at a certain point. They drop a dot and observe where it goes-how it transforms.
~Young artists have a sense of pure joy and pride during the calm, concentrated process of dropping ink on tile. They are proud to take the tile home to their families to be used as a trivet or simply a beautiful art piece to hang or set on a table.
The art department budget in elementary schools goes toward basic supplies such as paper, pencils, crayons and paint. There is no room in the budget for unusual and more expensive items like tile and ink.
My goal is to provide all students with access to quality, durable, and comfortable headphones while they work independently on their laptops in Technology class. Reliable headphones are an important part of our learning environment, allowing students to clearly hear instructional content, complete interactive lessons and assessments, and remain focused without distracting the students around them.
I have specifically chosen USB-style headphones rather than traditional single-plug headphones for durability and operational reasons. In the past, the single-plug headphone jacks have frequently broken off inside the laptops due to normal student use or improper insertion and removal. This not only makes the headphones unusable but can also create problems with the laptop itself. USB headphones provide a more durable and practical option for frequent use in an elementary technology classroom.
I am requesting two complete class sets of 30 headphones, for a total of 60. Having two full sets will ensure that I have enough headphones available if classes need to be combined or doubled during the school year, if Related Arts class sizes increase, or if additional headphones are needed due to damage or replacement. These headphones will remain in the Technology Lab and will be available for students across multiple grade levels, making them a valuable resource that can support technology instruction for many students throughout the current school year and in future years.
Students will use the headphones throughout the school year to complete a variety of technology-based activities, lessons, projects, and assessments in the Technology Lab. Many of our instructional programs include audio directions, interactive components, videos, and other digital resources that require students to have properly functioning headphones.
Headphones are especially important for students in the upper grades, as many current and future lessons require students to listen to instructions, multimedia content, and individualized learning activities independently. Having reliable headphones available will allow students to focus on their own work without distracting others and ensure they can clearly hear all instructional content.
The headphones will be used regularly across multiple grade levels and will support both daily instruction and assessment. Providing dependable headphones will allow students to participate fully in technology lessons and help them build the digital skills they will need as they progress through school.
Good-quality headphones are essential for students to hear clearly and stay focused while completing daily lessons, educational programs, and assessments. Many students within our school demographics may find it difficult to purchase or provide good-quality headphones of their own. Having reliable headphones available in the classroom ensures that all students, regardless of their financial circumstances, have equal access to the technology and resources they need to be successful. Providing quality headphones will help reduce distractions, improve student engagement, and allow students to clearly hear instructional content while working independently.
The requested funding will be used to purchase 60 pairs of durable, good-quality headphones for student use in the Technology Lab. Headphones are an essential instructional tool in technology class, where students regularly participate in digital lessons, interactive learning activities, educational programs, and online assessments that require clear and reliable audio.
Many students within our school population face financial challenges that can make purchasing quality headphones difficult for their families. As a result, students may arrive without headphones or with inexpensive headphones that do not provide adequate sound quality or withstand regular classroom use. Having a dependable supply of school-provided headphones will ensure that every student has access to the equipment needed to fully participate in technology instruction.
The purchase of 60 headphones will provide enough equipment to support students during daily classes while also allowing for replacements as headphones become damaged or worn through frequent use. The headphones will remain in the Technology Lab and will be used across multiple grade levels throughout the school year, allowing this funding to benefit a large number of students.
This funding will help remove a potential barrier to learning, promote equitable access to technology, reduce distractions, and allow students to hear instructional content clearly while working independently. Ultimately, providing reliable headphones will help create a more productive and inclusive learning environment in which all students have the tools they need to participate successfully in technology-based instruction and assessments.
The goal of this project is to provide our high school theater program with an Eartec wireless headset communication system to improve communication, collaboration, and safety during rehearsals and live performances. This technology will allow student directors, stage managers, technicians, and backstage crew to communicate clearly and efficiently without disrupting the performance.
By providing students with access to professional-level communication equipment, we will strengthen their technical theater skills, increase their confidence and responsibility, and give them authentic experience with the tools and practices used in professional theater productions. The system will also help our students work together as a cohesive production team while creating a safer, more organized, and successful theater environment.
The Eartec wireless headset communication system is a professional-quality, hands-free communication tool designed to allow theater production teams to stay connected during rehearsals and live performances. The system provides clear, reliable communication between stage managers, directors, technicians, and backstage crew without requiring students to leave their positions or interrupt the production.
The wireless headsets will be used during rehearsals, technical rehearsals, performances, set changes, lighting and sound cues, and emergency situations. Students will learn how to communicate using professional theater terminology and protocols while gaining valuable hands-on experience with technology commonly used in theatrical productions.
This equipment will help our theater program create a more organized, efficient, and safe production environment while giving students meaningful opportunities to develop teamwork, leadership, communication, and technical theater skills.
This headset system will provide our theater students with hands-on experience using professional communication technology while developing valuable skills that extend far beyond the stage.
Our students will benefit from the system in many ways. For example, it will allow them to develop their communication skills by learning to communicate clearly, efficiently, and professionally during rehearsals and performances. It will improve teamwork and collaboration as students work together to coordinate technical and backstage elements of a production. Additionally, the headset system will strength leadership skills by giving stage managers, student directors, and crew leaders greater responsibility for communicating cues and coordinating their teams. I feel this will also help to increase confidence and independence as students take ownership of important production responsibilities.
The students will further benefit by learning professional theater practices and gaining experience with equipment and communication procedures used in the performing arts industry. Finally, the system will help to improve problem-solving skills as students communicate in real time to address technical challenges, scene changes, missed cues, and unexpected situations.
Funding is requested to purchase an Eartec wireless headset communication system for our high school theater program. The system will provide reliable, hands-free communication between student stage managers, directors, technical crew, and backstage personnel during rehearsals, technical rehearsals, and live performances.
The requested funds will be used to purchase the headset units and necessary equipment to create a complete communication system that can be used throughout our theater productions. This equipment is an important investment because effective communication is essential for coordinating lighting, sound, set changes, entrances, exits, and other technical cues.
Currently, students have limited access to professional communication equipment, making it difficult to communicate efficiently during large productions. Our current system is failing and that creates a communication breakdown during performances. The Eartec system will eliminate many of these communication barriers and allow students to experience a professional-style production environment.
The equipment will be used year after year for multiple productions, providing a lasting resource for current and future theater students. By funding this project, donors will directly support opportunities for students to develop communication, teamwork, leadership, problem-solving, technical, and career-readiness skills while helping them create safe, organized, and successful theatrical productions.
Most of our students are nonverbal and learn through hands-on manipulative tasks. Our students learn by "doing." The Ultimate SLP subscription will provide students with a variety of games, stories, puzzles for therapy. The games are motivating, fun and exciting. Each child learns by having their own toolbox of skills. Every child is unique and creative. I would greatly appreciate the opportunity to provide my students with the specialized instruction that they need to be successful in our world.
The students will request exciting board games, puzzles and stories during their own therapy sessions. Each task can be tailored to their own unique learning and communication needs. Let's have some fun!
My students are amazing and are working toward verbal communication skills. They learn by doing with a multi-sensory approach.
I chose items that will elicit verbal communication skills. It is important to provide students with positive reinforcing materials. I plan to use Ultimate SLP during all therapy sessions to improve speech and language skills.
140
1 year ultimate slp
140
Lego Literacy Lab: Building Stories, Building Readers
The Goal the LEGO Literacy Lab is to increase student engagement and strengthen reading comprehension through hands-on, interactive literacy instruction using LEGO kits. Students will use LEGO materials to build, model, and demonstrtate their understanding of story elements, text structure, sequencing, character development, setting plot and key details. These activities will provide students with creative and concrete ways to visualize and explain their thinking while developing mastery of Florida B.E.S.T. standards. The project will suport diverse learners by transforming abstract reading concepts into meaningful, collaborative, and engaging learning experiences.
Students will participate in hands-on literacy lessons using LEGO kits to demonstrate and deepene their understanding of reading concepts. After reading literary and informational texts, students will use LEGO pieces to build visual representations of story elements such as character, setting, plot, problem and solution, and important events. Students will also create models to demonstrate sequencing, text strucuture and key details. They will use their models to explain their thinking through role-play, retelling, summarizing, and collaborate with peers. These activities will reinforce Florida B.E.S.T. standards; providing fun and engaging activities to demonstrate reading comprehension.
This grant will help increase student engagement and motivation in reading lessons. It will provide a hands-on, multi-sensory approach to literacy instruction. This grant will help students visualize abstract concepts such as character, setting, plot, sequencing, and text structure which will strengthen reading comprehension. Out schools has a wide range of diverse learners and this grant would support these learners by providing multiple ways to demonstrate understanding.
LEGO Classic Large Creative Brick Box Build Your Own Creative Toys, Kids Building Kit 10698
(Target) 4 @ 38.00= 152.00
The purpose of these kits will be to allow students to engage in hands-on literacy instruction. These activities will provide students with a creative and engaging way to demonstrate their understanding of reading concepts. It will allow the teacher creative and engaging ways to teach and reinforce reading concepts.
LEGO mini figurine pack (Target) 2 X 29.00= 58.00
The purpose of these mini figurine sets will be to support hands-on instruction in character analysis. Students will use minifigurines to represent characters from literary texts and explore character traits, feelings, motivations, actions and relationships.
210.00
Target- LEGO brick box kit- 4
152.
Target- LEGO mini figurine pack - 2
58.
Blueprint for Brilliance: Upgrading Core Classroom Instruction
The purpose of this project is to purchase an updated Frog Street curriculum for Pre-K to support CTE Early Childhood Education (ECE) students—both Dual Enrollment (DE) and Adult Education students—in developing hands-on, standards-aligned skills for working with young children in real classroom settings. CTE ECE students need access to current, research-based early childhood curricula to practice lesson planning, developmentally appropriate instruction, and assessment techniques that mirror what they will use in licensed childcare and preschool settings. The current curriculum materials are outdated and no longer reflect current early learning standards, leaving a gap between classroom instruction and real-world workforce expectations. This project supports state CTE program standards for Early Childhood Education courses, including competencies related to curriculum planning, child development, and developmentally appropriate practices.
The students will be actively participating by assisting with planning, preparing, and implementing daily activities and routines, demonstrating the ability to identify children’s needs, interests, and abilities, and plan developmentally appropriate curriculum to facilitate learning. This will meet the needs of my students by providing them with rigorous materials that aid in child development. This will aid in my classroom by having accessible tools and information that promotes learning. This will impact my school system by providing early learners with the ability to excel and not get caught in the achievement gap upon kindergarten arrival. Strategies will include modeling lesson delivery, small-group lesson planning using Frog Street units, peer teaching/practice teaching, and reflective discussion on developmentally appropriate practice. Instructors will incorporate curriculum walkthroughs, lesson adaptation exercises, and simulated classroom scenarios.
Students are expected to gain stronger competency in developmentally appropriate lesson planning, improved confidence in delivering instruction to young children, and better preparation for credentialing exams and practicum/internship placements. Success will be measured through student performance on curriculum-based lesson plans and practicum evaluations, instructor observation of applied teaching skills, and (where applicable) credential exam pass rates. Evidence may include student-created lesson plans and learning center designs, practicum/fieldwork evaluation scores, pre/post skill assessments, and samples of student work demonstrating use of the updated curriculum framework.
Funds will be used to purchase the updated Frog Street Pre-K curriculum materials (teacher guides, thematic units, assessment tools, and classroom resource materials), giving students direct access to the same curriculum used in professional early childhood settings, which is essential for authentic, standards-aligned skill-building.
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.
Each of the ( 25) students in my class will benefit from this grant. In collaboration with the other fourth grade teachers, the title will be shared and impact a total of (88) students.
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 ($1,067.40) 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.
Our 6th- 8th graders are very motivated and engaged students. Many of them have extracurricular activities or sports outside of Oakridge Middle School that occupy a lot of their time. Our primary goal for this year’s Winter Fest is to redefine middle school campus life by giving our 6th- 8th graders compelling, high-energy reasons to show up, plug in, and lead at Winter Fest!
By integrating fun challenges like dunk your administrator, cheer on a teacher in an inflatable race, and
student live performances, we are transforming a standard fundraiser into a high-energy community event. This event connects classroom communities across the county—from Vineyards Elementary School to Laurel Oak Elementary School—by giving our middle schoolers a sense of ownership and active engagement right on their own campus.
Your support helps us to deliver an experience tailored to both elementary and middle school energy and curiosity, building lasting peer connections and demonstrating that school is a place where they belong, lead, and thrive.
National Honor Society (NHS) Students
The NHS students will serve as event volunteers and leaders. They will fulfill their community service requirements by running the logistics for the younger children. This includes setting up and managing the glow room, life size checkers and connect four, organizing the music and structure for the cake walk, distributing fun prizes, and ensuring the elementary schoolers have a safe, welcoming, and organized experience.
The older students have their own high-energy entertainment area. They will have the chance to dunk their administrators and watch their teachers run incognito around the track in an inflatable costume. This gives them an age-appropriate way to participate in the school community spirit and burn off energy!
Every dollar raised during the Winter Fest directly reinvests in our students and teachers, creating sustainable, long-term impact well after the event concludes. We use these funds to buy supplies for teachers, which ultimately directly impact students in the classroom.
This event offers a powerful, multi-generational experience that strengthens the entire school community while building real-world skills. By providing hands-on business practice for entrepreneurship students, meaningful leadership and service opportunities for National Honor Society volunteers, and age-appropriate, engaging recreation for both elementary and older students, the event fosters an inclusive environment of collaboration and school spirit. It bridges the gap between different age groups, allowing older students to mentor and entertain the younger ones, while creating a memorable, high-energy day that celebrates student creativity, responsibility, and fun.
724
Dunk Tank (Amazon)
$199
Inflatable Costumes
$200
Life Size Checkers
$45.00
Life Size Connect 4
$80.00
Glow Room Paint
$50
Glow Room Sticks
$50
Prizes for Elementary Students - mix of toys
$100
Adapted Art
Marjorie Hernandez
ID-4010
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The purpose of this project is to provide adapted art supplies for students in grades K-5 with diverse learning, physical, sensory, and developmental needs. Using specialized art materials, students will have equitable access to creative experiences that promote self-expression, fine motor development, communication skills, and confidence.
The adapted art supplies will be used throughout the school year to provide accessible, hands-on art experiences for students in grades K-5 with diverse learning, physical, sensory, and developmental needs. Students will participate in a variety of art projects that encourage creativity, self-expression, and skill development while ensuring that every child can engage successfully in the artistic process.
Adapted art supplies provides students with diverse abilities greater access to meaningful, engaging, and successful art experiences. These materials help remove barriers that may otherwise limit participation and allow students to fully more indepedantley express their creativity alongside their peers. It helps improve fine motor skills, increased independence, self-esteem and sensory exploration.
Grant funds will be used to purchase adapted art supplies and materials designed to meet the unique needs of students in grades K-5 participating in adapted art and regular art curriculum instruction. The purpose of this funding request is to purchase adapted art supplies that will provide equitable access to visual arts instruction for students in grades K-5 with diverse learning, physical, sensory, and developmental needs. These specialized materials will enable students to participate fully in art activities that promote creativity, self-expression, fine motor development, communication, and social-emotional growth.
358
Tabletop mounted scissors
40.00
Loop Scissors
15.00
Egg handle paint brushes
10.00
Large jumbo triangle crayons
65
Paint dot markers
65
Tissue Paper
18
Construction Paper
130
Glue Bottles
15
Lipman Family Farms
Student-Run Podcast & Multi-Camera Broadcast Production Studio
a) What is the overall purpose of your project?
To modernize the Digital Media/Multimedia Design program's existing podcast studio and transform it into a
student-operated, four-person, multi-camera broadcast production environment. The classroom already
has a functional podcast setup, but the current video system relies on dated, small, basic webcams with
limited framing and no meaningful camera movement. The proposed upgrade will allow students to
produce professional podcasts, interviews, live discussions, promotional content, and other digital media
using workflows that more closely resemble modern podcast, broadcast, and live-streaming productions.
Students will learn the complete production process, including microphone placement, audio mixing, PTZ
camera operation, shot composition, live directing and camera switching, recording, editing, and publishing
finished content.
b) What need(s) does it address?
The program's existing podcast studio has been valuable for introducing students to podcast production,
but its current webcam-based video equipment limits the visual-production skills that can be taught. The
fixed, basic webcams provide mostly static angles and do not give students meaningful experience with
professional camera operation, movement, shot selection, or live multi-camera directing.
The proposed PTZ camera system is a major upgrade. PTZ cameras allow students to remotely pan, tilt,
and zoom, creating multiple professional compositions without physically repositioning cameras during a
production. Using a dedicated joystick controller, students will be able to program and recall positions for
individual speakers, two-person shots, and wider compositions. This will make live camera switching more
dynamic and give students experience making real-time directing decisions instead of relying on static
webcam angles.
Digital media production is increasingly used by businesses, schools, nonprofits, content creators, sports
organizations, and marketing agencies for podcasts, live streams, interviews, and multi-camera video.
Students need experience in a production environment where multiple cameras and audio sources must be
managed simultaneously.
The project also makes efficient use of resources already owned by the program. The classroom already
has two microphones and the necessary production cables, so grant funds will only be used for the
additional equipment needed to expand and modernize the existing system.
c) Learning goals and outcomes
• Set up and operate a professional four-person podcast recording environment.
• Demonstrate proper microphone placement, gain staging, monitoring, and multitrack audio recording.
• Operate PTZ cameras using a physical joystick controller and programmed camera presets.
• Apply shot composition, camera movement, and camera-selection principles during multi-camera
productions.
• Perform production roles including host, producer, PTZ camera operator, audio engineer, technical
director, and editor.
• Edit and package recorded productions using industry-standard post-production software.
• Produce completed podcasts, interviews, and multi-camera productions for professional portfolios.
a) How will students actively participate?
Students will work in rotating production teams to plan, record, direct, and edit podcasts and interview productions. A typical four-person production will include hosts or interview participants on camera while additional students operate the PTZ camera controller, monitor and mix audio through the RØDECaster Pro II, direct camera shots, and manage recording.
Students will create PTZ presets for individual speakers, two-person compositions, and wide shots, then recall those positions during live productions. They will make real-time decisions about which camera angle best supports the conversation. After recording, students will edit the audio and video, add graphics, color correct, mix dialogue, and prepare the finished program for distribution or inclusion in their portfolios.
b) How will this project meet the needs of students and the classroom?
Rather than replacing the existing podcast studio, this project will modernize and expand its capabilities.
The current studio provides students with the basic ability to record podcasts, but the dated webcams limit
what can be taught about professional camera movement and multi-camera production.
Adding professional PTZ cameras and a physical controller will allow the same space to function as both a
podcast studio and a hands-on multi-camera broadcast environment. Students can move beyond simply
recording a conversation and begin making real-time production decisions: selecting the appropriate
camera, following a speaker, changing framing, recalling preset shots, and switching between camera
angles as a discussion takes place.
The studio can support podcasts, student and instructor interviews, business and industry interviews, advisory board interviews, campus news, promotional videos, career spotlights, live discussions, and portfolio projects. It can also serve other iTECH programs by allowing Digital Media students to produce professional interviews and promotional content for instructors, students, industry partners, and employers
across campus.
a) What specific improvements do you expect for students?
The upgraded studio will provide students with experience in several areas of digital media production
within a single project. Instead of learning camera operation, audio, and editing only as separate skills,
students will see how those skills work together in a professional production environment.
Students will gain practical experience in audio engineering, cinematography, PTZ operation, live directing,
interviewing, producing, lighting, editing, motion graphics, and content creation. These skills are applicable
to careers in video production, social media marketing, podcast production, corporate communications,
broadcasting, live streaming, event production, and freelance content creation.
b) How will you know the project was successful?
Success will be measured through completed student productions and demonstrated technical proficiency.
Participating students will be expected to successfully perform multiple production roles and contribute to at
least one completed multi-camera podcast, interview, or broadcast production.
c) What evidence will demonstrate impact?
Evidence will include completed podcast episodes, recorded interviews, multi-camera productions, student
production plans, technical competency assessments, instructor observations, and completed portfolio
pieces.
Funding will be used to upgrade the Digital Media program's existing podcast studio from a basic webcam-
based system into a modern four-person, multi-camera production environment.
The program already owns podcast equipment, including two microphones and the necessary production
cabling. Rather than duplicating these resources, grant funding will focus on the areas that provide the
greatest instructional improvement.
The largest limitation of the current studio is its dated, small, fixed webcams. The addition of two
professional PTZ cameras and a dedicated joystick controller will significantly expand the studio's
capabilities. Students will be able to remotely pan, tilt, and zoom cameras; create multiple compositions
from a single camera position; save and recall camera presets; follow speakers; and make live camera-
selection and switching decisions during productions.
The RØDECaster Pro II will provide the central audio production system for the four-person studio.
Because the classroom already owns two microphones, only two additional microphones are needed to
complete the four-person setup.
By leveraging existing microphones, cables, computers, furniture, and other available production
resources, the project concentrates funding on durable equipment that provides the greatest instructional
improvement.
Our goal is to create a fun, inclusive carnival experience for students with severe and profound disabilities. Through engaging games, sensory activities, and hands-on experiences, students will build social skills, celebrate their achievements, and enjoy meaningful opportunities to learn and connect with others. With your support, we can create a day filled with joy, confidence, and lasting memories for our special learners and their best buddies.
For many of our students, opportunities to participate in school-wide celebrations can be challenging. This carnival will provide a safe, accessible, and joyful experience where students can explore, learn, interact with peers, and celebrate their successes. Students helpers in our best buddies club will be running the carnival style games and helping their buddies participate in events. Through these meaningful activities, students will gain confidence, strengthen social connections, and experience the happiness of being fully included in their school community. The carnival has many games that promote OT/PT skills, we have some hands on art projects for the students to make and take, some treats they can make while learning easy cooking and food preparation, and some fun prizes along they way at our carnival booths!
Our Best Buddies helpers, who are non-disabled peers, gain valuable leadership, communication, and teamwork skills while supporting students with severe and profound disabilities. Through these meaningful interactions, they develop empathy, patience, compassion, and a deeper understanding of inclusion and acceptance. Participating in the carnival also allows them to build genuine friendships, celebrate differences, and become advocates for creating a more welcoming and inclusive school community.
For our students with disabilities, inclusion means more than simply attending an event. It means having the opportunity to participate, interact, and succeed alongside their peers. The Special Needs Carnival will provide adapted activities that encourage communication, sensory exploration, social engagement, and physical participation. Most importantly, it will give our students the chance to build friendships, increase self-confidence, and experience the excitement of a celebration created with their needs in mind, ensuring every child feels seen, included, and celebrated
Funding for this project will provide materials and supplies needed to host an inclusive Carnival for students in our 3 modified curriculum units (22 students) and allow the Best buddies (45 students)to run booths and help their buddies enjoy the special events. Funds will be used to purchase a variety of carnival games/sensory activities, prizes, decorations, and any extra materials that encourage participation and engagement for students of all abilities.
435.00
24 Pack Mini Plush Animal Toys
25.00
Giant Inflatable Crayon Outdoor Bowling Set
30.00
Portable Cornhole Set PVC Framed Corn Holes Outdoor Game Set
34.00
Large Prize Drop Board Game Family Foldable Wood Disk Drop Game
My goal is to provide my first-grade students with flexible seating stools that will allow them to choose a comfortable and supportive place to work throughout our classroom. These stools will give students the opportunity to move between different learning spaces while working independently, with partners, in small groups, or during centers.
At this age, students are active, curious, and eager to learn. Having flexible seating options will help them stay engaged, focused, and comfortable while completing their work. The stools will also allow us to make better use of our classroom spaces and create learning areas where students can collaborate and take ownership of their learning environment.
The stools will allow students to move to different learning areas and work in a way that helps them remain comfortable, focused, and engaged. They will be especially useful during reading, writing, math, STEM activities, and hands-on learning.
Students will also learn to make responsible choices about where they work and how they use the stools, encouraging independence, collaboration, and ownership of their learning environment.
The stools will provide my first-grade students with flexible seating that supports their different learning needs throughout the school day. Having the ability to move and choose a comfortable place to work can help students stay engaged, focused, and ready to learn.
The stools will also encourage students to become more independent by allowing them to make appropriate seating choices based on the activity they are completing. They can be used during reading, writing, math, STEM activities, and learning centers, giving students opportunities to work independently, with partners, or in small groups.
Most importantly, these stools will help create a more active and engaging classroom environment where students can collaborate, participate, and feel comfortable while learning. By providing flexible seating, I hope to help my students build confidence, independence, and positive learning habits that will support them throughout first grade and beyond.
This funding will directly benefit my first-grade students by giving them additional seating options that promote independence, collaboration, and active learning. The stools will be used daily and will become a valuable resource in our classroom for years to come.
340.00
GIANTEX Wobble Stools for Classroom Seating - Wiggle Stool with Adjustable Height, 24" Active Learning Stool, Sitting Balance Chair for School, Office Stand Up, Flexible Seating Wobble Chair, Navy
64.99
GIANTEX Wobble Stools for Classroom Seating - Wiggle Stool with Adjustable Height, 24" Active Learning Stool, Sitting Balance Chair for School, Office Stand Up, Flexible Seating Wobble Chair, Navy
64.99
GIANTEX Wobble Stools for Classroom Seating - Wiggle Stool with Adjustable Height, 24" Active Learning Stool, Sitting Balance Chair for School, Office Stand Up, Flexible Seating Wobble Chair, Navy
64.99
GIANTEX Wobble Stools for Classroom Seating - Wiggle Stool with Adjustable Height, 24" Active Learning Stool, Sitting Balance Chair for School, Office Stand Up, Flexible Seating Wobble Chair, Navy
64.99
GIANTEX Wobble Stools for Classroom Seating - Wiggle Stool with Adjustable Height, 24" Active Learning Stool, Sitting Balance Chair for School, Office Stand Up, Flexible Seating Wobble Chair, Navy
64.99
Comfortable Characters: Shaping a New Narrative for ELA Engagement
The goal of this project is to create a flexible, engaging, and student-centered learning environment in a middle school English Language Arts classroom that supports academic achievement, student collaboration, and positive classroom culture. Funding will be used to purchase flexible seating options, classroom supplies, and student incentives that help meet the diverse learning needs of all learners.
Alternative seating choices will provide students with comfortable learning spaces that increase focus, engagement, and participation during reading, writing, and collaborative discussions. Small treats and rewards will be used to recognize student effort, growth, and achievement, helping to foster motivation, attendance, and a positive learning environment.
By providing students with greater choice, comfort, and support, this project aims to increase student engagement, improve academic performance, encourage positive behavior, and create a classroom community where all learners feel valued and empowered to succeed.
Students in my middle school English Language Arts classroom will use flexible seating options daily during independent reading, small-group instruction, collaborative discussions, writing workshops, and literacy-based activities. Flexible seating choices such as floor cushions, wobble stools, lap desks, and alternative seating will allow students to select learning spaces that best support their individual needs, increasing comfort, focus, and engagement.
Students will also utilize classroom supplies to participate in reading and writing tasks, organize learning materials, annotate texts, complete projects, and engage in hands-on vocabulary and literacy activities. These resources will ensure that all students, regardless of financial circumstances, have access to the materials necessary for academic success.
To promote a positive learning environment, students will have opportunities to earn small treats and incentives for demonstrating academic growth, positive behavior, consistent effort, attendance, and active participation. These rewards will be used as part of a classroom recognition system that encourages perseverance, responsibility, and a growth mindset.
Through these resources, students will experience a supportive and engaging classroom environment that fosters literacy development, collaboration, student ownership of learning, and increased confidence in their academic abilities. The project will directly benefit all students served in the classroom throughout the school year and will help create a learning space where every student feels valued, motivated, and prepared to succeed.
Funding for this project will be used to create a flexible, welcoming, and student-centered learning environment in a middle school English Language Arts classroom. The requested items will provide students with comfortable seating options, collaborative learning spaces, classroom resources, and positive incentives that support academic engagement and achievement.
Flexible seating items, including beanbag chairs, cushions, and an ergonomic chair, will provide students with alternative seating choices during independent reading, writing workshops, small-group instruction, and collaborative learning activities. Research and classroom experience show that when students have comfortable seating options, they are often more focused, engaged, and productive.
A small table set will create an additional collaborative workspace where students can participate in literature circles, peer discussions, vocabulary practice, and writing conferences. Decorative pillows and a floor lamp will help transform the classroom into a warm and inviting literacy space that encourages students to develop positive reading habits.
Classroom supplies, including clipboards, will allow students to work flexibly throughout the room while reading, writing, and completing assignments. A power strip will support classroom technology needs and ensure devices can be safely charged during instruction.
Student incentives, including individually wrapped candy, lollipops, and fidget items, will be used to recognize academic achievement, growth, participation, attendance, and positive behavior. These rewards will support classroom motivation and help foster a positive learning environment where student effort is celebrated.
Overall, the requested materials will directly impact students by increasing engagement, supporting diverse learning preferences, promoting collaboration, and creating a classroom culture that encourages literacy development and academic success for all learners.
417.27
Big Joe Milano Beanbag Chair Stretch Limo Black Smartmax
62.99
Big Joe Milano Beanbag Chair Stretch Limo Black Smartmax
Outdoor Pillow Covers 16x16 Sage Green Striped Outdoor Decor 007E16
16.99
16 x 16 Outdoor Pillow Inserts Set of 4 Square Throw Pillow Inserts Waterproof for Couch Porch Outside Patio Furniture Decorative Pillows Small White Sofa Cushion Stuffer
26.99
Siwarm 30 Pack Mini Cube Squishy Fidget Toys for Kids and Adults
13.99
Clipboards, HERKKA 32 Pack Hardboard Office Clipboards Low Profile Clip Standard A4 Letter Size, ECO Friendly
36.99
Anker Power Strip with 2100J Surge Protector, Outlet Extender, 20W, 12 AC
23.99
Highlighters Bulk, 150 Highlighters in 6 Assorted Colors, Chisel Tip Dry-Quickly Highlighter Markers, Office Classroom Must Have, Back to School Supplies for Adult Kids Teachers
The goal of this project is to strengthen K–5 students’ mathematical understanding and achievement by providing targeted, hands-on intervention resources that address individual learning needs and close foundational skill gaps. These resources will support small-group and differentiated instruction by giving students opportunities to build conceptual understanding, practice essential skills, and develop confidence as mathematicians. By equipping teachers and intervention groups with engaging, standards-aligned materials, this project will help ensure that all students have access to meaningful practice and the support needed to make measurable growth in mathematics.
Students in grades K–5 will participate in targeted math intervention based on individual learning needs and assessment data. During small-group instruction, students will use hands-on manipulatives, math games, visual models, and other intervention resources to strengthen foundational skills, address misconceptions, and build conceptual understanding. Instruction will focus on specific skill gaps identified through classroom assessments, progress monitoring, and FAST data. Students will receive repeated opportunities to practice, explain their mathematical thinking, and apply strategies in engaging ways. Progress will be monitored regularly so instruction and intervention groups can be adjusted based on student growth and needs.
This project will provide students with targeted support to strengthen foundational math skills, address learning gaps, and increase overall math achievement. Hands-on and engaging intervention resources will allow students to move beyond worksheets and develop a deeper understanding of mathematical concepts through models, manipulatives, games, and meaningful practice. Small-group instruction will provide opportunities for immediate feedback, differentiated support, mathematical discussion, and increased student engagement. These resources will also help build students’ confidence, fluency, problem-solving skills, and independence. By identifying misconceptions early and providing targeted intervention, students will be better prepared to access grade-level content and demonstrate measurable growth on classroom and statewide assessments.
Grant funding will be used to purchase a K–5 math intervention resource designed to provide targeted, skill-based support for students performing below grade-level expectations or demonstrating gaps in mathematical understanding. The resource will include structured intervention activities, hands-on materials, visual models, and differentiated practice that can be used during small-group and individualized instruction. Purchasing this resource will provide resource teachers and the math instructional coach with a consistent, research-based tool for identifying and addressing specific skill deficits. The resource will support targeted instruction, progress monitoring, and purposeful practice while helping students strengthen foundational skills, build confidence, and make measurable progress toward grade-level mathematics expectations.
