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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From Numbers to Knowledge: Growing K-2 Mathematics
The goal of this project is to improve K-2nd grade students’ mathematical understanding, problem-solving skills, and engagement with learning aids and hands-on manipulatives. The project addresses the need for accessible, engaging, and differentiated instructional resources that support students with varying learning needs and provide multiple ways for students to understand and apply mathematical concepts. The learning aids and manipulatives will help students develop foundational math skills, strengthen problem- solving skills, and demonstrate their understanding of grade-level mathematical concepts aligned with state academic standards. The project also supports the students’ IEP goals of differentiated student-centered instruction that promotes academic achievement, active engagement, and equitable access to learning opportunities for all students.
Funding is requested to purchase math learning aids, and manipulatives for an ESE Inclusion classroom. Resources may include interactive math mats, base-ten blocks, dice, ten frames, counters, spinners, playing cards, Lakeshore games and other hands-on materials that allow students to visualize and explore mathematical strategies and concepts. Students will participate in whole-group lessons, teacher-led small-group interventions, targeted interventions, partner activities, math games, and independent learning activities using these resources. These hands-on experiences will provide opportunities for students to practice skills, explain their mathematical thinking, solve problems, and develop greater confidence and independence in mathematics. The materials will support differentiated instruction by providing multiple ways for students with diverse learning needs to access and demonstrate understanding of grade-level concepts. Activities will be directly connected to classroom instruction and will reinforce learning objectives and grade-level standards in number sense, number sequence, place value, mathematical fluency, and problem-solving.
The success of the project will be measured through multiple sources of student data. Progress will be monitored by comparing student performance before and after implementation, including progress toward IEP goals, classroom assessments, and standardized assessments. Additional evidence of impact will include student work samples, formative assessment results, teacher observations, and documented changes in student engagement, confidence, problem-solving, and mathematical reasoning. This data will provide measurable evidence of student growth and help determine whether the learning aids and manipulatives are effectively supporting student achievement.
Requested funds will be used to purchase instructional materials and hands-on math manipulatives that directly support K-2nd grade mathematics instruction and the goals of this project. These resources will provide students with opportunities to engage in meaningful, hands-on learning while developing conceptual understanding of number sense, place value, addition and subtraction, problem-solving, and other foundational mathematical skills.
Funding may be allocated toward interactive learning tools, base-ten blocks, place-value materials, counting and number-sense manipulatives, math games, and other standards-aligned resources. These materials will allow teachers to provide differentiated and small group instruction, giving students multiple ways to model, visualize, practice, and demonstrate mathematical concepts.
Approximately 20-30 students will benefit directly from this project. The materials will be available for repeated use throughout the school year, allowing students across grade levels and instructional groups to benefit from the investment. The project is designed to increase student engagement, strengthen foundational math skills, and support measurable growth in mathematics achievement.
A student who's never learned to notice a limp, a favored knee, or a stiff shoulder in a teammate can't catch it before it becomes a real injury. This project equips students in [Sports Medicine / course name] with core injury-prevention and movement-assessment tools, so every student learns how to screen movement, identify risk factors, and apply appropriate injury-prevention and rehabilitation technique.
The classroom currently lacks dedicated equipment for teaching movement screening and injury-prevention technique. Mats and med balls used for hands-on assessment work have no organized storage, slowing transitions and creating a clutter and safety hazard during stations-based class periods. Shared, close-contact equipment also has no hygiene station to keep it usable across back-to-back classes.
Grades 5-6 (foundational body-awareness and injury-prevention basics): PE.5.L.4.5 (selecting proper stretching exercises to increase flexibility and reduce the chance of injury) and PE.6.C.2.16 (evaluating the movement performance of others) build the vocabulary and observational skill students need before formal screening work. PE.6.R.5.5 covers equipment care and safe behavior for this band.
Grades 7-12 (movement screening and injury-prevention technique): PE.912.C.2.26 (evaluating skill patterns of self and/or a partner by detecting and correcting mechanical errors) and PE.912.C.2.25 (analyzing and evaluating the risks, safety procedures, and equipment associated with specific activities) are the direct match for hands-on screening work. PE.912.L.4.6 (identifying health-related problems associated with low levels of fitness components, including flexibility) supports the injury-risk-factor content. PE.912.R.5.5 covers equipment care and safe behavior for this band. Hydration education ties in through PE.4.C.2.8 (identifying the importance of hydration before, during, and after physical activity) and its equivalent benchmarks at other grade levels, directly supporting the bottles.
This project connects to all four pillars of Seacrest's mission. It fuels intellectual engagement by having students understand the actual mechanics behind injury and movement compensation, not just perform exercises by rote. It teaches ownership of the educational experience through hands-on movement screening, where grades 7-12 students actively assess a partner's movement and apply what they find. It cultivates quality of character through the discipline of careful, respectful handling of shared, close-contact equipment and consistent hygiene practice. And it supports students leading lives of significance by building injury-prevention literacy they carry for life, and for some, a genuine early exposure to a sports medicine or athletic training career path.
Grades 5-6 build foundational body awareness and stretching technique using the slant board and thera-bands, developing the vocabulary and body control needed before formal movement screening. Grades 7-12 perform hands-on movement screening and injury-prevention technique using the physioballs, resistance bands, and trap bar, working in pairs to identify compensations or imbalances in a partner's movement pattern and apply appropriate prevention exercises. A dedicated hydration lesson uses each student's own reusable bottle to teach fluid replacement and electrolyte needs during physical activity, a core sports medicine topic students then practice daily.
Organized, accessible equipment storage keeps stations-based class periods moving safely and efficiently instead of losing instructional time to clutter, and the sanitizing supplies keep shared, close-contact equipment usable across grade levels and back-to-back class periods.
Instruction is direct teaching paired with guided, hands-on practice. Grades 5-6 are checked against a stretching-technique and body-awareness checklist. Grades 7-12 are checked against a movement-screening checklist, assessing their accuracy at identifying a partner's movement compensations and recommending an appropriate prevention exercise. The whiteboard supports diagramming movement patterns and injury mechanisms during daily instruction, and the mat holder and med ball holder are part of the stations-based classroom workflow itself, not simply idle storage.
Grades 5-6 build foundational body awareness, stretching technique, and a working understanding of basic injury-prevention concepts. Grades 7-12 show measurable improvement in movement-screening accuracy, confidence identifying compensations in a partner's movement, and applied injury-prevention technique.
Success will be tracked through a pre/post stretching-technique and body-awareness checklist for grades 5-6, a pre/post movement-screening checklist for grades 7-12, and a culminating project where students screen a partner and write up prevention recommendations. Evidence of impact includes completed screening write-ups, instructor rubric scores comparing pre- and post-unit checks.
The trap bar and resistance bands, including removable, portable hooks that attach to the existing rack without any permanent installation, are the primary tools for loaded and resisted movement work in the grades 7-12 curriculum. The slant board and physioballs support flexibility, balance, and functional movement work across both grade bands. The whiteboard supports daily instruction and diagramming. The mat holder and med ball holder keep hands-on, stations-based classes organized and safe during transitions. The sanitizing supplies keep shared, close-contact equipment safe across every grade level and class period. The reusable hydration bottles (48, $240) directly support the hydration and fluid-replacement lesson, giving students their own bottle to actually practice the habit being taught.
The goal of this project is to launch our schoolwide Spirit Stick program by jumping into the excitement with reading focused rewards that motivate students and celebrate their literacy accomplishments. These spirit sticks will increase student engagement, excitement, and motivation surrounding reading by providing spirit sticks as meaningful, visible incentives for reading participation and achievement. Spirit sticks will be used to celebrate students who demonstrate a commitment to reading, participate in literacy activities, reach individual reading goals, and encourage others to develop a love of books.
By incorporating spirit sticks into schoolwide reading initiatives, we will create a fun and positive reading culture where students are motivated to read, celebrate their accomplishments, and see themselves as successful readers. The project will help make reading more exciting and rewarding while encouraging students to build consistent reading habits both at school and at home. We are hoping to eventually promote this further into other achievements across the school, however to begin we're kicking it off with our literacy goals.
Our Students will receive spirit sticks surrounding literacy goals and reaching literacy milestone achievements. These spirit sticks will be proudly earned and displayed on their backpacks. This will increase the excitement surrounding sight word mastery, reading growth, books completed and individual reading goals. Having these spirit sticks to display will give our students the opportunity to share their goals and be proud of what they've achieved and continue working toward their other literacy goals.
This project will benefit our Naples Park Elementary students by making reading more engaging, motivating, and rewarding. Spirit sticks will provide students with tangible recognition for their sight-word progress, reading growth, books completed, and other literacy milestones. Celebrating these accomplishments will encourage students to set goals, recognize their own growth, and build confidence and enthusiasm as readers. Ultimately, the project will help foster a positive schoolwide culture where students are excited to read and celebrate their success.
Funding will be used to purchase approximately 750 reading-themed Spirit Sticks for our students. We have included a variety of sprit sticks because different milestones will receive different rewards. Each student will start off with a grade level spirit stick upon earning their first milestone as well, this will help kick off their collection.
Spirit Monkey Spirit Sticks (750 total):
Sight Words: 150=$97.50
I Love Reading: 100=$65.00
Readers are Leaders: 50=$32.50
Reading Rockstar:50=$32.50
All Star Reader: 50=$32.50
Super Reader: 50=$32.50
1st Grade: 50=$32.50
2nd Grade: 50=$32.50
Kindergarten: 50=$32.50
3rd Grade: 50=$32.50
4th Grade: 50=$32.50
5th Grade: 50=$32.50
I want to build the media center's collection of high interest - low level books that would be appropriate for emerging readers.
In our district, we use Accelerated Reader to help track how well students understand the books they're reading on their own. Right now, I only have a small bin of these early-level books in the media center. Because our school was originally built just for grades 3 through 5, our current library collection is pretty limited for younger or striving readers. I really want to build up this section so my students have a much wider variety of exciting titles to choose from.
The biggest issue right now is that a lot of the beginning reader books I have just don’t have much of a storyline or plot. The students find them boring. Adding high-interest books to our collection, will completely change how they view reading. They'll finally have stories they actually enjoy, which naturally helps them do better on their Accelerated Reader quizzes. That success builds their confidence and helps them grow into truly independent readers. Plus, this isn't just about our youngest students—it's also going to be a huge help for our older kids who are learning English or struggling with reading and need engaging stories at an accessible level.
I plan to purchase a variety of trade books that are written at an appropriate level for emerging and struggling readers.
150
Variety of trade books
150
Design to Product: Career Exploration Through Digital Design and Computer Applications
The goal of the Design to Product project is to provide students with meaningful opportunities to apply computer application skills in a real-world context while exploring technology-based career pathways. Students will learn how professionals use digital tools to design products, communicate ideas, and create marketing materials in careers such as graphic design, digital marketing, business technology, and product development. Through hands-on projects, students will develop technology proficiency, creativity, critical thinking, and communication skills while creating customized school spirit apparel and promotional materials. This project will help students connect classroom learning to future educational and career opportunities by demonstrating how computer application skills are used in today's workforce.
Students will use computer applications and digital design software to create original school spirit logos, graphics, and promotional materials. They will learn the fundamentals of graphic design, branding, visual communication, and digital content creation while developing products for an authentic school audience. Using Cricut technology and a heat press, students will transform their digital designs into finished products, allowing them to experience the complete design process from concept development to final production. Throughout the project, students will also explore careers related to technology, design, and business while strengthening collaboration, problem-solving, and presentation skills.
This project will provide students with engaging, hands-on learning experiences that strengthen computer application and digital design skills. Students will gain exposure to career pathways in graphic design, digital marketing, business technology, and related fields while developing important workplace readiness skills such as communication, collaboration, creativity, and critical thinking. By creating products that serve a real purpose within the school community, students will gain confidence in their abilities as designers, creators, and problem-solvers. The project will also increase student engagement by connecting technology instruction to authentic, real-world applications.
Funding for this project will provide the materials necessary for students to participate in hands-on digital design and production experiences throughout the school year. Grant funds will be used to purchase a heat press, heat transfer vinyl, blank apparel items, Cricut accessories, and other production supplies needed to transform student-created digital designs into finished products. These materials will support career exploration, technology integration, and project-based learning activities that allow students to apply computer application skills in meaningful and authentic ways while preparing them for future academic and career success.
1100
Heat Press 5 in 1 Heat Press Machine 12x15 Clamshell Sublimation Transfer Printer 900W Vinyl Heat Press (HomeDepot)
The goal of this project is to create a safe and supportive sensory room where students can regulate their emotions, meet their sensory needs, and prepare themselves to return to learning. The space will provide structured opportunities for calming, movement, and sensory exploration.
Students will use the sensory room with staff support based on their individual needs. They will be taught how to appropriately use sensory tools, request a break, select a regulation activity, and return to instruction when ready. Activities may include movement, calming exercises, tactile exploration, and the use of flexible seating and other sensory support.
The sensory room will give students an appropriate place to manage sensory needs and practice self regulation skills. It may help students become calmer, improve their readiness to learn, increase participation in classroom activities, and reduce behavior that interfere with instruction. The room will also help staff provide consistent, proactive support before student become overwhelmed.
Grant funds will be used to purchase developmentally appropriate sensory equipment and materials, including flexible seating, movement equipment, calming tools, tactile items, visual support, noise-reduction materials and storage supplies. These items will be used to create an organized, safe and accessible sensory room that support students with a variety of sensory and self regulation needs.
1545.46
Memory Foam Sensory Chair for Kids, Calming Tool for Kids with Autism ADHD
139.98
Simplay3 Two Sided Rock Around Wobble Disk and Climbing Dome for Toddlers and Kids - Rocking and Climbing - Indoor/Outdoor - Yellow/Green, Made in USA (1 Pack)
59.99
Spinning Chair for Autistic Kids, Sensory Swivel Seat with Backrest, Age 3+
239.97
Crash Pads for Kids Sensory, Crash Pads Sensory (4 x 4 ft) Blue Crash pad provides a safe, cushioned surface for ADHD/Autism, with sensory needsIdeal for home, classroom, or therapy setting
115.99
Sensory Chair for Kids — Inflatable Peapod for Children, Includes Electric Air Pump
69.99
Sensory Floor Tiles: Liquid Play Mats Sensory Pads for Kids Toddlers, 9PCS Autism Sensory Toys, 12"x12" Lava Tiles for Dancing Learning, Special Education Classroom Must Haves, Gross Motor Developmen
75.99
Bright Autism Tap-Tap Touch Sensory Lights, Dimmable 10-Piece Set for Kids
155.00
YoYa Toys Pull, Stretch and Squeeze Stress Balls - 3 Balls, Elastic Sensory Balls for Stress and Anxiety Relief, Autism and Special Needs Toys, Calming Fidgets for Kids and Adults, Ideal for Classroom
59.97
Irenare 3 Pcs Sensory Wall Sequin, Green, Dark Blue, Light Blue | Reversible Sequin Fabric with Dual-color Flip, Interactive Tactile Decor
8PCS Sensory Mats, Silicone Tactile Tiles for Autism ADHD
19.79
Sensory Tent | Calm Corner for Children to Play and Relax | Sensory Corner | Helps with Autism, SPD, Anxiety & Improve Focus | Black Out Sensory Tents for Autistic Children | Small
Swing Stand Frame with Sensory Swing and Pod Swing, Heavy-Duty X-Frame Sensory Swing Stand for Kids, Indoor & Outdoor Autism Sensory Hammock with Stand 350LBS Capacity for Home Backyard Park （Blue）
86.99
Bouncyband – Wiggle Seat – Green, 13” D – Large Sensory Cushion for Kids
24.99
Sunny Days Entertainment Nucleus Expandable Ball - Breathing Toy - Ages 3+
40.00
4 Pack Squishy Fidget Toys Stress Cube Bulk, Squishies Slow Rising Stress Balls for Adults Kids, Sensory Fidget Toys for Anxiety Relief, Small Squishy Toys for Classroom Prizes Party Favors
39.96
9 Labeled Sensory Mats w/Lesson Plans | Sensory Toys for Kids with Autism | Mats for Autistic Children | Occupational Therapy Toys | Sensory Wall for Autism Classroom Must Haves
69.97
Oral Sensory Vibration Tool Oral Motor Sensory Stimulation Kit with 8 Textured Silicone Heads, 3 Vibration Modes for Autism, Speech Therapy, Self Feeding Stimulation & Calm Sensory Needs - Blue
25.99
MEAVIA Jumbo Size Rainbow Sequins Sensory Toy, Includes Six Shape Stencils
The goal of this project is to deepen students’ understanding of reptile biology, adaptations, and environmental needs through ongoing observation and supervised care of Cheeto, our classroom bearded dragon. Students in grades 6–8 at Seacrest Country Day School will investigate how habitat conditions, thermoregulation, and nutrition support a living animal’s needs.
Building on a student-developed needs assessment, this project connects classroom science to meaningful experiences with observation, measurement, and responsible care. Students will practice asking scientific questions, maintaining accurate records, and supporting explanations with evidence while strengthening collaboration and responsibility.
Students will investigate Cheeto’s habitat, identifying the basking area, cooler zone, shaded retreat, and sources of heat and UVB light. They will create labeled habitat diagrams and explain how these features support a bearded dragon’s needs, including its ability to regulate body temperature by moving between different areas.
Students will rotate through observation, measurement, recording, and supervised care roles. Using temperature probes and an infrared thermometer, they will collect measurements from different habitat locations and record the time, location, and units. They will organize their findings into graphs, observe patterns in Cheeto’s location and activity, and distinguish direct observations from inferences.
Nutrition lessons will connect Cheeto’s omnivorous diet to appropriate greens, feeder insects, and supplements. Students will compare food categories, document approved feeding observations, and explain why nutrition, fresh water, and habitat cleanliness matter. Feeding quantities and supplement schedules will follow Cheeto’s established care plan.
I will model scientific recordkeeping and guide students in using their observations to support explanations. All investigations will occur within appropriate care conditions, without disrupting Cheeto’s environment to test predictions. Students can participate through observation, measurement, and documentation without handling the animal. All care will remain under adult supervision.
This project will provide 72 middle school students with repeated opportunities to connect science concepts to observable biological needs and behaviors. Students will strengthen their ability to collect accurate data, identify patterns, ask questions, and explain relationships between an animal and its environment.
An initial concept check and habitat diagram will establish baseline understanding. After eight to ten weeks, the target is for at least 80 percent of students to accurately explain three relationships between Cheeto’s needs and habitat features, including how warm and cool areas support thermoregulation.
Students will demonstrate scientific learning through observation logs, labeled graphs, and an evidence-based explanation connecting their findings to a reptile adaptation or environmental requirement. Teacher observations and student reflections will document growth in accurate recordkeeping, responsible participation, and collaboration. Comparing initial and final work will make changes in understanding visible.
I am requesting $1,869 to support a full year of care and observation-based science learning centered on Cheeto, our classroom bearded dragon, benefiting 72 students in grades 6–8.
The budget includes $624 for feeder insects and $260 for fresh greens and vegetables, calculated over 52 weeks. An additional $40 will provide feeder-insect food and a ventilated holding container. Supplements and cleaning supplies total $150, while habitat equipment, care tools, and temperature-measurement equipment total $795.
A 120-gallon enclosure, basking platform, and shaded hide will provide distinct habitat areas for students to observe. UVB lighting, a replacement lamp, a basking heat fixture, a compatible thermostat, and a lighting timer will support the environmental conditions students are learning to explain. Temperature probes and an infrared thermometer will allow students to collect and compare measurements. Bowls, feeding tongs, paper towels, and habitat-cleaning supplies will support supervised care routines.
Annual food allowances will support continuity of care, including school breaks, with purchases adjusted to actual use and Cheeto’s established care plan. Durable equipment will support future science classes. Existing classroom materials will be used for logs and graphs, and an adult will remain responsible for care outside instructional hours. Veterinary services are not included.
1869
120 gallon enclosure
365
feeding supplies: food and water bowls, feeding tongs
35
crickets: $12/week x 52
624
Linear T5 HO UVB fixture and compatible lamp
110
Stable basking platform and shaded hide
45
Reptile calcium and multivitamin supplements
40
Plain paper towels for cleaning and replaceable enclosure lining
60
Reptile habitat disinfectant and dedicated cleaning tools
50
Digital lighting timer
25
leafy greens and vegetables: $5 week x 52
260
Basking heat fixture with compatible bulb and spare
70
Dimming thermostat compatible with heat source
40
Digital temperature probes for warm and cool zones
25
Infrared surface thermometer
35
Compatible replacement linear UVB lamp
45
Feeder-insect gut-loading food and ventilated holding container
A student misses three shots in a row. Does she throw the ball down in frustration, or does she reset and try again? A teammate makes a bad pass. Does the group blame him, or pick the play back up together? Basketball hands you these moments constantly, real, unscripted chances to practice exactly the values Seacrest asks every student to build.
This class uses basketball as the vehicle, not the point. Each of Seacrest's six core values, kindness, respect, integrity, perseverance, curiosity, and responsibility, gets tied to something students actually do on the court: perseverance shows up when you keep shooting after missing, integrity shows up when you call your own foul nobody saw, respect shows up in how you treat the person guarding you.
This connects directly to Seacrest's mission of cultivating quality of character and teaching ownership of the educational experience, students aren't told what integrity looks like, they practice it in a live, competitive moment where it's actually hard to choose.
Each class session opens with a focus value for the day, then plays it out live. A perseverance-focused day might mean a shooting drill where the whole point is the misses, not the makes, tracking how many attempts it takes to hit a target number, and talking afterward about what it felt like to keep going. A respect-focused day might mean scrimmaging in mixed teams using the pinnies, with explicit rules around how players talk to teammates and opponents.
After play, students log a quick reflection: which value showed up today, for them or for someone else, and how. The laminated value posters stay visible courtside as a constant reference, not something students only see once at the start of the unit.
This is structured, taught class time, not free play. The Assistant AD runs the session the way any PE or character-education class runs, with a clear focus, a live activity, and a reflection built in every time.
Students get repeated, live practice connecting an abstract value to a specific choice they just made, which sticks far better than hearing the word "perseverance" in an assembly. Over a semester, the goal is for students to start naming these values unprompted, noticing perseverance or respect in the moment without being told to look for it.
Success will be tracked through student reflection logs, watching whether the language students use shifts from generic ("I played basketball today") to specific ("I called my own foul even though we needed the point"), plus informal observation of how students treat each other during competitive moments over the course of the unit.
The portable hoops are the physical anchor the entire class runs on, without them, there's no live activity to build the values conversation around. Basketballs in sufficient quantity mean students aren't standing around waiting their turn. The posters keep each day's value visible and concrete rather than abstract. The reflection journals are where the actual character-education work gets captured, students naming what they saw and did, not just what they played. Cones and pinnies support structured drills and mixed-team scrimmages designed around specific values like respect and cooperation.
1930
Mid-tier portable basketball hoop (35+ gal base, breakaway rim)
Provide 700 students with the everyday tools they need to plan, create, experiment, and express their ideas through art while supporting our school wide goal: Question. Learn. Soar.
Students will use scissors, glue, pencils, erasers, sharpeners, rulers, colored pencils, markers, crayons and Sharpies throughout the school year. These materials will support drawing, sketching, measuring, cutting, designing, mixed-media projects, and creating finished artwork. Students will learn how different tools can be used to solve artistic problems and will be encouraged to make choices, experiment, and revise their work.
Students will have consistent access to the basic tools necessary to fully participate in art lessons, strengthening creativity, fine-motor skills, problem-solving, and confidence. The school will benefit from increased opportunities to display and celebrate student artwork. As an art educator, having dependable classroom essentials will allow me to spend more time teaching and guiding students and less time working around supply shortages. These tools will support hundreds of creative experiences throughout the school year.
Funding will be used to purchase essential classroom art supplies, including scissors, glue, pencils, erasers, sharpeners, rulers, colored pencils, markers, and Sharpies. These materials are used regularly by students in all grade levels and are necessary for drawing, sketching, measuring, cutting, designing, mixed-media projects, and creating finished artwork. Because these supplies are consumable or frequently used, they must be replenished throughout the school year to ensure that all students have equitable access to the tools they need to participate fully in art instruction.
Scissors- $18.99 Quantity-1
Crayola Broad Markers- $59.99 Quantity-3
Sharpies 72 Pack- $55.57 Quantity-1
Sharpies Black- $17.49 Quantity-2
Crayola Jumbo Crayons $34.99 Quantity-1
Crayola Colored Pencils- $43.59 Quantity-1
Rulers 60 Pack- $13.99 Quantity-1
Sharpeners 24 pack- $8.99 Quantity-2
Pencils-$11.14 Quantity-1
Elmer's White Glue $29.98 Quantity-1
Elmer’s Glue Stick- $7.31Quantity-1
Total $493.95
Provide 700 students with hands-on opportunities to move beyond two-dimensional artwork and discover how they can build, sculpt, design, and problem-solve through three-dimensional art.
Students will create three-dimensional artwork using materials such as Model Magic, cardboard, and assorted craft materials and textures. Students will sculpt, construct, attach, layer, and transform materials into imaginative creations. For projects such as bird sculptures, students may use textured craft materials to create feathers, eyes, beaks, and other details. Throughout the process, students will ask questions about structure, texture, balance, and design and learn through experimentation.
Three-dimensional projects provide students with a different way to think, create, and solve problems. Students will develop spatial awareness, fine-motor skills, persistence, creativity, and confidence while learning that there can be many solutions to an artistic challenge.
The school will gain unique student sculptures and collaborative displays that showcase hands-on learning and provide opportunities to celebrate student creativity throughout the school.
As an art educator, these supplies will allow me to expand my curriculum beyond traditional drawing and painting and provide students with more diverse, memorable art experiences.
Funding will be used to purchase three-dimensional and construction materials such as Model Magic, cardboard, and assorted craft materials and textures. These supplies will give students opportunities to build and sculpt rather than only create on a flat surface. Because 3D materials are often consumed, damaged, or difficult to reuse between large groups of students, adequate quantities are needed to provide meaningful experiences for all 700 students. Funding will make it possible to offer hands-on, standards-aligned 3D projects while encouraging students to experiment, problem-solve, and think creatively.
Model Magic 75 ct- $41.99 Quantity-3
Model Magic 75 ct- $37.32 Quantity-3
Pom Poms- $6.29 Quantity-1
Arts & Crafts Supplies Kit- $16.97 Quantity-3
Googly Eyes- $7.95 Quantity-3
Golden State Cardboard- $15.99 Quantity-4
Feathers Multicolor- $9.99 Quantity-2
5 Boxes Bracelet Making Kit- $22.99 Quantity-2
String for Bracelet $9.99 Quantity-1
Mod Podge $14.37 Quantity-1
Total $492.44
The goal of this project is to create an engaging, well-equipped 6th-grade English Language Arts (ELA) learning environment. By providing essential school supplies and expanding our classroom library with Florida Sunshine State books and level-appropriate novels, the project aims to eliminate material barriers, improve reading comprehension, foster a love for literacy, and support interactive, collaborative learning.
Students will use the materials daily during ELA instruction, small-group guided reading, and independent study:
Classroom Library & Novels: Students will participate in independent reading time, literature circles, and book clubs using the new Florida Sunshine State books and diverse novels. They will practice critical thinking, track narrative arcs, and participate in peer discussions.
Notebooks & Writing Tools: The 3-subject spiral notebooks will serve as interactive student notebooks (ISNs) for vocabulary, grammar instruction, and response-to-reading journals.
Highlighters & Markers: Students will use highlighters for text annotation, close reading, and identifying evidence. Dry-erase markers will be used on individual whiteboards for quick-check formative assessments, while permanent markers will support group anchor-chart projects and poster presentations.
Equal Access to Learning: Ensures all students have necessary tools regardless of financial background.
Increased Literacy Engagement: Providing current Sunshine State titles and high-interest 6th-grade novels motivates reluctant readers and boosts reading stamina.
Enhanced Active Learning: Interactive notebooks and annotation tools promote active engagement and help solidify reading comprehension skills.
Collaborative Skill-Building: Shared tools (markers, dry-erase, group posters) encourage teamwork, communication, and creative expression.
1.Pencils, Pencil Sharpeners:
Ensures daily writing readiness and eliminates lost instructional time spent searching for working supplies.
2. Highlighters, Dry-Erase Markers, Permanent Markers:
Supports active close-reading strategies, instant formative checks, and student-created visual anchor charts.
3. 3-Subject Spiral Notebooks:
Serves as interactive literacy notebooks for tracking vocabulary, class notes, and writing logs throughout the school year.
4. Florida Sunshine State Books & Grade 6 Novels:
Builds a high-interest classroom library that directly supports state standards, independent reading goals, and group literature circles.
The goal of this project is to make fourth-grade science more hands-on by providing students with materials that allow them to explore, investigate, observe, and experience science concepts rather than simply read about them.
Students will use these materials during hands-on science lessons and investigations throughout the year. They will dissect owl pellets to explore food chains, use a 3D flower model and real lilies to identify reproductive parts of flowers, and use a digital microscope to view objects up close and make detailed observations. They will also use a rock tumbler to observe the effects of weathering and erosion over time. Lab trays will be used during classroom investigations to organize materials and make conducting science labs easier. Foam trifold boards will allow students to create and display their learning during our wax museum presentation.
These materials will give students more opportunities to learn by doing. Hands-on experiences will help students better understand and remember science concepts while encouraging curiosity, observation, problem-solving, collaboration, and scientific thinking. Students will be able to see, touch, investigate, and experiment with real materials, making abstract science concepts more meaningful and engaging.
Funding will provide hands-on science materials including owl pellets, a 3D flower model, lilies for flower dissections, batteries, digital microscope supplies, a rock tumbler refill kit, lab trays, and foam trifold presentation boards. Each item will be used to support fourth-grade science lessons, investigations, and student presentations throughout the school year.
470.00
Owl Pellets
155.75
Amazon (Digital Microscope, trays, rock tumbler refill kit, flower model, rock kit, batteries)
Our first grade students would love to take a FUN field trip to the Naples Zoo to learn about
animals and plants!
Our students in First grade are excited to come to school and learn everyday.
The students come from working class families and over half are on free and reduced lunch.
Despite their background the children are eager to learn. By providing them with meaningful
experiences, their quest for knowledge can be achieved!
Some of the students in our First grade classes have never been able to experience anything
outside of the classroom or their homes. We believe that the way for children to deepen their
understanding of the world around them is to actually experience it
Our first grade students learn about plant and animals in our science curriculum.
What better way to learn than a hands on field trip to the zoo.
The students will get to learn about animals and get to see them in real life!
Once we have visited the zoo the students in our classes will have a better understanding of
plants and animals in the real world!
This field trip will allow our students to experience a zoo life firsthand! Also, this field trip will
allow our students to have FUN memories of first grade and the real life experience of
visiting a zoo!
Naples Zoo Field Trip
45 student admissions $12 a piece= $540
1 adult per 10 paying students FREE (4) and required
4 additional chaperones cost $23 a piece= $92
Total cost of field trip = $632
To provide Middle and Upper School students at Seacrest Country Day School with the equipment necessary to maximize the physical, social, and emotional benefits of Flex Time, a dedicated period for unstructured physical play that supports the whole-child development of adolescents.
Students in the Middle and Upper Schools will use a wide variety of equipment during Flex Time to engage in self-directed, unstructured physical play and games on campus. Rather than a supervised, adult-led activity, Flex Time gives students the autonomy to choose how they move, compete, and connect with peers — whether that's organizing a pickup volleyball or soccer game, tossing a frisbee, running a flag football scrimmage, navigating an obstacle course, or playing a lower-intensity game like cornhole or yard golf. Equipment will be stored in a weather-resistant, lockable container on campus, allowing students to access and return gear independently each day. Students will play a role in maintaining the equipment and storage system, reinforcing a sense of ownership over the program.
Physical activity that adolescents are losing: National data show a sharp decline in physical activity as children reach adolescence — one study using accelerometers found that while 9-year-olds averaged three hours of moderate-to-vigorous activity a day, that number dropped to just 49 minutes on weekdays and 35 minutes on weekends by age 15. Flex Time directly counters this trend during the school day.
Unstructured play is developmentally distinct from PE or sports: Research suggests children benefit from experiencing roughly twice as much unstructured play time as structured activity, with unstructured play fostering social competence, self-discipline, conflict resolution, leadership development, and problem-solving skills that organized sports and PE classes don't fully replicate.
Middle and Upper Schoolers need it just as much as younger students: Educators and researchers note that unstructured time is just as essential for middle schoolers as for younger children, offering a rare opportunity for adolescents to bond with friends and build soft skills that carry into high school, college, and beyond — even as most schools phase out recess-style time after elementary school.
Improved focus and classroom behavior: Research on recess and play breaks shows they promote optimal learning of academic tasks and improved classroom behavior, giving Flex Time value that extends into the academic periods that follow it.
Emotional regulation and stress relief: Active, unstructured play helps build healthy bodies, increase energy, and reduce tension and anxiety — a meaningful benefit for adolescents navigating the academic and social pressures of Middle and Upper School.
Equity of access: A shared, well-stocked equipment supply ensures that every student — regardless of what gear they may or may not own personally — has full access to the same quality play experience during Flex Time.
Funding will provide a diverse, durable set of equipment to support a wide range of student-chosen activities during Flex Time, along with secure on-campus storage. Requested items include:
Volleyballs, soccer balls, and footballs – core equipment for the most popular student-organized games
Flag football equipment (flags/belts) – enables organized, lower-contact game play
Frisbees – supports low-barrier, easy-to-organize games like ultimate frisbee or disc golf
Obstacle course materials (cones, agility ladders, hurdles, portable markers) – allows students to build and customize their own physical challenges
Cornhole/bag toss sets – offers a lower-intensity, highly social option for students who prefer less vigorous play
Kid-safe lawn darts – provides a skill-based lawn game alternative
Yard golf sets – expands the variety of low-impact game options available
Additional suggested items:
Basketballs and a portable/adjustable hoop – one of the most consistently popular options for pickup games
Jump ropes (single and long/double-dutch) – low-cost, high-activity option that supports large groups
Spikeball/roundnet sets – a fast-growing, highly social game well-suited to small groups
Hula hoops and bocce ball sets – broaden appeal to students who prefer less competitive activities
Air pump and repair kit – ensures balls and inflatable equipment stay usable long-term
Storage bins/mesh bags for sub-sorting equipment – keeps gear organized within the main container and speeds up daily check-out/check-in
Weather-resistant, lockable storage container – protects equipment investment from Naples' heat, humidity, and rain while allowing secure, student-accessible storage on campus.
Together, this equipment ensures Flex Time offers enough variety to engage students across a wide range of interests and physical activity levels, while the storage solution protects the investment and supports a sustainable, self-managed system for years to come.
