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.
After 10 successful years our current machine is very loved and in desperate need of an upgrade to continue the program. The program inspires and motivates students to work collaboratively as a class to earn popcorn party rewards on a bi-monthly basis. This positive behavior intervention and support (PBIS) will cater to the diverse learners within my classroom program, while cultivating a community of learners.
Students will have the opportunity to earn a popcorn class point on a daily basis. This will be implemented in conjunction with my behavior modification program. When the students follow the classroom expectations, they are awarded a popcorn point for that day. After two weeks, the class/classes with the most points will celebrate with Popcorn Friday. Each student will receive their own bag of popcorn made especially for them with choices of toppings/seasonings.
Over the 10 years nearly 750 students have benefitted from this program! Funding "Popping into Middle School" will provide a rewarding and positive atmosphere for cooperative learning and student engagement as each class works together toward a common goal. This program is well-known throughout the school, and often a highlight of middle school for many learners!
This budget will cover the new popcorn machine for our next decade of rewards. It will also include the non-food related items needed to use for the school year. This machine will reach up to 75 of students this year, and even more in years to come.
340.00
Great Northern Popcorn Good Time 8oz Popcorn Machine
195.00
Plastic Popcorn Boxes Red and White Striped Popcorn Buckets Bulk Reusable Open Top Containers
70.00
Plastic Popcorn Scoop Set - 6 Reusable 75 oz Containers with Red Scooper
35.00
1000 Popcorn bags bulk
40.00
A Living Library Built for Discovery
Diany Saldarriaga
ID-54
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 build a classroom library that inspires every student to become a confident, curious, and lifelong reader. Every day is another opportunity for my students to discover a new passion, overcome a challenge, and realize they are capable of more than they ever imagined. My goal is to create a library where every student can find books that reflect their interests while encouraging them to discover new authors, genres, and perspectives that broaden their understanding of the world around them. I want my students to read not because they have to, but because they genuinely enjoy it.
My fifth grade classroom serves students with a wide range of reading abilities, interests, and backgrounds, including many English language learners. As a Title I school, many of my students have limited access to books outside of the classroom, making our classroom library an essential part of their daily reading experience. A well-stocked classroom library ensures students have immediate, daily access to books that match their interests and reading levels. While some students already love reading, others have not yet found a book that captures their interest or helps them see themselves as readers. By offering choice across a wide range of genres and reading levels, this library will help every student discover books that spark their curiosity while encouraging them to explore new ones. When students are excited about what they're reading, they read more often, build confidence, strengthen their literacy skills, and develop positive reading habits both in and out of the classroom.
Every title in this collection has been intentionally selected for its instructional value, student appeal, reading level, diversity of genre and perspective, potential to increase independent reading, and long-term classroom use. The collection includes a balanced mix of fiction, nonfiction, biographies, graphic novels, and high-interest series with a variety of genres, reading levels, and student interests. The Who Was? series helps build background knowledge across the curriculum, while graphic novels paired with their traditional novel counterparts help students confidently transition to increasingly complex texts as their confidence grows.
These resources will be used during independent reading, literature circles, book talks, small-group instruction, and cross-curricular learning in science and social studies. Students will also be able to check out books to take home, ensuring they have access to engaging reading materials beyond the school day. My vision is for reading to become a meaningful part of my students' daily lives, not just another school assignment. By expanding access to high-quality books both in the classroom and at home, this project supports Florida's B.E.S.T. Standards by strengthening reading comprehension, vocabulary acquisition, evidence-based discussion, and analysis of literary and informational texts. It also aligns with our school's and district's literacy priorities by supporting intentional vocabulary development, providing differentiated reading opportunities for students across a wide range of ability levels, and ensuring all students, including proficient readers, continue growing through access to increasingly challenging texts.
Ultimately, this project is about more than building a classroom library. It is about creating a classroom culture where reading is valued, shared, and celebrated. I want these books to become more than classroom resources. I want them to become the books students talk about with their friends, recommend to one another, and cannot wait to take home and continue reading. More than anything, I want this collection to help every student take one step closer to becoming a lifelong reader. That is the lasting impact I hope to make, one book, one student, and one new discovery at a time.
My classroom library will be a place where students enjoy browsing, discovering new books, asking questions, and finding stories that spark their curiosity. Every resource has been intentionally selected to encourage exploration, conversation, and independent learning. Students will actively participate by choosing books that match their interests and reading levels while exploring new genres, authors, and topics. Students will build reading stamina through independent reading, maintain a book reflection log to celebrate their progress, and regularly check out books to continue reading at home. Giving students both choice and ownership of their reading makes reading a meaningful part of their daily lives.
Reading will become a collaborative experience rather than an activity students complete independently. Through recurring Books Worth Sharing discussions, students will recommend books, share favorite moments, discuss characters and themes, and encourage classmates to explore new titles. These conversations will strengthen speaking and listening skills while helping build a classroom culture where reading is valued, shared, and celebrated.
Students will also use classroom dictionaries and thesauruses to strengthen their academic vocabulary through activities centered on curiosity and exploration. Rather than simply looking up assigned words, students will discover unfamiliar or interesting vocabulary, investigate synonyms and antonyms with partners, and share words they find meaningful through a recurring activity called Words Worth Sharing. This approach encourages vocabulary ownership while helping students strengthen communication skills and develop a deeper appreciation for language.
High-interest nonfiction resources will be integrated into science instruction, while historical nonfiction, biographies, and informational texts will help students build the background knowledge that supports reading comprehension across the curriculum. Through a recurring journal activity called Discoveries Worth Sharing, students will record fascinating facts, new learning, questions, and personal reflections from their reading. Whether students discover an incredible scientific phenomenon, a remarkable historical event, or a new perspective on the world around them, they will have opportunities to celebrate and share those discoveries through discussion and writing.
These routines are intentionally designed to meet the needs of students with varying reading abilities, including English language learners and students with disabilities, by providing meaningful choice, accessible entry points, engaging texts, collaborative learning opportunities, and multiple ways to interact with both literary and informational texts. Students will apply the comprehension strategies, vocabulary skills, discussion techniques, and text analysis taught during whole-group and small-group instruction while reading self-selected books that are meaningful to them. Together, Books Worth Sharing, Words Worth Sharing, and Discoveries Worth Sharing create a cohesive literacy framework that encourages students to discover, discuss, and share books, words, and ideas throughout the school year. More importantly, these routines help students become increasingly independent learners. Students will learn to use classroom resources to answer questions, reflect on what they have learned, and confidently share their discoveries with others. These are lifelong learning habits that extend far beyond a single lesson, subject, or school year. These routines will become a lasting part of our classroom, ensuring future classes of students build curiosity, confidence, and independence through meaningful literacy experiences.
The benefits of this project extend far beyond expanding a classroom library. It is about creating confident, curious, and independent readers who choose to engage with books in meaningful ways. I expect students to read more often, read with greater purpose and understanding, and become increasingly willing to challenge themselves with more complex texts. As students build reading stamina, strengthen vocabulary, deepen comprehension, and spend more time reading books they genuinely enjoy, I expect many students to demonstrate measurable growth in reading achievement, including improvements in reading comprehension, vocabulary acquisition, written and verbal communication, and Lexile levels. These skills will support success on classroom assessments, district benchmark assessments, and Florida's FAST Reading assessment. By providing meaningful choice, engaging literacy experiences, and access to high quality books, this project directly addresses the diverse reading needs identified in my classroom while empowering every student to grow as a confident reader.
Success will also be reflected in the habits students develop throughout the school year. I expect students to read more frequently, complete more books, participate more confidently in discussions, recommend books to classmates, ask thoughtful questions, and take greater ownership of their learning. As students become more comfortable using dictionaries, thesauruses, nonfiction texts, and other classroom resources, they will increasingly rely on those tools to answer questions, build knowledge, and solve problems independently.
The impact of this project will be evident through multiple forms of student work, classroom observations, and ongoing assessment. Student growth will be documented through classroom assessments, reading comprehension activities, vocabulary activities and work samples, book reflection logs, written responses, classroom discussions, and ongoing observations of student engagement. I will also look for increased participation during Books Worth Sharing, Words Worth Sharing, and Discoveries Worth Sharing, as well as higher rates of book checkouts, stronger reading stamina, richer classroom conversations, and students' willingness to explore unfamiliar genres and increasingly challenging texts. Together, these measures will demonstrate meaningful growth in student engagement, reading confidence, and learner independence.
Ultimately, the greatest measure of success will be the classroom culture that develops around reading. When students eagerly recommend books to one another, celebrate new words and discoveries, choose to continue reading beyond the school day, and confidently use books and classroom resources to answer their own questions, I will know this project has achieved its purpose. Students will leave my classroom as stronger readers, equipped with the curiosity, confidence, and independence to continue discovering, questioning, and learning long after fifth grade.
Every resource requested through this project has been purposefully selected to support student learning, with the goal of creating a classroom where reading is engaging, meaningful, and accessible to every student. Every requested item was selected for its instructional value, long-term classroom use, and ability to support students with diverse reading interests, abilities, and backgrounds. My selections were guided by what I learned during my first year in the classroom, student feedback, and instructional data. Throughout the year, students completed book recommendation cards to share books they loved, giving me valuable insight into the types of books that truly captured their interest. I also used our reading data to identify instructional needs, particularly vocabulary development, which inspired the addition of classroom dictionaries, thesauruses, and intentional vocabulary exploration activities.
Rather than purchasing books based solely on popularity, I carefully curated this collection to reflect my students' interests while supporting a wide range of reading levels and instructional goals. Throughout the past year, I learned that my students were especially drawn to science discoveries, animals, dinosaurs, sports, graphic novels, and historical events. Those interests are reflected throughout this collection while still introducing students to new genres, perspectives, and ideas that broaden their reading experiences. I also intentionally selected books that reflect a variety of cultures, backgrounds, and life experiences so every student has opportunities to find stories and characters they connect with while developing empathy and understanding for others. The collection balances engaging fiction, nonfiction, biographies, reference materials, and book series to strengthen reading comprehension, vocabulary, background knowledge, and independent learning while ensuring every student can find books that both interest and challenge them.
The requested materials directly support the instructional activities outlined throughout this proposal. Students will use these resources during independent reading, literature circles, vocabulary exploration, science instruction, classroom discussions, and recurring literacy routines such as Books Worth Sharing, Words Worth Sharing, and Discoveries Worth Sharing. Dictionaries and thesauruses will help students develop the confidence to independently answer questions and expand their vocabulary, while nonfiction texts and biographies will build background knowledge that strengthens comprehension across the curriculum. Several graphic novels have been purposefully paired with their traditional novel counterparts to provide accessible entry points for reluctant and developing readers. Once students become invested in the characters and stories, they are naturally encouraged to continue the series through the traditional novels, helping them transition to increasingly complex texts with greater confidence.
Approximately 50 fifth grade students will directly benefit from this project during the upcoming school year, while these resources will continue serving future classes of students for many years. Because these books and reference materials will be used daily in the classroom and regularly checked out for home reading, each resource will support learning both during and beyond the school day, multiplying the impact of every funding dollar. This investment creates a lasting classroom library that will continue supporting literacy instruction for years to come.
Every requested item represents a lasting investment in student learning. Unlike consumable materials, these books and reference resources will remain part of our classroom library for years, allowing hundreds of future students to benefit from the same high-quality literacy experiences. By selecting durable, versatile resources that support multiple instructional purposes, this project ensures every funding dollar continues benefiting students long after the grant has ended.
Gaming, Technology & Sports Collection (16 books): Minecraft Woodsword Chronicles (6), Trapped in a Video Game (5), The Academy (3), The Next Messi, Rez Ball
91
Who Was? Biography Collection (46 books): History & Government (14), Science & Innovation (14), Sports (8), Arts & Culture (10)
306
National Geographic Collection (7 books): Animal Encyclopedia, Space Encyclopedia, Kids Why?, Bet You Didn't Know, First Big Book of Why, First Big Book of Weather, First Big Book of Reptiles
82
Nature Exploration Collection (3 books): The Wonders of Nature, Nature's Treasures, An Anthology of Aquatic Life
44
Dinosaur Collection (2 books): Dinosaurs and Other Prehistoric Life, First Big Book of Dinosaurs
38
Mythology & Legends Collection (3 books): Treasury of Greek Mythology, Norse Mythology for Kids, The Book of Mythical Beasts and Magical Creatures
47
Medieval & Native American History Collection (4 books): Everything Vikings, Everything Castles, American Indian History & Culture, Native American Stories
52
History Mysteries Collection (3 books): History's Mysteries: Curious Clues, History's Mysteries: Freaky Phenomena, Don't Read This Book Before Bed
44
World Facts, Records & Discoveries Collection (4 books): Countries of the World, When on Earth?, Weird But True! USA, Guinness World Records 2026
54
Adventure & Fantasy Graphic Novel Series Collection (23 books): Amulet (8), Hilo (6), Wynd (2), Mighty Jack Trilogy (3), Last Kids on Earth (3)
Realistic Fiction Graphic Novel Collection (10 books): Smile, Ghosts, Allergic, Roller Girl, New Kid, El Deafo, Invisible, The Baby-sitters Club (3)
86
Fantasy, Mystery & Classics Graphic Novel Collection (6 books): Lightfall, Garlic and the Vampire, Things in the Basement, Enola Holmes, The Hobbit, Black Beauty
69
Sports Graphic Novel Collection (2 books): Hoops, Swim Team
18
Fantasy Collection (22 books): Keeper of the Lost Cities (5), Nevermoor (4), Fablehaven (5), Wingfeather Saga (4), The Land of Stories (2), Impossible Creatures, A Tale Dark & Grimm
154
Mystery Collection (24 books): Spy School vs. SPYDER (7), Mr. Lemoncello's (6), Nancy Drew (5), The Mysterious Benedict Society (2), City Spies (3), The False Prince
146
Historical Fiction Collection (6 books): The Bletchley Riddle, Operation Kinderspion (2), Alan Gratz Collection (3)
64
Historical Adventures & Mythology Fiction Collection: Survivor Diaries (2), Kate Messner Collection (4), Rick Riordan Presents Collection (3)
69
Adventure & Contemporary Fiction Collection (19 books): The Last Kids on Earth (8), Gordon Korman Collection (3), A Peak Marcello Adventure (3), Wildfire, Wayside School (4)
Alternative Schools Naples: Beacon, Pheonix, New Beginnings, TAP
Pre-K K-12
Language Arts
Additional Details
The primary goal of "Building a Library, One SSYRA Book at a Time," is to establish a centralized library for New Beginnings Naples Alternative School where students can check out books just as they would at their home schools. Currently, each classroom maintains its own small library, limiting student access and independence. A shared library will provide access to high-quality literature, such as Sunshine State Young Readers Award (SSYRA) books, while promoting responsibility, independence, and a positive reading culture. Because our students attend an alternative school due to behavioral challenges, this project will provide authentic opportunities to practice school expectations, make independent choices, and build routines that support a successful transition back to their home schools. Students in grades 2–5 will demonstrate comprehension by taking Accelerated Reader (AR) quizzes, allowing them to monitor their progress and celebrate their reading achievements. Ultimately, this project will strengthen literacy skills, increase reading engagement, and inspire a lifelong love of reading.
At the beginning of the school year, teachers will introduce the Sunshine State Young Readers Award (SSYRA) program through first-chapter read-alouds to generate excitement and help students select books for independent reading. Students will participate in scheduled library visits to browse, check out, and read books of their choice before demonstrating comprehension through reading activities and assessments. They will also follow book return timelines, providing opportunities to practice responsibility, organization, time management, and goal-setting while reinforcing the routines and expectations they will encounter when transitioning back to their home schools. Through consistent access to engaging literature and structured library experiences, students will strengthen literacy skills, build positive reading habits, and develop a greater appreciation for reading.
If this project is funded, students will demonstrate increased reading engagement, improved responsibility with borrowed materials, and growth in reading comprehension through access to a centralized library of engaging Sunshine State Young Readers Award (SSYRA) titles. Progress will be measured using Accelerated Reader (AR) data, book checkout and on-time return records, student discussions about reading, and teacher observations of students' responsibility, organization, and independent reading behaviors. Success will be reflected in increased participation in reading activities, improved comprehension, and students' growth as confident, independent readers.
The requested funds will purchase the complete 2026–2027 Sunshine State Young Readers Award (SSYRA) collection (45 titles: 15 each for grades K–2, 3–5, and 6–8) for New Beginnings – Naples at an estimated cost of $525.81. These books will establish a centralized library that provides students in grades 1–8 with access to high-quality, age-appropriate literature while promoting independent book selection, responsibility, and positive library habits. Prices are estimates based on current vendor pricing; minor adjustments to the final order may be necessary due to changes in cost or availability before funds are distributed.
Our goal is to provide seat sacks for all students in our 4th grade classrooms to create a more organized, efficient, and engaging learning environment. Because our 4th grade students are departmentalized and transition between classrooms throughout the day, staying organized is especially important. These seat sacks will create "Pockets of Possibility" by giving every student a designated place to keep folders, notebooks, and other daily materials organized and within reach.
Students will use the seat sacks each day to organize materials for every subject, prepare for classroom transitions, and maintain their own learning space. Teachers will model and reinforce consistent organizational routines that build students' independence, responsibility, and self-management skills.
This project meets the needs of our departmentalized 4th-grade classrooms by providing every student with an accessible place to keep essential learning materials. By reducing misplaced items and streamlining transitions, students will spend more time engaged in learning. Teaching strategies will include explicit instruction, modeling, guided practice, and ongoing reinforcement of classroom routines. Students will actively apply these skills throughout the school day, strengthening habits that support academic success. Because seat sacks will become part of our daily classroom procedures, this project will provide a lasting organizational solution that can benefit future groups of 4th-grade students for years to come.
We expect students to become more organized, independent, and responsible for managing their learning materials. With supplies readily accessible, students will transition more efficiently between classes, reducing lost instructional time and increasing time spent engaged in learning.
The project will be considered successful if students consistently use the seat sacks to keep materials organized, classroom transitions become smoother, and fewer instructional interruptions occur due to misplaced supplies.
Success will be measured through teacher observations, improved classroom routines, fewer lost or misplaced materials, and increased instructional time. Student responsibility and independence will also be evident through their ability to maintain organized learning spaces throughout the school day.
The requested seat sacks directly support student learning by providing each student with a designated space to store and access daily learning materials. This resource will strengthen classroom routines, improve organization, reduce time spent locating supplies, and support the project goal of creating a more efficient learning environment where students can focus on instruction.
This project will benefit all students in our 4th-grade classrooms. Four sets of Joycat 24 pack Classroom Chair pockets ($55.99 each) will be used daily, making them an ongoing resource that supports student independence, organization, and classroom success.
The goal of this project is to strengthen positive behavior within my classroom by using a treasure box reward system to recognize and reinforce students who consistently demonstrate positive choices. Students will earn opportunities to select prizes by exhibiting behaviors such as respect, responsibility, kindness, cooperation, perseverance, and following classroom expectations. These meaningful incentives will increase student motivation, encourage positive decision-making, and foster a supportive classroom community where students feel valued and celebrated for their efforts. By promoting positive behavior through consistent reinforcement, this project will help create a classroom environment that maximizes learning, builds confidence, and encourages every student to reach their full potential throughout the school year.
Students will earn points throughout the week by demonstrating positive classroom behaviors such as following directions, showing respect, completing assignments, working cooperatively, and making responsible choices. Each Friday, students will use their hard-earned points to shop in our classroom store, where they can purchase age-appropriate prizes such as school supplies, stickers, fidget items, and other motivational rewards funded through this grant. This positive reinforcement system encourages students to make good choices, stay engaged, and take pride in their accomplishments while fostering a positive and productive classroom environment.
This project will increase student motivation, encourage positive behavior, and create a supportive classroom environment where students feel recognized for making good choices. The classroom store provides meaningful reinforcement that helps students develop responsibility, self-regulation, goal-setting, and decision-making skills while reducing disruptive behaviors and maximizing instructional time. By celebrating positive behavior, students are more engaged, confident, and prepared for academic success.
Funding will be used to purchase age-appropriate items for our classroom store, including fidget toys, squishes, pencil toppers, fun pencils and pens, erasers, stickers, bookmarks, keychains, sensory items, small games, and other motivational prizes. These incentives will be used throughout the school year to reinforce positive classroom behavior, encourage responsible choices, and reward students for consistently meeting classroom expectations through our weekly classroom store. This grand total price includes a sales tax of $7.02.
123.94
CZWZ 20Pcs Mini Multicolor Pens in One 4-in-1 Cute Pens Bulk for Kids, Fun Kawaii Ballpoint Pens for Birthdays and Children's Party Favors Gifts Teacher School Supplies
12.99
JOYIN Slime Party Favors, 36 Pack Galaxy Slime Ball- Stretchy, Non-Sticky, Mess-Free, Stress Relief, and Safe - Toys for Girls and Boys
14.99
Zddaoole 60 Pcs Cute Pencil Topper Decoration, Different Pencil Clip Designs, Suitable for School Prize, Classroom Reward, Gift Idea
48-Pack Slow Squishy Toys Soft Stress Relief Fidgets Toys for Kids 4-12, with 48 Encouragement & Gratitude Cards, Classroom Prizes Kids Bulk Squishy Gift Goodie Bags Stuffers (Animal, 48)
25.99
16PCS Stress Balls Party Favor for Kids 8-12 Soccer Goodie Bag Stuffers Squeeze Toys Classroom Prizes for Kids Pinata Stuffers Boys Birthday Gifts Sport World Cup Party Foam Carnival Bulk Toys
I am a first year teacher and would love these classroom supplies. My goal for this grant is to use these classroom materials to support learning the best I can. I would love to implement as much materials into our daily procedures in order for students to learn in the best ways.
Daily activities and instruction will be done with these classroom materials.
Stress free classroom supplies to use everyday in a great learning environment.
To help supply my students with materials to be used everyday. Everyday I hope to use interactive materials and activities to support learning. For example, a project including markers and glue sticks to show what we learned.
300
Markers
50
Colored paper
50
Pencils
50
Scissors
25
Notebooks
50
Glue sticks
25
Highlighters
50
Connecting Our World: Building Geographic Literacy Through Science and Social Studies
Our goal is to create an engaging, hands-on learning environment where students can use maps and globes to strengthen geographic literacy while making meaningful connections across reading, mathematics, science and social studies. This project will build critical thinking, problem-solving and real-world application skills that support lifelong learning. These resources will provide students with hands-on learning experiences that support the Florida B.E.S.T. Standards while strengthening connections across ELA, mathematics, science and social studies.
This project will provide fourth grade students with classroom maps and globes to enhance instruction in science and social studies through hands-on, inquiry-based learning. These materials will allow students to visualize and analyze the Earth’s physical features, natural processes, and human systems, making abstract concepts more concrete and meaningful.
In social studies, students will use maps and globes to build a deeper understanding of geography, regions, and the relationship between people and places. They will identify continents, countries, states, and major landmarks while analyzing how physical features such as mountains, rivers, and climate influence where and how people live. Students will practice interpreting map elements including scale, compass rose, legends, and symbols to understand spatial relationships and navigate geographic information. They will also apply these skills to compare regions, examine migration patterns, and explore how geography impacts culture and economic activity. These experiences align directly with Florida B.E.S.T. social studies standards that emphasize geographic reasoning, map skills, and understanding human-environment interaction.
In science, maps and globes will be used to support instruction on Earth’s systems, weather, climate, and environmental patterns. Students will examine how the Earth is divided into hemispheres, how latitude and longitude affect climate zones, and how physical features influence weather conditions. They will use globes to model Earth’s rotation and tilt, helping them understand day/night cycles, seasons, and the distribution of sunlight. Students will also analyze maps showing weather patterns, ecosystems, and natural resources, allowing them to interpret data and recognize patterns across regions. These hands-on experiences support fourth grade science standards focused on Earth and space science, the water cycle, and the interaction of Earth’s spheres.
By integrating maps and globes into both subjects, students will engage in authentic learning experiences that connect scientific concepts to real-world geography and social systems. For example, students may track hurricanes on maps while studying weather patterns, compare climate zones across continents, or investigate how natural resources influence settlement and industry. These activities promote critical thinking, data interpretation, and evidence-based reasoning.
This project transforms science and social studies instruction into an interactive experience, allowing students to explore the world rather than simply read about it. Students will collaborate on projects, such as creating annotated maps, designing region profiles, and presenting findings using visual and written evidence. These activities build communication skills while reinforcing content knowledge and supporting student mastery of Florida B.E.S.T. standards across disciplines.
Ultimately, providing maps and globes will deepen student understanding of Earth’s systems and human geography, increase engagement, and support long-term retention of key concepts through meaningful, hands-on learning.
Currently, our fourth grade students do not have access to classroom maps or globes. This grant will have a significant impact on fourth grade student learning by providing hands-on, concrete tools that enhance understanding of geography while strengthening literacy, mathematics, science, and social studies skills. Maps and globes transform abstract concepts into tangible learning experiences, allowing students to visualize and interact with the world around them.
Key benefits include:
Increased Student Engagement:
Students learn best through active, hands-on experiences. Maps and globes provide interactive opportunities for exploration, collaboration, and inquiry-based learning, increasing motivation and participation.
Strengthened Cross-Curricular Learning:
This project integrates Florida B.E.S.T. ELA, mathematics, science standards with social studies content. Students will read informational texts, write evidence-based responses about Florida history within authentic contexts. Students will also apply math concepts such as measurement, fractions, while making observations, predictions, and hypotheses using maps and globes.
Improved Reading Comprehension and Vocabulary:
Students will analyze informational texts and map features (captions, legends, scales), building critical thinking and domain-specific vocabulary such as latitude, longitude, and scale.
Real-World Application of Math Skills:
Students will use maps and globes to solve real-world problems involving distance, scale, coordinates, and data. This makes math meaningful and helps students see how it applies beyond the classroom.
Real-World Application of Science Skills:
Students will think like geographers and scientists as they analyze patterns, draw conclusions, and support their reasoning with evidence from maps and globes. This builds critical thinking, problem-solving, and data literacy skills that are essential for success in both academic and real-world settings.
Development of Critical Thinking and Problem-Solving:
Students will interpret visual information, compare locations, and draw conclusions using evidence from maps and texts, aligning with higher-order thinking skills required by state standards.
Collaboration and Communication:
Students will work in groups to complete map-based projects and present findings, supporting communication skills and peer learning.
Equity and Access:
We currently do not have maps or globes in our classrooms, many students do not have access to these resources at home. Providing these resources ensures all students can engage in high-quality, standards-aligned instruction regardless of background.
Overall, this grant will help build a stronger foundation in geography while simultaneously improving student performance in ELA, mathematics, science, and social studies through meaningful, interdisciplinary learning.
This project aligns with Florida B.E.S.T. ELA standards ELA.4.R.1.1, ELA.4.R.2.1, ELA.4.R.2.2, ELA.4.V.1.1, ELA.4.C.1.2, ELA.4.C.1.3, ELA.4.C.1.4, and ELA.4.C.2.1. It also aligns with Florida B.E.S.T. mathematics standards MA.4.M.1.1, MA.4.M.1.2, MA.4.M.2.1, MA.4.GR.1.1, MA.4.GR.1.2, MA.4.GR.1.3, MA.4.NSO.2.1, MA.4.NSO.2.2, and MA.4.FR.1.1–1.3. These standards are addressed through authentic, hands-on use of maps and globes to develop reading comprehension, writing proficiency, and mathematical reasoning.
Grade 4 Social Studies: SS.4.G.1.1, SS.4.G.1.2, SS.4.G.1.3, SS.4.G.1.4, SS.4.G.2.1, SS.4.G.2.2
Grade 4 Science: SC.4.E.5.1, SC.4.E.5.2, SC.4.E.6.1, SC.4.E.6.2, SC.4.E.6.3, SC.4.E.6.4
The requested funds will be used to purchase high-quality classroom maps and globes that directly support instruction aligned with Florida B.E.S.T. and standards. These materials are necessary to implement hands-on, cross-curricular lessons. These materials are durable and reusable across multiple lessons and school years, making them a cost-effective investment in student learning.
Budget Items:
Quantity- Item
Two(2)- Classroom spring wall mounted map(s) (U.S., Florida, World)
Three(3)-Globes
Two(2)- Mounting kits for wall maps
Our goal is to create an engaging, hands-on learning environment where all students in grade four use maps and globes to strengthen geographic literacy while making meaningful connections across reading, mathematics, science, and social studies. This project will build critical thinking, problem-solving, and real-world application skills that support lifelong learning. These resources will provide students with hands-on learning experiences that support the Florida BEST Standards while strengthening connections across ELA, Mathematics, Science, and Social Studies.
This project will provide fourth grade students with access to classroom maps and globes to strengthen their understanding of geography while integrating essential skills in English Language Arts (ELA) and mathematics. Students will use these tools to explore spatial relationships, interpret informational text, and apply mathematical reasoning in real-world contexts.
In ELA, students will engage in reading and writing activities that connect directly to geography. Using maps, globes, and related informational texts, students will identify and analyze text features such as captions, legends, headings, and diagrams. Students will read passages about regions, cultures, and landmarks, then respond through constructed responses, summaries, and opinion writing. For example, students may read about different states or countries and write compare-and-contrast pieces describing similarities and differences in location, climate, or human features. They will also use maps as visual texts, interpreting symbols and drawing conclusions, which supports key reading comprehension standards.
In mathematics, students will apply map skills to deepen their understanding of measurement, geometry, and data analysis. Using maps and globes, students will practice interpreting scale, measuring distances with rulers, and solving multi-step word problems involving real-world scenarios such as travel routes or distances between locations. Students will use latitude and longitude to plot points and identify relative locations, reinforcing coordinate geometry concepts. Additionally, students will gather and analyze geographic data (such as population, climate, or elevation) and represent it using graphs and charts, supporting data literacy skills.
Mathematics Standards Alignment (Grade 4)
These standards ensure that students are not only learning geography but also applying grade-level mathematical thinking to authentic, meaningful tasks.
This hands-on integration of maps and globes transforms abstract ELA and math concepts into engaging learning experiences. Students will collaborate in small groups to complete map-based projects, such as creating travel brochures, designing fictional countries with coordinate grids, or presenting research about a region using written and visual elements. These activities promote critical thinking, communication, and problem-solving while reinforcing grade-level academic standards.
By incorporating maps and globes into daily instruction, this project will increase student engagement, strengthen cross-curricular connections, and build foundational skills in reading, writing, and math. Students will gain a deeper understanding of how geography connects to the world around them and how ELA and math are used to interpret and describe that world.
Currently, our fourth grade students do not have access to classroom maps or globes. This grant will have a significant impact on fourth grade student learning by providing hands-on, concrete tools that enhance understanding of geography while strengthening literacy, mathematics, science, and social studies skills. Maps and globes transform abstract concepts into tangible learning experiences, allowing students to visualize and interact with the world around them.
Key benefits include:
Increased Student Engagement:
Students learn best through active, hands-on experiences. Maps and globes provide interactive opportunities for exploration, collaboration, and inquiry-based learning, increasing motivation and participation.
Strengthened Cross-Curricular Learning:
This project integrates Florida B.E.S.T. ELA, mathematics, science standards with social studies content. Students will read informational texts, write evidence-based responses about Florida history within authentic contexts. Students will also apply math concepts such as measurement, fractions, while making observations, predictions, and hypotheses using maps and globes.
Improved Reading Comprehension and Vocabulary:
Students will analyze informational texts and map features (captions, legends, scales), building critical thinking and domain-specific vocabulary such as latitude, longitude, and scale.
Real-World Application of Math Skills:
Students will use maps and globes to solve real-world problems involving distance, scale, coordinates, and data. This makes math meaningful and helps students see how it applies beyond the classroom.
Real-World Application of Science Skills:
Students will think like geographers and scientists as they analyze patterns, draw conclusions, and support their reasoning with evidence from maps and globes. This builds critical thinking, problem-solving, and data literacy skills that are essential for success in both academic and real-world settings.
Development of Critical Thinking and Problem-Solving:
Students will interpret visual information, compare locations, and draw conclusions using evidence from maps and texts, aligning with higher-order thinking skills required by state standards.
Collaboration and Communication:
Students will work in groups to complete map-based projects and present findings, supporting communication skills and peer learning.
Equity and Access:
We currently do not have maps or globes in our classrooms, many students do not have access to these resources at home. Providing these resources ensures all students can engage in high-quality, standards-aligned instruction regardless of background.
Overall, this grant will help build a stronger foundation in geography while simultaneously improving student performance in ELA, mathematics, science, and social studies through meaningful, interdisciplinary learning.
This project aligns with Florida B.E.S.T. ELA standards ELA.4.R.1.1, ELA.4.R.2.1, ELA.4.R.2.2, ELA.4.V.1.1, ELA.4.C.1.2, ELA.4.C.1.3, ELA.4.C.1.4, and ELA.4.C.2.1. It also aligns with Florida B.E.S.T. mathematics standards MA.4.M.1.1, MA.4.M.1.2, MA.4.M.2.1, MA.4.GR.1.1, MA.4.GR.1.2, MA.4.GR.1.3, MA.4.NSO.2.1, MA.4.NSO.2.2, and MA.4.FR.1.1–1.3. These standards are addressed through authentic, hands-on use of maps and globes to develop reading comprehension, writing proficiency, and mathematical reasoning.
Grade 4 Social Studies: SS.4.G.1.1, SS.4.G.1.2, SS.4.G.1.3, SS.4.G.1.4, SS.4.G.2.1, SS.4.G.2.2
Grade 4 Science: SC.4.E.5.1, SC.4.E.5.2, SC.4.E.6.1, SC.4.E.6.2, SC.4.E.6.3, SC.4.E.6.4
The requested funds will be used to purchase high-quality classroom maps and globes that directly support instruction aligned with Florida B.E.S.T. Standards. These materials are necessary to implement hands-on, cross-curricular lessons. These materials are durable and reusable across multiple lessons and school years, making them a cost-effective investment in student learning.
Budget Items:
Quantity- Item
Three (3)- Classroom spring wall mounted map(s) (U.S., Florida, World)
Two (2)- Classic Globes
Three (3)- mounting kits for wall maps
The goal of my project is to make sure students have a pencil to do their assignments with during class. As we all know that after the first week somehow all their pencils have disappeared to where ever they always seem to end up. By having an ample amount on hand I can make sure my students are able to complete their assignments and erase mistakes easily to correct and keep their papers neat.
Students will have the opportunity to borrow or take a pencil when they need to complete an assignment. I plan to put up a station where they can write their name and borrow a pencil at the beginning of class. This is important so that student who is shy to ask can just go get the pencil they need and creating a positive classroom enviroment.
-Students have pencils they need to complete assignments.
-Students can sharpen their pencils.
-Students have pencil cap erasers to replace their original erasers on pencils that disappeared.
-Students know where to get pencil without asking and creating a faster functioning classroom.
I will use the money to purchase pencils, erasers, color pencils, and sharpeners.
My goal with this project is to create a class set of math tool boxes that contains the materials students need to succeed in 6th grade math.
Students would come in and grabbed their assigned number math tool kit. In the kit they will have a whiteboard, dry-erase marker, highlighter, eraser, math binder of mats, and any manipulatives they may need to help them access the lessons.
Students will have access to manipulatives that can help them understand the lessons. This kit will slowly get built over the year to help students see that they are learning and its a visual model to show that they are building a math foundation in their brain. This will also help transition into math class go smoother as they just have to grab their numbers tool kit and get ready.
I will use this funding to buy sterilite containers for the tool box, paper for the math mats, binders, and manipulatives.
The purpose of a sensory table in the classroom is to provide a contained space where students can explore and learn hands-on tactile ELA, math, and science activities. A sensory table is a core educational and developmental tool with a range of benefits. Sensory tables also provide differentiated learning activities. Key purposes and functions include fine motor development, cognitive growth, language and vocabulary expansion, and emotional regulation and social skills.
The sensory table will be used as an independent workstation during the DI Block. Sensory table bins allow for differentiated practice or for reviewing previously taught skills.
Sensory bins are tactile, hands-on containers filled with materials like rice, pasta, or sand. For differentiated instruction, teachers hide academic materials (e.g., letter cards or math manipulatives) inside the bins. Students dig for these objects, allowing them to review skills at a pace that matches their individual learning and sensory needs. Sensory bins adapt easily to diverse learner needs. They provide flexibility in how students practice skills and show what they know. You can hide advanced sight words for one student and basic shapes for another within the same type of bin. Overstimulated students get a calming, quiet activity to help them self-regulate. Kinesthetic learners need movement and physical touch to focus. Students who struggle with traditional worksheets are often highly motivated to learn when a lesson involves play and "treasure hunting”.
Sensory tables support hands-on tactile exploration by giving children dedicated space and materials for sensory play. Sensory activities enhance a child's response to their environment through visual, auditory, and kinesthetic input.
Sensory tables help build neurological pathways by engaging students in meaningful sensory experiences. These activities strengthen brain development, support cognitive growth, and improve fine motor skills.
Sensory play strengthens the small hand muscles children use for writing. Activities such as grasping, scooping, and pinching materials improve fine motor skills and support writing readiness.
Sensory tables promote social development by encouraging students to play alongside one another, share materials, take turns, and communicate with peers.
Sensory tables support emotional regulation by offering calming, hands-on activities that help anxious or frustrated students relax, refocus, and self-soothe through repetitive tactile movement.
The requested funds will be used to purchase a sensory table ($75). The sensory table features 2 storage bins, 2 stools, a double-sided tabletop (chalkboard and whiteboard), and a paper towel holder. Rice, pasta, and food coloring ($25) will be the materials used inside the tubs. The balance of funds ($75) will be used to purchase year-long themed math and ELA activity cards. The total cost for this project is $175.
175.00
Sensory Table
$75.00
Rice and Pasta
20.00
Food Coloring
5.00
Ten Frames - See, Count and Graph Activity Cards
17.00
Year Long Themed Sensory Bin Cards
20.00
Year Long Write the Room Activity Cards
20.00
Teen Numbers and Place Value Activity Cards
5.00
Sight Word Activity Cards and Recording Sheets
12.00
Concrete to Conceptual: Elevating Math Mastery Through Hands-On Learning
To increase third-grade student proficiency across all five strands of the Florida B.E.S.T. Standards—Number Sense and Operations (NSO), Fractions (FR), Algebraic Reasoning (AR), Geometric Reasoning (GR), and Data Analysis and Probability (DP).
Number Sense & Operations (MA.3.NSO): Students will use base-ten blocks and place-value disks to master multi-digit arithmetic, build procedural fluency with multi-digit regrouping, and plot whole numbers dynamically on physical number lines.
Fractions (MA.3.FR): Students will utilize fraction bars, circles, and linear fraction strips to transition smoothly from whole numbers to partitioning shapes, representing fractions on a number line, and evaluating equivalent fractions.
Algebraic Reasoning (MA.3.AR): Students will employ two-colored counters, array mats, and color tiles to physically model the laws of multiplication and division, helping them visualize equal groups and discover inverse relationships.
Geometric Reasoning (MA.3.GR): Students will manipulate geoboards, square tiles, and geometric solids to discover formulas for perimeter and area by physically packing rows or wrapping boundaries, while sorting shapes by their defining attributes.
Students will work together in groups, partners, or independently to support differentiation in various activities. These activities will include hands-on manipulatives like fidget spinners that practice math facts, games for small or whole group learning, and clipboards to work around the room on math activities.
Using math manipulatives to master the standards provides four core benefits to third-grade students, transforming how they process abstract mathematical logic. It bridges the concrete to the abstract, deepens conceptual understanding over rote memorization, supports differentiated learning & English Language Learners (ELL) and reduces math anxiety and builds confidence.
The purpose of this funding is to transition the third-grade mathematics curriculum from a traditional text-and-paper format into a highly effective, multi-sensory learning experience aligned with the Florida B.E.S.T. Standards. Third grade is a critical academic crossroads where students must pivot from concrete counting to abstract mathematical reasoning (such as fractional parts, multi-digit operations, and spatial area).
Grant funding will be used to purchase specialized classroom kits of structural math manipulatives. These tools are designed to follow the Concrete-Representational-Abstract (CRA) instructional framework. By physically interacting with fractions, arrays, and place value models before moving to written equations, students build an unshakeable foundation. These items are durable, reusable, and will serve as permanent instructional assets to maximize student proficiency and target achievement gaps across all five state-mandated strands.
395.21
Clipboards
23.99
Math Blast! Cool Math Games
16.99
Award Winning Math Deck for Kids
22.95
Math Magic Decimal War Card Game
9.99
Number of the Day Math Pocket Chart
17.99
Sticky Easel Pad Flip Chart Paper
35.14
Graph Sticky Notes
5.99
2D/3D Shape Poster
11.97
3D Magnetic Shapes
15.99
Hand2Mind Folding Geometric Shapes
46.35
Hand2Mind Math Activity Dice
24.49
Fraction/Decimal Poster
9.99
Whiteboard Sticker - Dry Erase for Wall
12.99
Magnetic Fraction Tiles
17.99
Laminated Basic Geometry Poster
9.99
10 Pack Dry Erase Number Line Double Sided
29.99
9 Pcs Math Fidget Spinners
12.16
9 Pcs Math Fidget Spinners
12.16
Mulitplication Splat
12.24
I Have Who Has?
18.54
Fidget to Learn: Engaging Minds Through Learning Games
The goal of this project is to improve students' reading skills by integrating engaging fidget learning games into daily literacy instruction. Through hands-on, interactive activities, students will strengthen foundational reading skills—including phonemic awareness, phonics, vocabulary, fluency, and comprehension—while increasing focus, participation, and confidence. By providing multisensory learning experiences that support a variety of learning styles, the project aims to create an inclusive classroom environment where students are motivated to practice reading, build essential literacy skills, and achieve greater academic success.
Fidget learning games will be used as a targeted instructional intervention to support students who need additional assistance in developing foundational reading skills. These hands-on, multisensory activities provide engaging opportunities for students to practice phonemic awareness, phonics, vocabulary, fluency, and reading comprehension in an interactive format. By combining movement with purposeful literacy instruction, the games help increase attention, improve focus, and encourage active participation, making learning more accessible for students with diverse learning needs.
The intervention will be implemented in small-group instruction, literacy centers, and one-on-one support sessions, allowing teachers to differentiate instruction based on individual student needs. Students will engage in repeated practice through game-based learning, reinforcing essential reading concepts while building confidence and motivation. This approach promotes meaningful learning experiences that support academic growth and help students achieve grade-level reading proficiency.
Fidget learning activities provide students with an engaging, hands-on approach to developing essential reading skills while supporting active learning and sustained attention. By combining movement with academic instruction, these activities help students remain focused, increase participation, and reinforce key literacy concepts through repeated practice. The interactive nature of the games encourages collaboration, problem-solving, and critical thinking while creating a positive and motivating learning environment.
This multisensory approach benefits a wide range of learners, including students who learn best through tactile and kinesthetic experiences, as well as those who require additional academic support. Fidget learning games can reduce learning anxiety, build confidence, and promote perseverance by making skill practice enjoyable and meaningful. As students become more engaged in the learning process, they develop stronger reading skills, greater independence, and a more positive attitude toward literacy, leading to improved academic achievement and long-term success.
This grant funding will be used to purchase four educational games that support student engagement, collaboration, and curriculum-based learning. The games will serve as instructional resources that reinforce academic concepts while promoting problem-solving and communication skills in an interactive environment.
The requested budget includes the cost of the educational games, applicable shipping charges, and estimated sales tax to ensure the materials are delivered and ready for classroom use.
Developing strong phonics and decoding skills is essential for building confident, successful readers. While explicit phonics instruction provides students with the foundational skills they need, many elementary students require repeated practice to master phonics patterns and apply decoding strategies accurately and fluently.
The purpose of this project is to provide engaging, hands-on phonics games that reinforce the phonics curriculum taught in the general education classroom. These interactive games will make phonics intervention sessions more enjoyable while giving students meaningful opportunities to practice targeted skills through play-based learning. By increasing student engagement and motivation, these activities will encourage active participation and repeated practice, leading to stronger phonics knowledge, improved decoding skills, and greater reading confidence.
Phonics games will be incorporated into small-group intervention sessions to provide students with engaging, targeted practice of key phonics skills and decoding rules. These games will reinforce the phonics concepts students are learning in their general education classrooms while providing the repeated practice needed to achieve mastery.
Through consistent repetition and hands-on activities, students will build accuracy, fluency, and confidence in decoding words. The game-based format will increase student engagement and motivation, making phonics practice both enjoyable and effective. By strengthening foundational literacy skills in a fun, interactive way, students will be better prepared for reading success.
Through this project, students will develop greater automaticity in phonics and decoding skills by participating in engaging, game-based practice during small-group intervention. The additional opportunities for repeated practice will help strengthen their accuracy, fluency, and confidence when reading.
As students build mastery of phonics skills, I expect to see measurable growth in their reading achievement, including improved performance on i-Ready Diagnostic assessments and increased fluency during oral reading checkpoints. Ultimately, these gains will support stronger foundational literacy skills and greater overall reading success.
Splash! Reading Games Complete Set ($60)
Games in the set:
Splash! Sight-Words, Splash! Vowel Sounds, Splash! Blends and Digraphs, and Splash! Two-Syllable Words
The purpose of this project is to provide organizational and self-regulation tools that help third-grade students develop independence, responsibility, and confidence in their learning environment. Many students benefit from clear routines, visual supports, and structured systems that reduce barriers to learning and increase engagement throughout the school day.
This project addresses the need for tools that support executive functioning skills, organization, time management, and focused participation in classroom activities. Students who experience challenges with attention, transitions, organization, and self-management often require additional supports to fully access instruction and participate successfully in classroom routines.
The project supports academic success by creating an organized learning environment where students can focus on instruction rather than managing unnecessary obstacles. It aligns with school and district priorities related to student achievement, inclusive learning environments, social-emotional development, and equitable access to educational resources.
Students will actively use organizational and self-management tools throughout the school day to improve independence, engagement, and learning outcomes. The project will provide portable visual timers, classroom storage solutions, laptop dividers, Velcro identification tabs, and durable headphones.
Visual timers will be incorporated into classroom instruction, independent work periods, small-group activities, transitions, and movement throughout campus. Students will use these timers to monitor their progress, manage their time, and develop stronger self-regulation skills. The visual nature of the timers helps students better understand expectations and complete tasks more independently.
Organizational materials, including storage crates, laptop dividers, and identification systems, will establish clear routines for managing classroom resources and technology. Students will learn to organize materials responsibly, access resources independently, and maintain personal accountability for classroom supplies. These systems will reduce confusion and maximize instructional time.
Students will also utilize classroom headphones during technology-based learning activities, digital interventions, educational programs, and assessments. Headphones will provide a focused learning environment, reduce distractions, and support accommodations for students who require them. These resources will be used daily and integrated into existing instructional practices throughout the school year.
This project is expected to improve students' ability to independently manage their learning environment, transition successfully between activities, and engage fully in classroom instruction. By providing consistent visual and organizational supports, students will develop important executive functioning skills that contribute to both academic and personal success.
Specific outcomes include:
-Increased student independence during classroom routines and transitions.
- Improved organization and management of instructional materials.
- Stronger self-regulation and time-management skills.
- Greater engagement during independent and technology-based learning activities.
- Reduced frustration and increased confidence among students with diverse learning needs.
Project success will be measured through teacher observations, improved student independence, reduced transition times, increased participation in instructional activities, and consistent use of organizational systems throughout the classroom. Student growth will also be reflected through successful completion of classroom tasks and increased responsibility for materials and learning routines.
Funding is requested for a visual timer, classroom storage crates, laptop dividers, Velcro identification tabs, and durable student headphones. Each item directly supports the project's goal of increasing student independence, organization, and self-regulation while maximizing instructional time.
A visual timer will provide students with a clear visual reminder of time expectations during academic activities and transitions. This tool will assist students to develop time-management skills and support self-monitoring behaviors that contribute to classroom success.
Storage crates, laptop dividers, and identification materials will create organized systems for managing classroom resources and technology. These supplies help students quickly access materials, maintain organization, and reduce disruptions caused by misplaced items.
Headphones will ensure that students can fully participate in digital learning activities, intervention programs, and assessments while minimizing distractions. They are especially valuable for students receiving testing accommodations and those who benefit from a quieter learning environment.
All students in the classroom will benefit from these resources throughout the school year. The requested items are durable, reusable, and will provide long-term support for student learning, making this a cost-effective investment with a lasting impact on classroom organization, engagement, and student success.
212.80
3 plastic crates for computer storage
38.94
3 metal filing racks
52.35
digital timer
64.58
Velcro labels for computer cases
29.98
Koss headphones (5)
26. 95
'Dough' It Together: Building Creativity, Developing Fine Motor & Social Skills in Primary Grades with Play-doh h & clay
This grant will be used to fund materials for a school club for Playdough Club. The primary goal of this school Club is to provide primary-grade students with a developmentally appropriate, play-based learning experience that strengthens fine motor skills, fosters creative expression, and builds confidence and collaboration
We aim to provide a calming, mindful activity that supports emotional regulation and collaboration with peers.
Students will meet together at least one a month to create different Playdough and clay creations. This time will be used to promote creativity and collaboration with peers. Students will have the opportunity to also use air dry modeling clay to create art that they can decorate, display, and possibly be integrated with school wide and classroom events or activities.
The Playdough Club provides primary-grade students with a developmentally rich, play-based learning experience that strengthens essential skills while fostering creativity, confidence, and a genuine love of learning. Through hands-on sculpting and modeling, students engage in joyful, meaningful work that supports their growth across multiple domains—fine motor skills, cognitive abilities, social-emotional growth, and academic readiness.
All funding would go towards purchasing materials used for the Playdough club for all club member students to have a variety of choices to create their projects, as well as storage and protective table mats.
My goal is to create a classroom where every student has access to books they are excited to read and meaningful activities that keep them learning and engaged during indoor recess. Many of my students have a wide range of reading interests and abilities, so adding new books and educational games will help me better meet their individual needs while creating a positive, welcoming classroom environment.
Students will use the new books during independent reading and partner reading throughout the school year. Having more choices will help students find books that match their interests and encourage them to read more often.
During indoor recess, students will work together using board games, puzzles, and STEM activities that promote teamwork, communication, creativity, and problem-solving. These hands-on activities will give students a fun, productive way to build important social skills while still enjoying their break from academics.
This project will benefit all students in my classroom by giving them more opportunities to grow as readers while also strengthening important social skills. I hope to see students become more excited about reading because they have books they genuinely want to pick up. During indoor recess, I expect students to collaborate more positively, solve problems together, and stay engaged with meaningful activities. Success will be reflected through increased participation during reading time, greater enthusiasm for books, and positive student interactions during indoor recess.
The requested $338 will be used to purchase high-interest classroom library books and educational indoor recess materials. The books will include a variety of genres, topics, and reading levels to ensure every student can find something that interests them. The indoor recess materials will include board games and STEM activities that encourage collaboration, problem-solving, and creativity. These resources will be used throughout the school year and will continue to benefit future classes.
338
Acrylic Book Bins
$36
Push Tap LED Lights
$10
Spot It! Card Game
$8
Jumbo Playing Cards
$6
Magnet Building Sticks
$26
Judy Blume's Fudge Box Set
$20
Holes by Louis Sachar
$7
6-Piece Stacking Stools
$70
The Bad Guys Box Set: Books 1-5
$17
Classroom 5x7 Area Rug
$55
Mr. Lemoncello's Greatest Box Set on Earth (Mr. Lemoncello's Library)
Goal 1: Increase proficiency in FAST ELA Progress Monitoring.
Outcome 1: At least 80% of target students will move from Level 1 or 2 to Level 3 or higher by PM3.
Goal 2: Master B.E.S.T. Foundational Standards.
Outcome 2: 100% of students will show mastery in decoding multi-syllabic words and identifying meaning through morphology prefixes and suffixes (ELA.3. F.1.3 and ELA.3. V.1.2).
Goal 3: Expand critical thinking and comprehension.
Outcome 3: Students will successfully track literary elements and state explicit details in informational texts (ELA.3. R.1.1 and ELA.3. R.2.1).
Foundational Phonics & Morphology (ELA.3.F.1.3 / ELA.3.V.1.2): Students will use structural word-building mats and prefixes/suffixes posters to help break down advanced, multi-syllabic words. This strategy replaces guessing with explicit, systematic decoding. Students will use “You’re Toast and Other Metaphors, book,” posters about figurative language and roots and affixes, and build a word mats.
Fluency & Prosody (ELA.3.F.1.4): Students will practice partner-reading with complex, decodable text sets to improve pacing, accuracy, and expression. Students will also use Sight Word Flash Cards, and Bananagrams Word Game to increase automaticity.
Reading Comprehension (ELA.3.R.1.1 / ELA.3.R.2.1): Students will use high-quality informational text sets to teach students how to identify central ideas, retrieve explicit evidence, and analyze text features. Students will also use novel studies, post it’s, magnetic and literature teaching charts. In addition to bring the literature alive we will use a yellow brick road and pink/green streamers to set the scene for “The Wizard of Oz” and barn doors for Charlotte’s Web.
Writing – Students will use posters about the Four Types of Writing, Writing Strategies Posters, and Chart Paper to learn about writing and apply what they have learned.
The purpose of the funding is to buy evidence-based reading materials that explicitly align with Florida’s B.E.S.T. Standards and the Science of Reading. Specifically, the funds will purchase the physical classroom tools necessary to move third-grade students away from guessing strategies and toward systematic decoding and deep comprehension.
The benefits of this funding span immediate classroom success, long-term academic achievement, and direct alignment with Florida's state mandates. The student academic benefits include boosting FAST Assessment Scores, eliminating word guessing, building content knowledge and increasing reading stamina.
390.62
Wizard of Oz
97.75
Sight Word Flash Cards
9.00
Bananagrams Word Game
13.99
You're Toast and Other Metaphors
9.99
Fun Express Roots & Affixes Build a Word Mats
26.92
Auchq Versatile Magnetic Literature Teaching Charts
The purpose of my project is to provide my students present day news that will enhance their joy for reading. It stimulate students interest in reading and helps achieve mastery in Language Arts and beyond. It will be used to review various skills and standards. Questions are created by the teacher and Scholastic Reader's platform so they meet our standards. This grant is needed because the magazine high interest lessons will help students to master the content lessons. It is so engaging, the students don't realize they are learning and working.
Students will engage in independent reading, whole group, participate in past/present discussions, and complete projects that connect their reading to both their academic studies and personal interests. They will have access to a wide range of news print magazines by adding the genre that ties into the curriculum and by adding the popular present day titles . This magazines will meet the needs of the students by providing current news articles and help the students develop a since of ownership in school activities.
It will provide the students an opportunity to engage in collaborative learning, improve and help with academic learning, provide a variety of topics, and encourage constructive and positive interaction.
Scholastic Magazines are provided monthly and include up to date world news that stimulate students interest and real world learning. The cost for the year is $250.00.
Administrative Center - Collier County Public Schools
Pre-K K-12
Special Needs Students
Additional Details
Special Olympics Unified Champions Field Days are inclusive events designed to bring students with and without intellectual or developmental disabilities together in shared sports, games, and fun activities. They promote friendships and understanding between students and help create a climate of acceptance, respect, and dignity for all - not just during sports, but across school communities. These events are not only about competition, but participation, belonging, and inclusion.
The district Exceptional Education Student Support Services (EESSS) department organizes four field day events each year. One for high school, one for middle school, one for Naples Area elementary schools, and one for Estates/Immokalee elementary schools.
During each event, students rotate between several stations where they engage in activities such as basketball, flag football, soccer, pickleball, obstacle courses, t-ball, parachute games, etc. All activities have modification options to make them accessible for the physical and developmental abilities of the students who are participating.
The materials we plan to purchase will allow us to modify activities so we can provide meaningful access to students of varying abilities, ensure we have enough equipment at each station for all students to participate and be engaged, and will allow us to organize, store, and transport materials efficiently between event sites.
Grant funds will be used to purchase sports equipment, storage solutions for organization, transportation, and use during events, and for items that are consumable at each event. All items will contribute to ensuring that every student is able to participate in and enjoy shared sports, games, and activities with their peers.
The goal of this project is to create an organized, efficient, and engaging learning environment where every fourth-grade student has access to the materials they need to be successful. By providing essential classroom supplies and organizational systems, students will spend less time searching for materials and more time actively reading, writing, collaborating, and learning. These resources will also promote student independence, support digital learning, and maximize instructional time.
Students will use these materials daily during reading, writing, small-group instruction, interactive notebooks, independent practice, and digital learning. Organizational bins, turn-in systems, pencil pouches, and clipboard storage will help students independently manage classroom materials and transitions. Protective sleeves, glue sticks, scissors, highlighters, and clipboards will support engaging, hands-on literacy activities, while over-the-ear headphones will be used for i-Ready, assessments, and other technology-based instruction. These resources will help create a structured classroom where students can focus on learning rather than managing supplies.
This project will benefit every student by providing equitable access to classroom materials while creating a well-organized learning environment. Students will build independence by managing their own supplies, experience smoother classroom routines, and spend more time engaged in instruction. These resources will also support collaboration, improve organization, reduce paper waste, and enhance both traditional and digital learning experiences. Ultimately, the project will maximize instructional time and help every student feel prepared and confident each day.
Funding will provide essential classroom supplies that are used daily by approximately 45 fourth-grade students. Requested items include organizational bins, a turn-in system, pencil pouches, protective sleeves, clipboards and a storage stand, glue sticks, scissors, highlighters, over-the-ear headphones with a storage pocket chart, an electric pencil sharpener, Command hooks, and classroom pencils. These materials will improve organization, increase instructional time, support interactive learning, reduce paper waste, and ensure every student has consistent access to the tools needed for success.
The goal of this project is to transform the 5th grade technology lab into a student-centered innovation space where learners move beyond consuming digital content and become creators of interactive 3D experiences. Our students already have access to a class set of Merge Cubes, providing the foundation for immersive learning. This grant will provide access to the newly released web-based Merge Creator platform, allowing students to design, build, and publish their own augmented reality creations. Through this hands-on experience, students will learn to use technology as a tool for creativity, problem-solving, and communication. They will develop digital design skills as they plan, build, revise, and showcase their own 3D creations.
Students will use Merge Creator to explore the process of designing, creating, and sharing augmented reality experiences. Students will begin by exploring how real-world objects can be transformed into digital creations by scanning objects from their environment and bringing them into an interactive 3D space.
As students develop their projects, they will create and customize 3D objects, add multimedia labels including text, images, audio, and video, and incorporate animations and interactions to communicate their ideas in new ways. Students will use the Merge Cubes already available in our lab to view and interact with their completed creations in augmented reality.
Students will build confidence as they explore new technology, take creative risks, and improve their designs. They will strengthen their problem-solving skills through the process of planning, creating, testing, and revising their projects. Students will have a new way to communicate their ideas through interactive 3D projects while taking ownership of their learning. Through these experiences, students will begin to see themselves as capable creators and innovators, not just users of technology.
Funding will be used to purchase a one-year Merge Creator Classroom subscription at a cost of $499. This subscription will provide 5th grade students with access to the web-based tools needed to create and share their own augmented reality experiences.
The goal of this project is to create an engaging, communication-rich speech-language therapy environment by providing hands-on materials and evidence-based resources that support students with speech and language disorders. These resources will increase student participation, motivation, and opportunities for individualized practice while targeting articulation, language, social communication, and early literacy skills. By equipping the speech room with interactive materials, students will build stronger communication skills, greater confidence, and the ability to participate more successfully in the classroom and everyday interactions.
Students will use these materials during individual and small-group speech-language therapy sessions throughout the school year. Activities will be selected based on each student's Individualized Education Program (IEP) goals and will target skills such as articulation, expressive and receptive language, vocabulary, grammar, social communication, phonological awareness, and early literacy.
Through hands-on games, visual supports, manipulatives, and interactive learning activities, students will have increased opportunities to practice communication skills in meaningful and engaging ways. These resources will allow therapy sessions to be tailored to students' individual needs while encouraging participation, confidence, and carryover of skills into the classroom and everyday interactions.
The materials will be used across multiple grade levels and will benefit a wide range of students with communication disorders throughout the school year.
This project will provide students with engaging, evidence-based materials that support the development of essential communication skills needed for academic achievement and social success. By increasing student engagement and providing opportunities for individualized, hands-on practice, these resources will help improve speech production, language comprehension and expression, social communication, and confidence. The materials will be used with students across multiple grade levels and will continue to benefit future students for years to come, maximizing the long-term impact of the grant while creating a more effective and inclusive speech-language therapy environment.
Grant funds will be used to purchase speech-language therapy materials, educational games, visual supports, manipulatives, books, and other evidence-based resources that align with students' Individualized Education Program (IEP) goals. These materials will be used repeatedly throughout the school year during individual and small-group therapy sessions and will support students across multiple grade levels and communication needs.
