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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This project will transform our fourth-grade classroom into a living science laboratory through the creation of a school garden. Students will investigate flowering plants by planting, growing, observing, and harvesting vegetables and flowers while mastering Florida’s Grade 4 Life Science standards.
Through hands-on inquiry, students will identify and explain the function of the roots, stem, leaves, flower, petals, sepals, stamen, pistil, pollen, seeds, and fruit. They will observe pollination, fertilization, germination, and plant life cycles using living plants instead of relying solely on textbooks.
Students will maintain science journals, collect and graph plant growth data, read informational texts about agriculture and nutrition, and write scientific explanations supported by evidence. At harvest time, students will prepare simple healthy recipes using vegetables grown in the garden, helping them connect science with healthy eating and real-world life skills.
The goal is to provide fourth-grade students with an engaging, hands-on learning environment where they explore the life cycle of plants, identify the parts and functions of flowering plants, and understand how plants grow and reproduce. Through planting, maintaining, and harvesting a school garden, students will apply scientific inquiry, collect and analyze data, and make meaningful connections across science, mathematics, English Language Arts, health, and environmental education. By preparing simple recipes with the vegetables they grow, students will also develop an appreciation for healthy eating, sustainability, and the connection between agriculture and everyday life, while building collaboration, problem-solving, and critical-thinking skills.
Hands on learning allows students to actively explore scientific concepts rather than simply reading about them. By planting, observing, and caring for a garden, fourth-grade students develop a deeper understanding of plant structures, life cycles, and ecosystems through real-world experiences. Students engage in inquiry-based learning by asking questions, making predictions, collecting data, and drawing conclusions from their observations.
Working in a garden also strengthens critical thinking, collaboration, and problem-solving skills while increasing student engagement and motivation. Research shows that experiential learning improves knowledge retention because students are actively involved in the learning process. As students grow and harvest vegetables, they make meaningful connections between science, nutrition, and everyday life, helping them develop a lasting appreciation for healthy living.
Grant funds will be used to purchase the materials needed to establish and sustain a fourth-grade educational garden that supports hands-on science instruction. Requested items include nutrient-rich soil and compost, vegetable, herb, and flower seeds, plant labels, and science journals for student observations.
All purchased materials are durable or renewable and will continue to benefit future fourth-grade classes, making this project a sustainable investment that will support science instruction for years to come. The garden will serve as a permanent outdoor learning space that encourages scientific inquiry, healthy eating, environmental stewardship, and student engagement.
The goal of Beyond the Textbook...Bringing Learning to Life is to provide students with engaging, hands-on learning experiences that deepen understanding of Florida’s fourth-grade curriculum through immersive, cross-curricular activities. By transforming classroom lessons into interactive experiences, students will strengthen critical thinking, collaboration, creativity, and problem-solving skills while increasing academic achievement and fostering a lifelong love of learning.
This is a year long initiative that provides students with one immersive, standards based learning experience each month. Each monthly learning day is carefully designed to reinforce Florida’s Grade 4 curriculum through engaging, hands-on activities that encourage exploration, collaboration, creativity, and critical thinking.
Each experience integrates multiple subject areas, allowing students to make meaningful connections between English Language Arts, mathematics, science, and social studies. Rather than learning concepts solely through textbooks, students will actively apply their knowledge through real-world investigations and project-based activities.
These immersive experiences increase student engagement by allowing learners to actively participate in the curriculum. Students strengthen critical thinking, collaboration, creativity, communication, and problem solving skills while mastering Florida’s fourth-grade standards in science, mathematics, English Language Arts, and social studies.
By connecting academic content to memorable, real world experiences, students develop a deeper understanding of concepts, improve knowledge retention, and build enthusiasm for learning.
Charlie and the Chocolate Factory Day – Students explore economics, measurement, persuasive writing, and STEM by designing candy creations, budgeting a chocolate factory,
and completing engineering challenges inspired by the novel.
The City of Ember Day – Students investigate energy, electricity, engineering, problem-solving, and survival while participating in STEM escape challenges and collaborative design activities based on the novel.
Pizza Kitchen Fractions Day – Students apply fraction concepts by measuring ingredients, creating pizzas, comparing equivalent fractions, calculating portions, and exploring real-world math through cooking.
Dinosaur Discovery Day – Students become paleontologists as they excavate fossils, classify dinosaurs, study adaptations and extinction, measure dinosaur lengths, and write informational reports using scientific evidence. Students will also learn about the layers of the Earth while exploring erosion and weathering.
A color printer in my school counseling office will allow for quicker project production and bring a splash of color to those projects I work on for and with students. I plan to use the color printer in my office for smaller but immediate and time-sensitive projects or resources with students. Some of those projects can include: Student-specific coping skills handout; Entrepreneur Club student-created logos and marketing; Small group activities; Classroom Lesson handouts; Certificates for Leader of the Month and Volunteer thank-yous, etc...
This color printer will allow my Entrepreneur club to print their logos in color and marketing posters during club time to allow them to fully tap into their genius and creativity. Without the color printer, the students were only able to do black and white or rely on their drawing skills. This limited their creativity and full potential.
Benefits of the school counselor having a color printer include efficiency in project completion, better classroom handouts for Zones of Regulation, which relies heavily on color, and students being able to achieve their full creative potential in their entrepreneurial genius.
This one-time buy can be used year after year with minimal continued expenses. Replacement cartridges for black and color ink can be kept to a minimum of less than $200 a year.
Purchasing from Best Buy gives the best price option at the moment. https://www.bestbuy.com/product/hp-envy-photo-7975-wireless-ai-enabled-all-in-one-inkjet-printer-w-3-months-of-instant-ink-white/JJGQJQCFQK/sku/6638827
300.00
HP - Envy Photo 7975 Wireless AI-Enabled All-in-One Inkjet Printer w/ 3 Months of Instant Ink - White
159.89
HP - 64XL High-Yield Ink Cartridge - Black
62.89
HP - 64XL High-Yield Ink Cartridge - Tri-color
68.89
Fueling Success: Snacks & PBIS Rewards for Student Achievement
The goal of this project is to create a positive, supportive learning environment by expanding our PBIS (Positive Behavioral Interventions and Supports) store and providing healthy snacks and essential classroom items that encourage student success. By rewarding students for demonstrating positive behaviors such as responsibility, respect, kindness, and perseverance, we reinforce the habits that lead to academic and social growth. Healthy snacks help meet students' basic needs, improve focus, and ensure they are ready to learn, while the PBIS store provides meaningful incentives that motivate students to make positive choices.
Students will actively participate in our Positive Behavioral Interventions and Supports (PBIS) program by earning fintastics for demonstrating positive behaviors such as respect, responsibility, kindness, cooperation, and perseverance. These rewards can be redeemed at the classroom PBIS store for healthy snacks, school supplies, and other age-appropriate incentives.
This project will provide both immediate and long-term benefits for students and the classroom community. Expanding the PBIS store with snacks and other incentives will encourage positive behavior, improve student motivation, and foster a respectful, inclusive learning environment. Healthy snacks will help students stay focused, energized, and ready to learn, particularly those who may not have consistent access to food throughout the school day. By recognizing and rewarding positive choices, students will build confidence, strengthen social-emotional skills, and develop a greater sense of responsibility and belonging. Additionally, the project will reduce classroom disruptions, increase student engagement, and support academic achievement by creating a positive school culture where students are encouraged and celebrated for making good decisions.
Grant funds will be used to purchase healthy, individually packaged snacks, PBIS store incentives, and essential classroom items that support student success and reinforce positive behavior. Snacks such as granola bars, crackers, pretzels, fruit snacks, and applesauce cups will be available for students who need an energy boost during the school day. PBIS store items may include stickers, small toys, fidget items, water bottles, and other age-appropriate rewards that motivate students to demonstrate positive behaviors.
628.00
Welch's fruit snacks
16.00
Goldfish
13.00
Rice Krispies
12.00
Pretzels
12.00
Skinny Pop
19.00
Nature Valley Gronala
13.00
Nutri Grain Bars
10.00
Frito Hot Mix
46.00
Chips
75.00
Taki
50.00
Cheese It
20.00
Cookie mix
60.00
Crackers
8.00
Fruit Roll Up
30.00
Pirates Booty
13.00
Air Heads
10.00
Ring Pop
21.00
Candy bags
100.00
Squishes/Trinkets
100.00
Games for Growth: Promoting Social Connection During Lunch
The goal of this project is to help students build connections and develop positive relationships with their peers. The "Next Move" club will provide a welcoming environment for students who are new to the school or who may not have many friends, giving them opportunities to meet new people and develop friendships.
Meaningful face-to-face connections have become less common as students increasingly rely on digital communication and social media. As a result, many students have fewer opportunities to build authentic friendships and develop a sense of belonging at school. This project will provides a welcoming space where students can interact in person, engage in collaborative games and activities, and form lasting peer relationships.
The program will begin with a core group of students who are interested in sharing a love of board games with their peers. The core group of students will be trained as hosts, to welcome any and all other students to participate in the games during lunch, in a club called "Next Move".
The board games will take place during lunch one day each week and emphasis will be placed on students meeting new friends and connecting with one another in an authentic way. Each quarter, we will have a lunch celebration, with special Ice Breaker games and offer a place where students can celebrate their personal and academic accomplishments.
As a school counselor, I have observed that many students eat lunch alone and struggle to form meaningful friendships. For students who are new to the school, shy, or experiencing social isolation, making connections with their peers can be especially challenging. Providing intentional opportunities for students to interact in a welcoming, low-pressure environment can help foster friendships, strengthen their sense of belonging, and improve their overall well-being.
The funding will help supply games for the students to play. It will also provide food for the students to eat at the quarterly lunch celebrations and some materials to purchase "minute to win-it" game materials for students (noted at "MTW" in the itemization section).
The goal of this project is to help students identify, understand, and apply their unique strengths during their high school career and post-secondary planning.
During Session 1, the Clifton Strengths Assessment will be administered to students. During Session 2, the results of the test will be broken down to help students understand the significance of the results. After both of these sessions, students will have the option to meet one-on-one with an academic counselor and/or college/career counselor to further discuss the results of the assessment and how the student can utilize the assessment results to plan their future.
The Clifton Strengths Assessment will help students recognize their unique abilities and talents. First, students will receive their top strengths, which will help them to become aware of what they naturally do well and understand how they learn best. This information will be used to support students to adjust their study habits and time management skills. It can also benefit students to know what types of leadership opportunities they should take advantage of and how to motivate themselves.
Second, the assessment will promote student career exploration. By understanding their unique strengths, students will be empowered to make informed career decisions and pursue pathways that align with their interests, talents, and personal goals. Finally, students will also learn how they can develop their talents and apply their strengths when working with others in a group or team setting.
Each assessment will cost $25. We hope to purchase 60 assessments for approximately $1,500. Because this will take place during the lunch period, we would like to provide something for students to eat while they are working on the assessment, and also at the follow-up meeting afterwards. This will allow us to use the entire lunch period to meet with students. Thus, we are requesting $5 per student per meeting, also.
Our school uses the PBIS behavior model. Students earn points in class and throughout campus for setting a positive example for others and following the classroom and schoolwide expectations. In turn, they use these points to "purchase" items and experiences from the classroom store. Having this grant funded will allow me to purchase the necessary desirable items that students love. The goal is for students to be motivated and want to set a good example for others and exhibit positive behaviors.
The students will earn points throughout the week for exhibiting positive behaviors and showing responsibility. Some examples include helping a classmate, being a good listener, following directions, being focused and working hard, being prepared with the proper materials, having good manners, completing their classroom job, and completing their homework. Each Friday students have an opportunity to "shop" in the classroom store.
Having a classroom store is highly motivational for students. Students that work hard and set a good example for others are rewarded. Students also enjoy the experience of being able to "shop' in the store. It allows them to choose items and experiences that are of interest to them. The store has a variety of items such as fidget spinners, school supplies, bouncy balls, small compact STEM activities, stuffed animals, stickers, a vast variety of experiences such as sitting at the teacher's desk for the day and eating lunch in the classroom with the teacher and a friend.
All items are available on Amazon with free shipping. The breakdown is as follows:
Fidget Poppers Pack – 50 Pcs Fidget Toys-$26.45 including tax.
32PCS Fidget Spinner Soccer Balls-$10.59 including tax.
54Pack Stress Balls-$27.55 including tax.
24 Pack Mini Animal Plush Toy Assortment- $19.07 including tax.
160 Pcs Fidget Toys-$13.77 including tax.
50 Pieces Assorted Colorful Bouncy Balls- $10.59 including tax
30 Pack Squishy Toys-$9.53 including tax
Total cost for all 7 items with tax is $117.55
The goal of this project is to increase student engagement and improve mastery of 2nd-grade standards by integrating BrainPop Jr. to supplement instruction. This digital tool will support differentiated learning, strengthen foundational skills in Reading, Math, Science, and Social Studies. It will also provide interactive content that helps all students, especially struggling learners, access grade-level material.
This project will fund a BrainPop Jr. subscription that allows students to learn through engaging videos, quizzes, and interactive activities. The platform supports differentiated instruction and helps students master 2nd-grade standards in a fun, accessible way.
The benefits of this grant will be to build foundational and background knowledge with the short, concept-focused animated movies. BrainPop Jr. makes complex topics into digestible, relatable lessons.
The purpose of this funding is to acquire a full grade level subscription to BrainPop Jr. to provide 2nd Grade students with interactive, cross-curricular digital learning resources.
The goal of this project is to cultivate a joyful, school-wide culture of reading by creating a Reading Celebration Cart that recognizes and celebrates students' reading efforts, growth, and accomplishments through a variety of literacy initiatives throughout the school year.
As the school literacy coach, I strive to create opportunities that extend beyond reading instruction and inspire students to see themselves as readers. While strong literacy instruction provides students with the skills to read, a thriving reading culture helps them develop the desire to read. This project is designed to nurture that desire by celebrating reading milestones, perseverance, curiosity, and personal growth.
The Reading Celebration Cart will support school-wide reading initiatives that encourage students to read more frequently, explore new books, set and achieve personal reading goals, and engage in authentic reading experiences. Through positive recognition and meaningful celebrations, students will develop confidence, motivation, and positive reading identities that contribute to long-term literacy success.
This initiative also aligns with our school's Leader in Me theme, "In Full Bloom," which builds upon last year's theme of "Growing Leaders." Just as we intentionally nurture students' leadership skills, we must also cultivate their identities as readers. Every reading challenge completed, every new book discovered, and every reading goal achieved represents another opportunity for students to grow, flourish, and bloom.
The Reading Celebration Cart will serve as a mobile resource used throughout the school year to recognize and celebrate students participating in a variety of school-wide literacy initiatives. As the literacy coach, I will use the cart to support reading challenges, genre exploration, reading stamina goals, library programs, classroom literacy celebrations, and other school-wide events designed to foster a love of reading.
Students will have opportunities to participate in engaging literacy experiences that encourage them to read independently, discover new books and authors, explore different genres, set personal reading goals, and celebrate their growth as readers. The Reading Celebration Cart will visit classrooms and grade levels throughout the year, recognizing students for participation, perseverance, improvement, and reading achievements.
The focus of this project is not simply to reward reading, but to celebrate it. By recognizing students' efforts and creating positive, memorable reading experiences, we can help students build confidence, strengthen their reading identities, and associate reading with joy, accomplishment, and community.
The Reading Celebration Cart will also provide teachers with an engaging tool to reinforce school-wide literacy initiatives while supporting our shared commitment to building lifelong readers. Through consistent celebrations and recognition, students will experience a school environment where reading is visible, valued, and celebrated every day.
Across the country, schools continue to face the challenge of improving literacy while also fostering students' motivation to read. Strong reading instruction is essential, but developing lifelong readers requires more than teaching foundational skills. Students must also experience reading as something meaningful, enjoyable, and worth celebrating.
The Reading Celebration Cart supports this vision by creating a school culture where reading is recognized, encouraged, and celebrated. When students experience positive recognition for their reading efforts, they are more likely to develop confidence, persist through challenges, and view themselves as capable readers. These positive experiences help cultivate authentic reading identities—an important factor in sustaining reading engagement over time.
This initiative also creates opportunities for every student to experience success. Rather than celebrating only high achievement, the Reading Celebration Cart will recognize perseverance, growth, participation, curiosity, and goal setting. This inclusive approach encourages all students, including reluctant readers, to engage with books and experience the joy of reading.
As the school's literacy coach, I want both teachers and students to see my role as one that is supportive, encouraging, and collaborative. Students visiting the Reading Celebration Cart will feel seen, heard, and recognized for their efforts! Ultimately, the Reading Celebration Cart is about much more than prizes. It is about building a lasting culture where reading is celebrated, students feel valued, and every child is inspired to become a lifelong reader and learner.
Grant funding will be used to establish and maintain a Reading Celebration Cart that supports school-wide literacy initiatives and reading celebrations throughout the academic year.
Funds will be used to purchase a mobile rolling cart, organizational materials, and a variety of student incentives that promote reading engagement and celebrate literacy accomplishments. Incentives include pencils, bookmarks, stickers, reading accessories, and other age-appropriate items that encourage continued reading and learning.
The Reading Celebration Cart is designed to be a sustainable resource that can be used year after year across all grade levels. Consumable incentives will be replenished as needed through future school and community partnerships, allowing the initiative to continue long after the initial grant funding has been used.
The purpose of this funding is to create meaningful opportunities for students to experience reading as something joyful, motivating, and worthy of celebration. By investing in student engagement and reading motivation, this project supports the development of positive reading habits, stronger reading identities, and a school-wide culture that values literacy.
As the school literacy coach, I will coordinate the implementation of this initiative to ensure it complements existing literacy instruction while expanding opportunities for students to engage in authentic reading experiences. Through consistent recognition and celebration, the Reading Celebration Cart will help cultivate enthusiastic readers who are inspired to grow, lead, and bloom.
299.39
Rolling Prize Cart
110.99
Stickers
9.99
Scented Bookmarks
14.49
Key Chains
27.98
Fidget Ring Spinners
24.99
Scented Pencils
37.99
Squishy Reading Buddies
29.99
Books in Bloom Decor for Cart
29.98
Amazon Tax
12.99
Civics Learning that Sticks Through Play, Practice, and Purpose
The goal of this project is to increase student engagement, participation, and academic achievement by providing access to Wordwall and Wayground subscriptions. These interactive platforms will transform traditional instruction into engaging learning experiences through games, quizzes, review activities, and formative assessments that meet the diverse needs of all learners. This project will create a more engaging classroom where every student has the opportunity to succeed while developing the critical thinking and civic knowledge needed to become informed, responsible citizens.
By incorporating these digital resources into instruction, students will have multiple opportunities to practice and reinforce key concepts in an interactive, low-stress environment. The subscriptions will support differentiated instruction, provide immediate feedback, and encourage active participation, ultimately improving content mastery, confidence, and retention. Furthermore, these digital resource can be used by the teacher in the classroom, as well as by students at home to practice the Civics content being taught.
These subscriptions will increase engagement, improve academic achievement, stregthen critical thinking skills, and build student confidence in the 7th grade Civics content. By making learning more interactive and accessible, these subscriptions will help all students become active participants in their civic education and better prepared for success in the classroom and beyond.
The purchase of these subscriptions is for the entire 7th grade Civics team which includes 3 teachers.
Wayground Pro Subscription for 3 Teachers : $648
Wordwall Subscription for 3 Teachers: $348
The purpose of funding is to provide these two subscriptions to all 7th grade Civics teachers to use with their students, making sure all 7th graders have access to high-quality, engaging, interactive materials to learn the Civics content.
996
Wayground for 3 Teachers
648
WordWall for 3 Teachers
348
The Literacy Launch Pad: Empowering Readers Through Engagement and Data-Driven Support
The goal of this project is to close the reading gap at Eden Park Elementary by creating a flexible, student-centered literacy environment that supports targeted small-group instruction. Following our historic achievement of becoming an A school, we are committed to sustaining academic growth by providing students with comfortable, engaging spaces where they can build comprehension skills, confidence, and a lifelong love of reading.
Through this project, students will participate in targeted small-group literacy instruction designed to strengthen reading comprehension, fluency, vocabulary, and overall reading confidence. As the Literacy Resource Teacher, I will use student assessment data to identify specific reading needs and provide focused instruction to groups of students working toward similar literacy goals.
The flexible seating resources purchased through this grant will create an inviting, student-centered literacy space where students can engage in meaningful reading activities in a comfortable and supportive environment. During small-group sessions, students will participate in activities such as guided reading, comprehension strategy practice, vocabulary development, close reading, discussions, and responding to texts through written and verbal reflection.
The variety of seating options will allow students to choose learning spaces that best support their focus and engagement while encouraging movement, collaboration, and active participation. By providing a comfortable and flexible learning environment, students will feel more confident taking risks, sharing their thinking, and developing the skills needed to become successful independent readers.
This project will support Eden Park Elementary’s continued academic growth by helping close literacy gaps and ensuring that every student receives the targeted support needed to become a stronger, more confident reader.
This project will directly benefit students by creating an engaging, comfortable, and student-centered literacy environment that supports targeted reading instruction. The flexible seating will increase student engagement, improve attention during small-group lessons, and provide learning options that meet the diverse needs of all learners, including students who benefit from movement and sensory input.
Students will receive data-driven instruction in reading comprehension, fluency, vocabulary, and foundational literacy skills in an environment designed to promote focus, confidence, and active participation. By allowing students to choose seating that best supports their learning, they will be more comfortable taking academic risks, collaborating with peers, and remaining engaged throughout instruction.
The anticipated benefits include:
Increased student engagement and participation during literacy intervention.
Improved reading comprehension, vocabulary, and fluency.
Greater student confidence and motivation to read.
Enhanced ability to sustain attention during small-group instruction.
Increased growth on FAST and i-Ready reading assessments.
Continued progress toward closing literacy achievement gaps and maintaining Eden Park Elementary's commitment to academic excellence following its first-ever "A" school grade.
By combining evidence-based literacy instruction with a flexible learning environment, this project will help students develop the skills, confidence, and love of reading necessary for long-term academic success.
The requested funding will be used to purchase flexible seating designed to support small-group literacy intervention at Eden Park Elementary. As the Literacy Resource Teacher, I provide targeted, data-driven instruction to students who need additional support in reading comprehension, fluency, vocabulary, and foundational literacy skills. These seating options will transform the literacy intervention space into an engaging, student-centered environment that promotes focus, comfort, and active participation.
The requested items include balance ball chairs, wobble seating, lap desks, and adjustable floor chairs. Each item serves a specific instructional purpose by providing students with seating choices that encourage concentration, reduce distractions, and support movement while learning. Many of the students served in literacy intervention benefit from flexible seating that allows them to remain engaged during extended periods of reading instruction.
These materials are durable, reusable, and will benefit hundreds of students over multiple school years. Because students rotate through intervention groups based on assessment data, the seating will support a wide range of learners and maximize the impact of the grant beyond a single classroom or grade level.
Budget Summary
Gaiam Kids Balance Ball Chairs (2): $129.84
Gaiam Kids Stay-N-Play Balance Ball Chairs (2): $35.48
ECR4Kids Surf Portable Lap Desks (3): $102.00
Adjustable Floor Chairs (2): $126.00
Lewtemi Flexible Seating Wobble Chairs (2): $79.98
Total Funding Requested: $473.30
This investment will help create a literacy learning environment where students are comfortable, engaged, and empowered to build the reading skills necessary for long-term academic success. By supporting focused, high-quality intervention, these resources will contribute to closing reading achievement gaps while helping Eden Park Elementary build on the momentum of earning its first-ever "A" school grade
The goal of this project is to provide our new Sports Broadcasting class with better audio equipment for interviews, sporting events, and video projects. The grant will be used to purchase four (4) sets of DJI Mic Mini wireless microphones that can connect to our current video equipment.
Because Sports Broadcasting is a new course, we are still building the equipment students need to learn and practice broadcasting skills. Good sound is an important part of creating quality videos. These microphones will allow students to clearly record interviews with athletes, coaches, and other members of our school community. Having four sets will also allow more students to work in small groups at the same time.
Students will learn important skills such as interviewing, public speaking, video production, teamwork, and storytelling. They will also learn how to set up and use audio equipment similar to what is used in real sports broadcasting and media careers.
The microphones will also be shared with our existing TV Production classes. This means the equipment will benefit even more students and can be used for school news, interviews, video projects, sports coverage, and other productions.
This project supports our school’s goal of giving students hands-on learning experiences with technology. Students in both Sports Broadcasting and TV Production will have the opportunity to build real-world skills while creating content that highlights our students, teams, and school community.
Students will actively use the DJI Mic Mini wireless microphones in our Sports Broadcasting and TV Production classes. They will use the microphones to interview athletes, coaches, students, and staff. Students will also use them while covering sporting events, creating school news stories, and producing video projects.
This equipment will give students better tools to record clear and professional sound. Having four microphone sets will allow more students to work in small groups at the same time. Since the equipment will be shared between Sports Broadcasting and TV Production, it will benefit many students throughout the school year.
Students will first learn how to properly set up and use the microphones. The teacher will demonstrate the equipment, and then students will practice using it. Students will learn how to prepare interview questions, conduct interviews, record clear audio and video, and edit their work into a finished project. They will also take turns working as broadcasters, reporters, camera operators, writers, and producers.
Most importantly, students will be able to take what they learn in the classroom and use it in real situations. They will cover school events, interview members of our school community, and create sports and news stories. This hands-on experience will help students build communication, teamwork, technology, and broadcasting skills that can be used in future classes, college, and careers.
This project will help students become better speakers, stronger team members, and more confident using technology. Students will get hands-on practice interviewing people, speaking on camera, and creating sports and news videos.
One of the biggest goals is to help students build self-confidence. Speaking in front of a camera or interviewing someone can be difficult for many students. The more they practice, the more comfortable they will become. Students will learn to speak clearly, make eye contact, ask good questions, and listen to the answers.
The project will also help students become better at communicating with adults. Students will interview coaches, teachers, school leaders, guest speakers, and other adults. This will teach them how to introduce themselves, have a conversation, ask questions, and speak in a respectful and professional way.
We will know the project is successful by watching students improve throughout the year. Their interviews, sports stories, videos, and other projects will show their growth. Students will also complete reflections about their own progress.
The teacher will use student projects, class observations, and simple rubrics to measure improvement. Success will be seen when students are more confident speaking, more comfortable talking with teens and adults, better at working with others, and able to create stronger video projects.
The grant funds will be used to purchase four sets of DJI Mic Mini wireless microphones for our new Sports Broadcasting course and existing TV Production classes. These microphones will give students better sound when recording interviews, sporting events, school news, and other video projects.
The microphones directly support student learning by giving students hands-on experience with the same type of technology used in broadcasting and video production. Students will learn how to set up the equipment, record clear audio, conduct interviews, work as a team, and create finished video projects. Having these mics will also allow several groups to work at the same time, giving more students a chance to use the equipment.
The equipment will support our goal of helping students become better communicators, more confident speakers, and stronger users of technology. It will also help students become more comfortable interviewing and communicating with both teens and adults.
About 40 students each school year will directly benefit from this equipment through the Sports Broadcasting and TV Production classes. Because the microphones can be shared between classes and used year after year, they will continue to benefit many future students as well.
316.00
DJI mic Mini - 2 transmitters and 1 receiver and charging case
79.00
DJI mic Mini - 2 transmitters and 1 receiver and charging case
79.00
DJI mic Mini - 2 transmitters and 1 receiver and charging case
79.00
DJI mic Mini - 2 transmitters and 1 receiver and charging case
To provide students a morning fitness opportunity to enable them to have a more clear and focused mind for the school day ahead and to allow our students an opportunity to participate in the "95210 Kids on the Go!" program.
On Monday, Wednesday, and Fridays, students will be provided the opportunity to walk, jog, or run, around the field as they scan their barcode on the Marathon Kids fitness app that keeps track of their laps. Every time students finish a mile (13 laps), they will receive "running bling", which recognizes how far they have run. After each 5 mile completion, they will receive a star, and after they finish 26 miles throughout the year, the approximate length of a marathon, they will receive a special running dog tag. These laps that are being tracked will also be would be used towards the "95210 Kids on the Go!" program.
Providing a safe place for students to exercise before school is foundational to their learning. Having time in the morning to get out and move, will not only help them to live healthier lives, but focus and clear their minds for the school day so they can have a more productive time in the classroom.
Using the budget on the following items will allow this program to begin the HCE Morning Run Club, and give students an incentive program to keep working hard.
To provide students an opportunity to participate in a 5k race which will promote a positive way to live a active and healthy lifestyle. The students will be running in the CCPS 5k Race which is typically held in November or December.
20 students will have the opportunity to have their students registration fee paid for and have transportation from Herbert Cambridge to the CCPS 5k race at the Administration Building. These students will be chosen from the group of 3rd/4th/5th grade students that participate in the HCE Morning Run Club and that reach a certain goal to show their commitment and interest in walk/jog/running in the morning. There will also be a teacher from the school that will be paired up with two students to help encourage them and keep them safe throughout the 5k event.
It is a great event to have students pair up with their teachers at school and find a common interest in something that they would not typically be able to do. It also demonstrates a way to live a healthy and active lifestyle in a safe and fun way, as well as see others that enjoy that lifestyle too. Being able to open up different opportunities for our students to experience events that they may not have been exposed to before is a great way to enrich their mental and physical well-being.
There will be an opportunity for 20 students to go at the student cost of $15 each and each of those students will be paired with a teacher to run with at the cost of $30 for the adult sign up cost. Two students will run with a teacher partner for safety during the race.
642
Race Registration Student Cost ($15) x20 plus fees
The primary goal of this project is to launch a student-run classroom podcast station that directly improves 8th-grade literacy and public speaking skills by operationalizing Florida’s B.E.S.T. Standards for ELA Communication (ELA.8.C.1 and ELA.8.C.2).
Through the production of high-quality podcast episodes, students will actively engage in the recursive writing process (ELA.8.C.1.1) to draft, revise, and polish compelling, evidence-based narrative and argumentative scripts. Furthermore, this digital audio platform will serve as an authentic vehicle for mastering oral communication (ELA.8.C.2.1). Students will transition their written work into spoken word, purposefully refining their delivery by practicing appropriate pacing, clear pronunciation, vocal modulation, and audience-conscious tone. Ultimately, this project aims to bridge the gap between traditional writing mechanics and modern digital media, fostering an collaborative environment where every 8th-grade student develops a confident, articulate, and standards-aligned voice.
Implementing the classroom podcast station provides measurable advantages across academic, technical, and interpersonal domains: Drives Standards Mastery (ELA.8.C.1 & ELA.8.C.2): Turns abstract writing and speaking standards into a concrete, high-stakes project where students must write clearly to be understood and speak effectively to engage listeners. Enhances Student Engagement: Replaces traditional essays with a modern, high-interest medium that resonates with digital-native 8th graders, increasing project completion rates and enthusiasm for ELA. Builds Oral Fluency and Confidence: Provides an authentic, low-stakes environment for students—including English Language Learners (ELL) and reluctant public speakers—to practice verbal pacing, tone, and vocal clarity without the anxiety of standing in front of a physical crowd. Develops Workforce-Ready Technical Skills: Introduces students to industry-standard digital tools, including audio editing software, microphone technique, and digital file management. Fosters Deeper Collaborative Skills: Emulates real-world media production teams, requiring students to cooperate, delegate tasks, provide constructive peer feedback, and manage production timelines. Amplifies Student Voice: Gives students a meaningful platform to share their perspectives, research, and stories with their peers, families, and the broader school community.
The school and classroom have already secured the majority of the high-cost technological infrastructure required for this project, including laptops, audio editing software, professional-grade USB microphones, and headphones. To fully operationalize the podcast station and ensure high-quality student outcomes, funding from this grant will be used exclusively to address the critical acoustic needs of the recording environment and to design an inspiring, professional studio space.Acoustic Treatment and Soundproofing MaterialBecause the classroom is a high-traffic environment with hard surfaces, ambient noise and audio echo pose a significant barrier to producing professional-grade media. Grant funds will purchase high-density, fire-retardant acoustic foam panels and isolation shields. These materials will absorb sound reflections, minimizing background noise and ensuring that student voices are captured with maximum clarity, which directly supports the speech-quality goals outlined in standard ELA.8.C.2.Studio Decor and Atmospheric Elements Producing a podcast requires a shift in student mindset from a typical classroom setting to a professional media studio. A portion of the funds will be allocated toward studio-specific decor, including low-glare LED ambient lighting, motivational literacy-themed wall graphics, and an "On Air" broadcast sign. This curated atmosphere is designed to intentionally alter the "aura" and mood of the space. Creating a distinct studio environment reduces performance anxiety, boosts student serious-mindedness toward the project, and inspires the creative confidence necessary for high-quality oral delivery. Flexible Studio Seating (Fun & Ergonomic Chairs)To complete the studio layout, the budget includes funding for collaborative, flexible studio seating. Moving away from rigid classroom desks to dynamic, comfortable chairs serves two purposes. Functionally, it allows students to adjust their posture easily for optimal breath control and vocal projection while recording. Behaviorally, these unique, "fun" chairs establish the station as a distinct, professional collaborative hub, encouraging active listening, peer cooperation, and authentic roundtable discussions during the pre-production and recording phases.
Citing Generative AI for collaboration in Grant Writing (Google Classroom AI)
445.40
TroyStudio Portable Vocal Booth, Large Foldable Microphone Isolation Shield, Music Recording Studio Sound Echo Absorbing Box, Desk & Stand Use Reflection Filter with Thickened Dense Acoustic Foam
38.99
TroyStudio Portable Vocal Booth, Large Foldable Microphone Isolation Shield, Music Recording Studio Sound Echo Absorbing Box, Desk & Stand Use Reflection Filter with Thickened Dense Acoustic Foam
38.99
Orange Factory Criss Cross Chair, Wide Fabric Vanity Desk Seat, Grey Wheel | Cross-Legged with 360° Swivel, Height Adjustable, Smooth and Silent Wheels, Comfy Seating for Office, Desk, or Computer Use
64.74
Orange Factory Criss Cross Chair, Wide Fabric Vanity Desk Seat, Grey Wheel | Cross-Legged with 360° Swivel, Height Adjustable, Smooth and Silent Wheels, Comfy Seating for Office, Desk, or Computer Use
64.74
Black Kraft Paper Roll - 100% Recyclable Black Construction and Craft Paper Roll - 17.75 Inch x 200 Feet
13.29
Custom Neon Sign, Neon Sign Customizable for Birthday Wedding Party Gift,Bar Personalized Neon Sign for Wall Decor Length 10inch to 60inch
81.97
CARGEN 2 Pack Do Not Disturb Door Hanger Signs - Recording in Progress Sign | Double Sided Microphone Door Signs for Office Clinic Home Therapy Dorm, Online Class Meeting and Studio Privacy
4.99
CARGEN 2 Pack Do Not Disturb Door Hanger Signs - Recording in Progress Sign | Double Sided Microphone Door Signs for Office Clinic Home Therapy Dorm, Online Class Meeting and Studio Privacy
4.99
D-Xam 6-Pack Neon Gaffer Tape - 0.6 or 1 inch UV Blacklight Reactive Glow in The Dark Tape, Best for Parties, Dance Floors, Theaters & DIY Projects - 6 Vibrant Colors (0.6 inch x 15 feet)
5.95
Rocking Chair Smiley Face Planter,Cute Plant Pots for Indoor Outdoor Plants,Succulent Pots with Drainage Hole,Unique Funny Flower Pot for Succulents,Plant Gifts for Mother's Day, Birthday, Christmas
17.79
2 -in String of Pearls Live Succulent Plants, Easy Care & Drought Tolerant | Trailing Succulents for Home Office Decor, Fully Rooted Houseplant for Busy Plant Lovers, Ideal Gift for Garden Beginners
3.99
12 Pack Self-Adhesive Acoustic Panels 12" X 10" X 0.4" - Sound Proof Foam Panels for Walls with High Density, Y-Lined Design, Flame Resistant, Absorb Noise and Eliminate Echoes(Black)
35.99
12 Pack Self-Adhesive Acoustic Panels 12" X 10" X 0.4" - Sound Proof Foam Panels for Walls with High Density, Y-Lined Design, Flame Resistant, Absorb Noise and Eliminate Echoes(Black)
35.99
ANGSYLTH 8 Pcs Fluorescent Light Covers, 4x2 Feet Fabric for Ceiling Lights | 8 x 10 Magnetic Light Filters for Classroom, Office, Hospitals (Starry Sky)
One of my biggest goals this year is to create a classroom where learning comes to life through movement, collaboration, and student voice. I want every student to feel confident sharing ideas, solving problems, and taking ownership of their learning. By adding seven whiteboard easels to our classroom, I’ll be able to create engaging learning experiences that encourage students to think critically, work together, and learn from one another every day.
These whiteboard easels will become part of our daily classroom routine. Students will use them during math problem-solving, reading response activities, writing lessons, science investigations, collaborative stations, and interactive review games. Instead of completing every activity from their desks, students will move around the room, work with different classmates, record their thinking, explain their reasoning, and learn through meaningful discussions. Each whiteboard will give students a space to think independently before collaborating with their peers, ensuring every child has an opportunity to participate and share their ideas.
Every year, I welcome a group of curious, energetic third graders who are eager to learn and love sharing their ideas. Watching students grow in confidence and discover that their ideas matter is one of the most rewarding parts of teaching. These whiteboard easels will help create more opportunities for students to collaborate, communicate, and build confidence in a supportive learning environment. As students work together, they’ll strengthen their problem-solving skills, learn from different perspectives, and become more engaged in their learning. My hope is that every student leaves my classroom knowing their voice matters and feeling excited to participate each day.
Funding will be used to purchase seven 36” × 24” whiteboard easels that will be used throughout the school day for small-group and collaborative learning activities. These whiteboards are a durable, long-term resource that will support instruction across all subject areas for years to come. By providing students with dedicated spaces to work together, discuss their thinking, and solve problems, these easels will help create the active, engaging classroom environment I hope to build for every group of students who walks through my door.
385
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Easel Whiteboard
54.99
Otter Crew: Building Belonging Through Family Engagement
The purpose of the Otter Crew project is to strengthen family engagement by creating a visible, welcoming team of parent volunteers. The project addresses the need to increase parent participation, build stronger home-school partnerships, and foster a positive school climate.
Research shows that increased family involvement supports improved student attendance, motivation, and academic achievement. By encouraging meaningful family participation, this project helps create a supportive learning environment that promotes student success in literacy, academics, and overall school engagement.
The Otter Crew project will provide T-shirts for parent volunteers to wear during school events, family engagement activities, school wide celebrations, Beat the Bell mornings, field trips, and other volunteer opportunities. The shirts will create a visible, welcoming volunteer team that is easily identifiable to students, families, and staff.
This project will strengthen family engagement, encourage volunteer participation, and build stronger partnerships between home and school. By fostering a welcoming and supportive school community, the Otter Crew will help create an environment where students feel connected, supported, and ready to learn, reflecting our school’s commitment to being a small school with a big heart.
The Otter Crew initiative will increase family engagement, strengthen relationships between home and school, and create a more welcoming, connected school community. Students will benefit from increased family involvement, greater school pride, and a stronger sense of belonging.
Success will be measured by tracking parent volunteer participation, attendance at family engagement events, and feedback from families and staff through informal surveys and observations throughout the school year.
Grant funds will be used to purchase Otter Crew T-shirts for parent volunteers. The shirts will create a recognizable volunteer team, promote school pride, and encourage greater family involvement during school events and activities. As a small school with a big heart, this initiative will strengthen partnerships between home and school, foster a welcoming environment, and support meaningful family engagement that contributes to student success.
500.00
70 - Canvas Unisex T-shirts with Front - Left Logo and Back - Center Logo (Various Sizes)
$500.00
Empowering Young Readers: Building Comprehension and Collaboration Through Diverse Literature
1. Project Purpose
a) What is the overall purpose of your project?
The overall purpose of this project is to foster a dynamic, highly engaging 6th-grade English Language Arts environment by providing students with diverse independent reading novels, targeted comprehension checks, and collaborative anchor chart materials to deepen critical thinking and text analysis skills.
b) What need(s) does it address?
Transitioning to 6th grade requires students to shift from basic reading comprehension to higher-order textual analysis, evidence-based writing, and independent stamina. Currently, our classroom lacks a sufficiently varied classroom library to match diverse reading levels and interests. Additionally, there is a strong need for physical resources to generate tailored formative assessments and facilitate small-group collaborative discussion.
c) What learning goal, academic standard, or outcome does your project address?
This project directly aligns with CCSS.ELA-LITERACY.RL.6.1 (citing textual evidence to support analysis), CCSS.ELA-LITERACY.RL.6.2 (determining theme and summarizing text), and CCSS.ELA-LITERACY.SL.6.1 (engaging effectively in a range of collaborative discussions). The primary learning goal is for 100% of participating students to increase their independent reading stamina, demonstrate measurable growth in reading comprehension, and collaboratively articulate analytical thinking.
d) How does this project connect to a school or district priority?
Our district priority emphasizes improving middle school literacy rates, closing achievement gaps through differentiated instruction, and promoting collaborative learning environments. By supplying accessible, high-interest independent reading choices alongside structured collaborative tools, this project directly supports the district's strategic goal of cultivating lifelong readers and critical thinkers.
Project Description
a) How will students actively participate?
Students will actively engage through daily independent reading blocks using self-selected novels aligned with their interest and reading levels. They will work in peer literature circles using the Post-it Super Sticky Easel Pads to co-create anchor charts, track character development, map plot structures, and present findings to the class. Furthermore, students will complete varied, printed comprehension check-ins and reflection logs using the dedicated copy paper.
b) How will this project meet the needs of your students, classroom, and/or school?
Choice is a key driver of adolescent literacy. Providing modern, engaging novels accommodates varied reading levels within the same classroom, allowing struggling readers to build confidence while challenging advanced readers. The physical easel pads transform traditional passive learning into visible, kinesthetic group work, creating an inclusive classroom culture where every student contributes.
c) What teaching strategies or instructional activities will be used?
Reader’s Workshop Model: Explicit mini-lessons on literary skills followed by sustained independent reading.
Collaborative Anchor Mapping: Small group work where students synthesize text details onto large easel pads to make thinking visible.
Differentiated Formative Assessment: Utilizing custom printed graphic organizers, close-reading passages, and exit tickets tailored to varied learning needs.
d) How will student participation connect to classroom instruction?
Skills taught during whole-group instruction (e.g., analyzing conflict or tracking theme) will immediately be applied during independent reading and reinforced during group anchor chart activities. The printed materials will serve as ongoing progress-monitoring checkpoints to ensure students are mastering targeted standards throughout each instructional unit.
Expected Outcomes
a) What specific improvements do you expect for your students?
Increased reading stamina and proficiency across informational and literary texts.
Enhanced ability to cite textual evidence and articulate literary analysis orally and in writing.
Improved peer collaboration and dynamic communication skills.
b) How will you know the project was successful?
Project success will be measured by a minimum of a 15% increase in benchmark reading comprehension scores from pre- to post-assessment, 100% student completion of independent novel reading logs, and high levels of engagement during collaborative group presentations.
c) What evidence, observations, student work, or assessments will demonstrate impact?
Student Work: Formative assessments, printed graphic organizers, and close-reading comprehension checks.
Visual Artifacts: Completed group anchor charts created on the easel pad sheets.
Data: District reading diagnostic benchmarks (i-Ready/NWEA MAP) tracking growth in comprehension and vocabulary.
Observational Logs: Teacher rubrics evaluating peer collaboration and discussion quality.
Budget & Purpose of Funding
a) Explain how the requested items directly support student learning and project goals:
Independent Reading Novels: Provide the core materials necessary to build literacy stamina, expand vocabulary, and foster a love for reading through choice.-$237.26
1 Box of Copy Paper: Essential for printing differentiated assignments, graphic organizers, close-reading passages, and formative assessments to measure comprehension accurately across varying skill levels.- $57.00
1 Post-it Super Sticky Easel Pad (25 x 30 in, White Lined, 16 Pack): Supplies durable, high-visibility paper for small-group collaboration, allowing students to map text analysis, synthesize ideas, and anchor their learning visually around the classroom.- $47.00
340.90
Post-It Super Sticky Easel Pad
46.67
Box of copy paper
56.97
" The Diary of Wimpy Kid" series 1-25
66.87
"The Baby-Sitters Club" 1-7
38.00
" I Survived" Graphic Novels 1-4
30.46
" I Survived" Graphic Novels 5-8
22.91
" Raise Street Smart Teens"
19.99
" Raising Children Street Smart"
16.99
" Wing of Fire" 1-4
28.07
"I.R.L" by Jenny Gobel
13.97
Science National Honor Society (SNHS) Field Experiences Financial Support
Science National Honor Society (SNHS) recognizes students who excel in the sciences. Each year the students plan for various field experiences centered around anatomy & health sciences, chemistry, physics, engineering, biology, and environmental sciences. Through your support, my SNHS leadership team would like to engage in trips to the Naples Zoo, Dolphin Explorer, and Arthrex Career Showcase in Collier County.
At the Naples Zoo, our SNHS group will engage in a workshop centered on careers and conservation as well as a guided tour of the Naples Zoo. Your support will fund the student-tickets and workshop fee for the day.
At the Arthrex Career Showcase, students are exposed to a plethora of the careers available through Arthrex. They are able to see products, demonstrations, and network with various professionals. Your support will help to fund the transportation needed to take our SNHS group from Marco Island Academy to Arthrex in Naples, Florida, as this event takes place during school hours.
For more than twenty years, The Dolphin Explorer tracks our local Marco Island dolphin population through daily Dolphin Eco Tours. Your support will fund admission for our members to participate in one of their daily educational excursions.
Our quality, educational field-experiences through Marco Island Academy’s Science National Honor Society (SNHS) continue to inspire our students. Through these field experiences, students are exposed to a plethora of different science and engineering related careers. We have had students in previous years discover their passion and college major based on these trips, which is why we continue to allow our student leadership team to select our annual events based on their interests and curiosities. Your support provides the funding to allow our club fee to remain low while providing students with a number of incredible, life-changing experiences.
The Naples Zoo charges $12 / student and workshop fee of $77. We anticipate to take thirty SNHS members, totaling $437 for this field experience.
The Arthrex Career Showcase requires us to obtain transportation from Marco Island Academy to Arthrex in Naples. This transportation cost us $365 previously.
The Dolphin Explorer charges $49 / child. With thirty SNHS members anticipated to attend, that would cost roughly $1,470.
Our goal is to keep student fees for SNHS as low as possible, made possible by your generous contribution to help us provide students with valuable field experiences.
The purpose of my project is to help bring in another resource that adapts to students' needs. This platform is able to create a worksheet for a student's needs in minutes. The supplies will be used to help strengthen students' understanding using manipulatives as well as provide students basic supplies to keep them at ease.
Students will have access to tools and supplies to help them advance their mathematical thinking. Students will now also have a tool to help strengthen material they are struggling with, build on their knowledge, and advance to more complex material.
Many benefits would come from the program and supplies. Students would not have to worry about having supplies to perform well in class. The manipulatives will allow students to be more hands-on with the content and strengthen their knowledge. The benefit of the licensure is that it will allow for more custom-made documents for individual students. The resource is great for making worksheets for classes, but it can also be used for a designated student. It also allows the difficulty of problems to be adjusted.
The project items would include-
the licensure to Kuta program that helps customize worksheets
Graph paper to allow students to help with the cleanliness of graphing, so less confusion occurs
Jumbo magnetic graph grid to help students with transformations in geometry and graphing in Algebra 2
Dry erase markets for kids to use whiteboards/graphing to help show work and practice
Dry erase erasers for students
Pencils for students that forget to bring one to class and do not need to worry
Coloring supplies for 3 projects in geometry (Tesselations, transformations, & parallel lines and a transversal angle pairs)
“Break the Doubt, Own the Math: Small Steps, Big Power” is designed to change the way struggling eighth-grade students see themselves as mathematics learners.
For many of my students, the greatest obstacle in math is no longer simply a missing skill. It is the belief that they cannot succeed.
These students have spent much of their seven years in school struggling with mathematics. By eighth grade, they are part of a small group of students who have not yet demonstrated the mathematical foundations necessary to enter Algebra. In our school, they represent students performing within approximately the lowest 15% in mathematics.
They know it.
After years of watching classmates move ahead while they continue to struggle, many enter Intensive Math carrying something much harder to overcome than an unfinished math skill: doubt in their own ability.
This project will help students break that cycle by making individual growth visible, achievable, and worth celebrating.
Instead of measuring success only by whether students have reached the same destination as their peers, students will learn to recognize the power of moving forward from where they started.
Small steps become evidence of growth. Growth builds confidence. Confidence creates the willingness to try again. And trying again creates opportunities for mastery.
Expected Impact
The ultimate goal of this project is bigger than an eighth-grade math score.
I want these students to enter high school believing:
“I can do math.”
Through frequent goal setting, visible evidence of improvement, recognition, and celebration of meaningful academic milestones, I expect students to demonstrate increased confidence, motivation, participation, perseverance, and mastery of foundational mathematics skills.
The project will strive for 100% of participating students to demonstrate measurable growth in mathematical confidence, along with documented progress toward individual foundational skill goals.
Impact can be measured through beginning- and end-of-project student confidence surveys, individual goal trackers, assessment growth, foundational skill mastery, classroom participation, and completed “Glow Up” examples.
By the end of eighth grade, students should not define themselves by where they rank compared with everyone else. They should be able to identify where they started, recognize how far they have traveled, and understand what they are capable of accomplishing next
Project Goal
The goal of “Break the Doubt, Own the Math” is to create a classroom culture in which students learn to measure progress against their own starting points while continuing to work toward grade-level mathematical mastery.
Students will set attainable goals and celebrate measurable milestones throughout the year.
Recognition will focus not only on correct answers but also on the behaviors that create successful mathematics students:
Growth. Effort. Persistence. Risk-taking. Learning from mistakes. Improvement. Mastery.
The message students will repeatedly hear is simple:
You do not have to master everything today. You need to take the next step.
The “Glow Up” Board
A central feature of the project will be a classroom Math Glow Up Board dedicated to making student growth visible.
Students will be able to showcase “before and after” work demonstrating how mistakes can become learning opportunities.
A student might display an original problem containing an error beside the corrected solution. Another student might show improvement between assessments. Others might be recognized for mastering a foundational skill they had struggled with previously.
Rather than hiding mistakes, students will learn to view them as evidence of learning.
The board will reinforce an important growth-mindset principle:
The first attempt does not define your ability. What you do next matters.
Supplies purchased through the grant will allow the display to remain engaging, current, and age-appropriate for eighth-grade students throughout the school year.
Recognition and Incentives
Because these are eighth graders, the recognition system will be intentionally designed to feel more mature than traditional elementary classroom rewards.
Students will earn opportunities for small incentives tied to individual academic growth, effort, persistence, and achievement.
A VIP Snack Box will offer age-appropriate premium snack choices during designated independent work periods. Other incentives may include hot cocoa, iced tea mixes, gourmet popcorn, Takis, or similar student favorites.
Weekly milestone drawings may offer bottled specialty drinks, juices, sparkling beverages, or sports drinks.
At larger classroom milestones, students may participate in a DIY Trail Mix Celebration, creating their own snack combinations while the class recognizes collective and individual progress.
Growth mindset certificates and small trophies will provide students with tangible recognition for accomplishments such as:
* Most Improved
* Perseverance in Problem Solving
* Mistake-to-Mastery
* Personal Best
* Foundational Skill Mastery
* Mathematical Risk-Taker
* Growth Mindset
* Never Gave Up
These celebrations are not intended to reward students simply for attending class. They will recognize measurable progress and the academic behaviors necessary to produce that progress.
The Need
During my 25 years as an educator, I have taught students across a wide range of abilities, including ESE, gifted, and general education students. My experience as an ESE inclusion teacher has especially shaped my understanding of student growth.
I have watched students make meaningful academic gains that may not appear significant when compared with grade-level mastery or the performance of their peers. Yet when we measure those students against where they personally began, their progress can be tremendous.
That progress deserves to be seen.
For a student who has experienced years of difficulty in mathematics, completing a problem independently, correcting a misconception, improving an assessment score, explaining mathematical thinking, or simply having the courage to attempt a challenging problem can represent an important breakthrough.
When students begin recognizing these victories, something changes.
Confidence grows. Students become more willing to take academic risks. They begin asking questions, attempting problems, making mistakes, correcting those mistakes, and trying again. As confidence builds, effort increases.
After 25 years of teaching, watching a student begin to believe in his or her own ability remains one of the most beautiful parts of education.
Use of Grant Funds
The requested $850 will support a yearlong student motivation, recognition, and growth initiative.
Funds will be used for age-appropriate student milestone incentives and snacks; supplies for the Math Glow Up Board and individual progress displays; growth-mindset certificates and recognition materials; small trophies and achievement awards; student goal-setting and progress-monitoring materials; and milestone classroom celebrations.
Every component will support the same purpose: making academic growth visible and helping students associate persistence with progress and progress with pride.
Why This Matters
These students have spent years being identified by what they have not yet mastered.
In eighth grade, I have an opportunity to help change that story before they enter high school.
A student does not need to move from the lowest 15% to the highest 15% for something extraordinary to happen.
Sometimes the most important transformation begins when a student who once pushed a math paper away decides to pick up the pencil and try.
Then tries again.
Then discovers that a mistake can be corrected.
Then solves something independently.
Then begins to believe.
Break the doubt. Own the math.
Small steps. Big power.
With the support of the Education Foundation, these students will have the opportunity to finish eighth grade not defined by seven years of struggle, but empowered by evidence of their own growth and prepared to enter high school with greater confidence, stronger mathematical foundations, and pride in what they are capable of achieving.
879.00
12 Pack Acrylic Sign Holder 8.5 x 11, Double-Sided Clear Sign Holder Plastic Stands for Display, T Shape Acrylic Table Sign Stands
39.99
LIKED 4000 Pairs Double Raffle Tickets
23.00
LOTMER 12 Pcs Teacher Stamps for Classroom, Self-Inking Rubber Colorful Stamps Classroom Rubber Stamp for Grading Homework Test Motivation Students
2-Simply Snacks Variety Pack, 0.875 Oz Bag, 36 Count, Organic, Packaging May Vary
44.00
2-Welch's Fruit Snacks, Mixed Fruit & Berries 'N Cherries Snack Box, Gluten Free, 0.8oz Snack Packs (Pack of 60) Variety Bulk Box, Made with Whole Fruit, Gluten-Free Snack Packs for Kids and Adults, N
3-Goldfish Cheddar Cheese Crackers, Baked Snack Crackers, 1 oz On-the-Go Snack Packs, 20 Count Box - 2-Frito-Lay Fun Times Mix Variety Pack, 40 Count
85.00
Hollowfly 100 Set Growth Mindset Gift Brain Stress Balls Bulk with Motivational Cards Back to School Stress Balls
38.00
Certificate of Achievement, 25 PCS 8 X 10 Inches Award Certificates, Student of The Month Certificate, Suitable for End of Semester for Teachers Students Parents-07
36.00
Chex Mix Traditional Savory Snack Mix, 1.75 oz., 42 pk.
My goal is to increase student engagement and collaboration by providing vertical whiteboards that encourage students to actively participate, share their thinking, and work together to solve problems. The whiteboards will serve as a tool to create opportunities for students to communicate their ideas, learn from one another, and build confidence. A district initiative is the SWIRL instructional framework in which students are encouraged to Speak, Write, Interact, Read, and Listen. These whiteboards will give students an opportunity to engage in each of these 5 ways with academic content. These boards give students the opportunity to share their thinking with the whole class, not just verbally, but also visually.
Students will use vertical whiteboards during daily instruction to work through collaborative problem solving tasks. The vertical whiteboards will provide a space for students to share their thinking and strategies with their classmates. Using these whiteboards, students' thinking will be made visible to encourage participation, meaningful discussion, and to provide another strategy for students to engage with challenging academic content. Students will be able to respond to teacher questions on whiteboards by first discussing their response, and then collaborating to develop a written response or explanation to better answer questions. In addition, boards can be used to allow students to Jigsaw different concepts as another method of instruction.
Vertical whiteboards will benefit students by increasing engagement, encouraging collaboration, and creating more opportunities for active learning. Students will be able to share their thinking, evaluate different viewpoints, and learn from their peers in an environment where collaboration is encouraged. I expect to see students' confidence grow and their ability to have collaborative discussions increase. More specifically, I will track student progress through their performance on ELA assessments, assignments, homework, and by listening in on collaborative discussions. I expect to notice that my instruction is more engaging and enjoyable for students as well.
Funding will be used to purchase 6 standing whiteboards for my classroom. This will allow students to work around the room in small groups at various whiteboards. Each whiteboard costs $54.99 for a total of $329.94. These funds will benefit all 40 of my students.
329.24
Vertical Whiteboard 1
54.99
Vertical Whiteboard 2
54.99
Vertical Whiteboard 3
54.99
Vertical Whiteboard 4
54.99
Vertical Whiteboard 5
54.99
Vertical Whiteboard 6
54.99
Talk, Learn, Thrive: Empowering Students through Enhancing their Communication
The purpose of my project is to provide students in Pre K through 5th grade a variety of materials to support their growth and development in both Speech and Language. Materials will be utilized in small group sessions that target a variety of areas that support their Individualized Education Plans, including but not limited to: Articulation of speech sounds, Vocabulary, Answering/asking a variety of WH questions, grammar skills, comprehension, and pragmatic skills. This grant is needed to provide a variety of content to address the aforementioned skills. My caseload includes a mixture of students on a general education curriculum as well as those on modified curriculum.
Students will engage in small group therapy sessions and use the various materials to help them learn communication skills. These skills include formulation of sentences to express their thoughts and ideas, learning new vocabulary, remediating speech errors, teaching turn-taking and back-and-forth communication, problem solving, categorization, comprehension skills which support reading comprehension, learning to describe pictures and items using a variety of vocabulary, and learning correct grammar skills.
The benefits of this project will include the following:
*improved ability to clearly articulate thoughts and ideas in the classroom (improving intelligibility supports academic achievement in the classroom and enhances reading and writing skills)
*improved grammar skills which supports academic achievement, speaking, and writing across many areas of the educational curriculum
*enhancing communication to support peer and teacher relationships and effectiveness in learning
*building overall confidence (which impacts learning) when communication skills are improved
My project includes a variety of materials from Super Duper Inc., which supplies speech and language materials. These materials will support growth in:
*language (both expressive and receptive language, including vocabulary and comprehension)
*grammar
*articulation
*pragmatic skills (turn-taking, making inferences, problem solving, topic maintenance, etc.)
Materials will support my caseload of approximately 60 students, in grades PreK through 5th grade.
736.64
Granny's Candies Board Game GBH154
34.97
Webber Photo Cards Verbs WFC022
19.98
Webber Photo Cards WH Questions WFC345
14.98
Sorting Surprise Picnic Baskets LER6810
26.99
Grammar Gumballs Board Game GB347
32.49
MagneTalk "WH" Short Stories and Activities MAGWH46
99.95
Webber Functional Communication Game GB146
79.95
Sequencing Verb Tenses CRD78
22.48
Say and Play Mini Object Set KIT890
224.95
Webber Photo Cards Pronouns in Places WFC38
19.98
Webber Auditory Memory for Short Story Scenes AMSS64
