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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The goal of this project is to strengthen my 9th grade Honors students' literacy, critical thinking, and social-emotional growth through the deep study of the novel DEAD POET'S SOCIETY and its integration of poetry, literary analysis, and real-world themes. Research consistently demonstrates that engaging students with complex, relevant texts increases reading comprehension, empathy, analytical reasoning, and motivation to read. Through standards-based instruction, close reading, collaborative discussions, and authentic writing experiences, students will develop the skills to analyze themes, interpret poetry, evaluate diverse perspectives, and communicate evidence-based ideas. This project aims to grow confident, thoughtful readers and writers who recognize literature as a powerful lens for understanding themselves and the world.
My awesomesauce students will begin with close reading of Dead Poets Society, analyzing plot, characterization, and literary elements through standards-based lessons. They will explore the poetry featured in the novel, examining figurative language, tone, and theme. Collaborative discussions will connect the text to real-world issues, including identity, conformity, and resilience. Students will then complete analytical and reflective writing activities, demonstrating evidence-based thinking while making meaningful personal and societal connections to the novel’s enduring messages.
Three-Week Instructional Timeline: Dead Poets Society
Week 1: Building Background & Literary Foundations (Chapters 1–5): Introduce the historical context of Welton Academy and the expectations of the Honors English unit; Build background knowledge on transcendentalism, the value of poetry, and the purpose of literature; Read Chapters 1–5 through close-reading strategies; Analyze characterization, setting, conflict, and point of view; Introduce major themes including conformity, identity, education, and individual voice; Read and analyze selected poems referenced in the novel, focusing on figurative language, tone, and theme; Students complete annotation activities, collaborative discussions, and short written reflections connecting the text to their own experiences.
Week 2: Theme Development & Critical Analysis (Chapters 6–10): Read Chapters 6–10 using evidence-based discussion protocols; Track how themes develop across the novel through character decisions and conflicts; Analyze symbolism, motif, characterization, and author's craft; Study additional poems from the novel and compare their messages to the characters' experiences; Participate in class discussions exploring questions about courage, peer pressure, expectations, leadership, and authenticity; Complete analytical writing responses citing textual evidence; Make real-world connections between the novel's themes and contemporary issues facing teenagers.
Week 3: Synthesis, Reflection & Performance Tasks (Chapters 11–End): Complete the novel through guided reading and collaborative discussion; Analyze the resolution and evaluate how the author's choices reinforce central themes; Examine how poetry serves as a catalyst for personal growth throughout the story; Write an evidence-based literary analysis explaining the development of a major theme; Complete personal reflective writing connecting lessons from the novel to students' own goals, values, and experiences; Participate in creative extension activities, such as original poetry, dramatic readings, or thematic presentations; Conclude with a culminating discussion evaluating how literature and poetry can inspire empathy, resilience, and positive action in the real world.
Students will strengthen reading comprehension, literary analysis, critical thinking, and evidence-based writing while exploring universal themes that foster empathy, resilience, and self-awareness. Through close study of poetry and meaningful class discussions, my kiddos will build communication and collaboration skills while making authentic connections between literature and real-life experiences. This project encourages intellectual curiosity, confidence, and a deeper appreciation for poetry, empowering students to become thoughtful readers, reflective writers, and engaged citizens.
35 copies of DEAD POET'S SOCIETY ($7 each x 35=$245 total)
245
35 copies of DEAD POET'S SOCIETY ($7 each x 35=$245 total)
The goal of this project is to increase student proficiency in math fact fluency across all four operations—addition, subtraction, multiplication, and division—by implementing a schoolwide incentive and recognition program that motivates students to practice consistently, celebrate individual growth, and achieve mastery. Through engaging incentives, milestone celebrations, and positive reinforcement, students will build automaticity with basic math facts, strengthen number sense, and develop the confidence needed to succeed in higher-level mathematical thinking and problem-solving.
To strengthen students' mathematical fluency and confidence, our school will continue to implement a schoolwide Math Fact Fluency Incentive Program designed to motivate students while building automaticity with basic math facts. Before attempting a fluency assessment, students must first demonstrate proficiency and conceptual understanding of the targeted operation to their classroom teacher through daily instruction, guided practice, and classroom activities. Once a teacher determines that a student is ready, the student may participate in the Bi-weekly fluency assessment.
Eligible students will have the opportunity to take a Math Fact Fluency Test focused on one operation: addition, subtraction, multiplication, or division. These assessments measure students' ability to accurately and efficiently recall basic math facts. Students who successfully demonstrate mastery of an operation will be recognized and celebrated by earning a collectible plush shark keychain representing that achievement. These shark keychains serve as a visible celebration of students' hard work and perseverance while encouraging continued progress toward mastering all four operations.
After students have earned all four operation-specific shark keychains, they become eligible to take the Sharks Mixed Fact Fluency Test. This cumulative assessment requires students to demonstrate automaticity across addition, subtraction, multiplication, and division within a single mixed-operation test. Successfully passing the mixed fact assessment signifies complete mastery of foundational math facts and prepares students for more advanced mathematical thinking.
Students who earn all four operation keychains and successfully pass the mixed fact assessment will earn a NPE Spirit hat and qualify for the school's annual Math Fact Tournament. This highly anticipated event celebrates students who have demonstrated exceptional commitment to developing math fact fluency. Tournament participants compete in a fun, engaging, bracket-style competition that challenges their speed, accuracy, and mathematical thinking while fostering school spirit and a love of mathematics. Students are recognized for their accomplishments during the event, creating a culture where academic achievement is celebrated and mathematical excellence is valued.
Through this multi-tiered recognition system, students are encouraged to set goals, persevere through challenges, and take pride in their mathematical growth. The combination of teacher-verified readiness, weekly mastery opportunities, meaningful incentives, and culminating celebrations helps build a positive schoolwide culture that promotes confidence, engagement, and long-term success in mathematics.
This initiative transforms math fact practice from a routine task into an engaging schoolwide experience that motivates students to strive for excellence. By combining teacher-verified readiness, structured fluency assessments, positive incentives, and public recognition, the program builds mathematical confidence, strengthens foundational skills, and fosters a culture where perseverance, growth, and academic achievement are celebrated. Ultimately, students become more fluent, more confident, and better prepared for success in both current and future mathematics coursework.
Grant funds will be used to purchase materials and recognition items that support the implementation of a schoolwide Math Fact Fluency Incentive Program designed to increase student engagement, motivation, and mastery of addition, subtraction, multiplication, and division facts.
The largest portion of the budget will be dedicated to plush shark keychains, which will serve as milestone awards for students who demonstrate mastery of each of the four math operations. These collectible incentives provide immediate positive reinforcement, encourage consistent practice, and motivate students to continue progressing toward fluency.
Funds will also be used to purchase trophies and recognition awards for students who qualify for and excel in the annual Math Fact Tournament. These awards celebrate exceptional dedication, perseverance, and mathematical achievement while helping establish a school culture that values academic excellence. Public recognition during the tournament encourages younger students to work toward future participation and reinforces the importance of setting and achieving challenging goals.
In addition, grant funds will support the purchase of Math Fact Spirit Hats and other recognition items that students can wear or display during the tournament and school celebrations. These items help create excitement around mathematics, foster school spirit, and provide students with lasting reminders of their accomplishments.
Additional funds may be used for program materials such as certificates, event supplies, testing materials, organizational storage, and other resources necessary to administer weekly fluency assessments and the culminating Math Fact Tournament efficiently.
The goal of this project is to engage ninth-grade students in authentic, inquiry-based learning through hydroponic gardening and butterfly habitat restoration while developing the foundational research skills needed for future academic success. Students will design investigations, collect and analyze data, evaluate environmental challenges, and communicate evidence-based conclusions as they explore sustainable agriculture, pollinator conservation, and emerging agricultural technologies. This hands-on experience will cultivate scientific curiosity, critical thinking, and a lifelong commitment to environmental stewardship and research.
Students will use countertop hydroponic systems to germinate and grow native butterfly-friendly plants before transplanting them into our established outdoor courtyard butterfly garden. Throughout the project, students will investigate the causes of butterfly population decline, research native host and nectar species, and design inquiry-based investigations comparing hydroponic and traditional growing methods. They will collect and analyze plant growth and pollinator data, maintain research journals, and communicate evidence-based findings through presentations and reflective writing. By integrating literacy, environmental science, and authentic research practices, students will develop critical thinking, collaboration, and scientific communication skills while contributing to a meaningful conservation initiative.
Project Timeline: October–May
October – Introduction & Research Foundations
Students will investigate the importance of pollinators, butterfly population decline, habitat loss, and sustainable agriculture through articles, videos, and class discussions. They will learn the fundamentals of the scientific inquiry process, develop research questions, explore hydroponic growing systems, and identify native host and nectar plants suitable for Southwest Florida.
November – Hydroponic Setup & Experimental Design
Students will assemble and maintain countertop hydroponic systems, germinate seeds, and design investigations comparing hydroponic and traditional soil-based growing methods. They will identify variables, make predictions, establish data collection procedures, and begin maintaining research journals.
December – Data Collection & Plant Growth Analysis
Students will monitor plant growth, collect quantitative and qualitative data, graph results, analyze trends, and refine their investigations. Mini-lessons will focus on data interpretation, observation techniques, and evidence-based scientific writing.
January – Butterfly Garden Installation
Mature hydroponically grown plants will be transplanted into the school's outdoor butterfly garden. Students will study habitat design, biodiversity, and the role of native plants in supporting pollinator populations while documenting the transition from indoor hydroponics to outdoor conservation.
February – Field Research & Ecological Observation
Students will conduct regular observations of butterfly activity, identify species using field guides, document pollinator visitation, and compare the effectiveness of different plant species. They will continue analyzing ecological data while discussing environmental challenges and conservation solutions.
March – Data Analysis & Solution Development
Students will synthesize research findings, evaluate the effectiveness of their butterfly garden, identify patterns in plant growth and pollinator activity, and develop evidence-based recommendations for improving local butterfly habitats and supporting biodiversity.
April – Research Communication & Community Outreach
Students will create research posters, multimedia presentations, and informational materials highlighting their findings and conservation recommendations. They will share their work with classmates, school leaders, families, and community members while reflecting on how research can inspire environmental action.
May – Reflection, Evaluation & Future Inquiry
Students will evaluate the success of the project, reflect on their growth as researchers, and discuss future environmental research opportunities, including AP Research and other advanced inquiry experiences. The butterfly garden will remain a living laboratory for future classes, creating a sustainable legacy of student-led research and conservation.
This project will empower students to become environmental researchers, conservation leaders, and advocates for local biodiversity while creating a lasting resource for our entire school community. The butterfly garden will provide a living classroom where students and visitors can observe the importance of pollinators and sustainable ecosystems. Inspired by the conservation efforts and educational mission of Naples Botanical Garden, students will explore native plant species, ecological relationships, and community-based solutions that support Southwest Florida’s unique environment.
Funding will support the purchase of countertop hydroponic systems, seeds, growing materials, and research resources that allow students to investigate sustainable agriculture and butterfly conservation. These materials will transform our classroom and courtyard garden into living research laboratories where students develop inquiry skills, analyze environmental challenges, and create evidence-based solutions that benefit our community.
AeroGarden Harvest Lite, Green | Soil-free Indoor Hydroponic Garden with LED Grow Light for Year-Round Gardening of up to 6 Herbs and Vegetables • Amazon Business $95.55 X2 $200
American Plant Exchange Milkweed Bush 'Curassavica' – 6-Inch Pot 3-Pack – Live Tropical Red & Yellow Flowering Butterfly Weed, Monarch Host Plant for Pollinators, Bees & Outdoor Gardens • $45 X2 $90
Hydroponics Nutrients for Aerogarden(800ml in Total), Plant Food A & B Hydroponics Supplies, Indoor Plant Fertilizer for Hydroponics Growing System, Hydroponic Solution for Vegetables Thrive • Amazon Business $10 X2 $20
RESTCLOUD Insect and Butterfly Habitat Cage Terrarium Pop-up 23.6 Inches Tall • Amazon Business $20 X2 $40
128 pcs Seed Pod Kit for Aerogarden, Grow Anything Kit for Indoor Hydroponics Growing System, Hydroponics Supplies with 50 Grow Sponges, a&b Nutrient Plant Food, 50 Pod Labels, 12 Plant Baskets Domes • Amazon Business $15.55 1 $15.55
AeroGarden Cascading Petunias Seed Pod Kit, 6-Pod | Flower Seed Pod Kit for AeroGarden Hydroponic Indoor Gardens • Amazon Business $14.10 1 $14.10
Blood Flower Milkweed Seeds for Planting - 50 Fresh Seeds - Butterfly Milkweed Seeds for Monarch Butterflies - Tropical Flower Seeds to Plant Outside - Grown in The USA • Amazon Business $10.99 1 $10.99
Gardeners Basics, Milkweed Seeds for Monarch Butterflies (4 Variety Pack) Common, Showy, Butterfly and Rose Varieties Attracts Butterflies, Bees and Pollinators Heirloom Flower Seeds Wildflower Seed • Amazon Business $9.45 1 $9.45
VIVOSUN Digital pH Meter 0.01 Accuracy Pen Tester for Water Hydroponics | H Accuracy, ATC, Auto Calibration, Backlit LCD, Memory, Compact, UL Certified, for Hydroponics Aquarium Pool Drinking • Amazon Business $10 1
HOME GROWN Non GMO Dill Seeds for Planting 1,014 Bouquet Dill Seeds and Heirloom Herb Seeds for Planting Outdoors, Grow Your Fragrant Dill Herb Garden (Anethum graveolens) • Amazon Business $6 1 $6
420
AeroGarden Harvest Lite, Green | Soil-free Indoor Hydroponic Garden with LED Grow Light for Year-Round Gardening of up to 6 Herbs and Vegetables • Amazon Business $95.55 X2
200
American Plant Exchange Milkweed Bush 'Curassavica' – 6-Inch Pot 3-Pack – Live Tropical Red & Yellow Flowering Butterfly Weed, Monarch Host Plant for Pollinators, Bees & Outdoor Gardens • $45 X2
90
Hydroponics Nutrients for Aerogarden(800ml in Total), Plant Food A & B Hydroponics Supplies, Indoor Plant Fertilizer for Hydroponics Growing System, Hydroponic Solution for Vegetables Thrive • Amazon
20
RESTCLOUD Insect and Butterfly Habitat Cage Terrarium Pop-up 23.6 Inches Tall • Amazon Business $20 X2
40
128 pcs Seed Pod Kit for Aerogarden, Grow Anything Kit for Indoor Hydroponics Growing System, Hydroponics Supplies with 50 Grow Sponges, a&b Nutrient Plant Food, 50 Pod Labels, 12 Plant Baskets Domes
15.55
AeroGarden Cascading Petunias Seed Pod Kit, 6-Pod | Flower Seed Pod Kit for AeroGarden Hydroponic Indoor Gardens • Amazon Business $14.10 1
14.10
Blood Flower Milkweed Seeds for Planting - 50 Fresh Seeds - Butterfly Milkweed Seeds for Monarch Butterflies - Tropical Flower Seeds to Plant Outside - Grown in The USA • Amazon Business $10.99 1
11
Gardeners Basics, Milkweed Seeds for Monarch Butterflies (4 Variety Pack) Common, Showy, Butterfly and Rose Varieties Attracts Butterflies, Bees and Pollinators Heirloom Flower Seeds Wildflower Seed •
10
VIVOSUN Digital pH Meter 0.01 Accuracy Pen Tester for Water Hydroponics | H Accuracy, ATC, Auto Calibration, Backlit LCD, Memory, Compact, UL Certified, for Hydroponics Aquarium Pool Drinking
10
HOME GROWN Non GMO Dill Seeds for Planting 1,014 Bouquet Dill Seeds and Heirloom Herb Seeds for Planting Outdoors, Grow Your Fragrant Dill Herb Garden (Anethum graveolens) • Amazon Business $6
6
Creating a Comfortable Reading and Learning Space for Every Student
The goal of this project is to provide 40 fourth-grade students in a Title I school with a comfortable, flexible learning space and the resources they need to strengthen literacy and collaboration. By purchasing headphones, headphone splitters, and a classroom carpet, students will have equitable access to digital programs, audiobooks, and small-group learning opportunities. These materials will create an engaging environment where students can read independently, collaborate with peers, and build the skills and confidence needed for academic success.
Students will use the headphones during math and science lessons to access digital learning programs, instructional videos, and interactive activities without distractions. Headphone splitters will support partner learning and collaborative problem-solving. The classroom carpet will provide a flexible space for small-group instruction, STEM activities, and independent work, creating a comfortable environment that supports engagement and learning for all 40 fourth-grade students.
This grant will provide students with the tools and learning space they need to stay engaged during math and science instruction. Headphones will improve focus during digital lessons, headphone splitters will encourage collaboration and discussion, and a classroom carpet will create a comfortable space for small-group learning and hands-on activities. Together, these resources will help increase student engagement, support collaboration, and enhance learning for all 40 fourth-grade students.
Grant funds will be used to purchase classroom headphones, headphone splitters, bean bags, and a classroom carpet for a fourth-grade Title I classroom serving 40 students. These materials will support daily math and science instruction by providing students with the tools and flexible seating needed for digital learning, partner activities, and small-group instruction. The requested items will be used throughout the school year and will benefit all students by creating a more engaging, collaborative, and comfortable learning environment.
I want to give all students the ability to learn the camera operation and function. Along with photography skills through hands on learning. The cameras will be a long term instructional resource benefiting, the students for years to come.
By purchasing classroom cameras, every student will have the opportunity to learn camera operation, exposure, lighting and digital editing. Students will create a portfolio to show growth. This will help to create creativity, critical thinking, communication and problem solving.
The students will have the skills to master photography and creativity skills.
This grant will allow us to purchase 3 cameras and additional lenses so that the students can master their photography skills.
2000
Canon EOS R100 Mirrorless camera Bundle
$634.94
Canon EOS R100 Mirrorless camera Bundle
$634.94
Canon rf-100-400mm f5.6-8
730.12
3D Printing Success: Rewarding Achievement Through Innovation
The goal of this project is to increase student achievement, motivation, and positive behavior by providing a 3D printer as an incentive and learning tool in a fourth-grade classroom. Students will be recognized for academic growth, meeting goals, and making positive choices by earning opportunities to design and create 3D-printed items. This project will encourage perseverance, creativity, and a growth mindset while exposing students to STEM skills such as problem-solving, engineering, and design.
Students will earn opportunities to use the 3D printer by demonstrating academic growth, completing learning goals, and displaying positive classroom behaviors. They will design and create small 3D-printed items such as keychains, bookmarks, and STEM-related projects. The 3D printer will also be used during math and science activities to support hands-on learning, problem-solving, and creativity. This project will motivate students to work toward success while building confidence and interest in STEM.
This grant will provide students with a meaningful incentive that encourages academic achievement, positive behavior, and personal growth. The 3D printer will increase student motivation while giving students opportunities to explore STEM skills through designing, creating, and problem-solving. This project will help students build confidence, perseverance, creativity, and a stronger connection between effort and success.
Grant funds will be used to purchase a classroom 3D printer, filament, and necessary printing supplies. These materials will support a student incentive program that recognizes academic achievement, growth, and positive behavior. The 3D printer will also be used for hands-on math and science activities that promote creativity, problem-solving, and STEM learning. This funding will provide students with opportunities to celebrate success while developing valuable skills through innovative technology.
783.00
3D Printer-P1S Combo
550.00
Filament
180.00
Cutter Blade
16.00
3D printer tool kit
18.00
3D printer glue
19.00
Empowering Communication Through Technology: iPads for Speech and Language Therapy
The goal of this project is to increase student independence, engagement, and self-monitoring during speech and language therapy through the use of three iPads. Students will use the devices to independently practice individualized speech and language skills, record and listen to their own productions, identify errors, and make corrections with immediate visual and auditory feedback. The iPads will also allow students to complete meaningful practice while the Speech-Language Pathologist provides individualized instruction to other students within small-group therapy sessions. Ultimately, this project will maximize therapy time, increase opportunities for repeated practice, and help students take a more active role in achieving and generalizing their communication goals.
Three iPads will be incorporated into small-group speech and language therapy sessions to provide students with individualized, interactive practice opportunities. Students will use the iPads to target their specific IEP communication goals, including articulation, expressive and receptive language, vocabulary, grammar, social communication, and other individualized skills. Students will record and listen to their own speech, practice targeted skills through educational applications and clinician-created activities, and use visual and auditory feedback to identify errors and make corrections. The iPads will also provide opportunities for independent practice while the Speech-Language Pathologist works directly with another student in the group. This will allow each student to remain actively engaged, increase the number of practice opportunities within a therapy session, and develop greater independence and responsibility for monitoring their own communication skills.
The use of iPads during speech and language therapy will provide students with increased opportunities for practice, immediate feedback, and greater independence. Students will be able to record and listen to their own speech, recognize errors, and practice self-correction, helping them become more aware of their communication skills. Interactive activities will increase engagement and motivation while allowing practice to be individualized to each student’s IEP goals. The iPads will also maximize therapy time by allowing students to continue meaningful, independent practice while the Speech-Language Pathologist provides direct instruction to another student. These skills will support students in becoming more confident, independent communicators and encourage carryover of their skills beyond the therapy setting.
Grant funding will be used to purchase three iPads for use during speech and language therapy sessions. Having three devices will allow multiple students within a small therapy group to access individualized practice at the same time. The iPads will be used for speech and language applications, clinician-created digital activities, audio and video recording for self-monitoring, visual supports, and independent practice of individualized IEP goals.
Funding these devices will provide a long-term resource that can be used daily across multiple grade levels and with students who have a variety of communication needs. The iPads will help maximize therapy time, increase opportunities for repeated practice, and provide students with immediate feedback while promoting greater independence and engagement in their therapy.
Students will develop a love of writing through engaging lessons and practice.
Students will use primary writing journals to learn how to communicate through writing. They will practice letter formation and illustrations with details.
Students will benefit from daily writing instruction and practice. They will learn how to write different writing styles - narrative, expository, and argumentative. Students will use letters, letter sounds, high-frequency words, and punctuation to write complete sentences by the end of kindergarten.
The total requested funding for this classroom grant is $60.00 to purchase primary journals for a class of 18 students.
Quantity: 24 journals
Unit Cost: $29.61 for 12 pack x2
Total Cost: $59.22
59.22
Mead Primary Journal Creative Story Tablet Composition Notebook, 7.5" x 9.75", Grades K-2, 100 Sheets, 12 Pack, Assorted Colors
29.61
Mead Primary Journal Creative Story Tablet Composition Notebook, 7.5" x 9.75", Grades K-2, 100 Sheets, 12 Pack, Assorted Colors
29.61
From Speech to Success: Improving Intelligibility Through the Cycles Approach
As the Speech-Language Pathologist at Pelican Marsh Elementary School, I am requesting funding to purchase the Bjorem Complete Cycles Bundle from Bjorem Publications. This evidence-based intervention resource includes six specialized card decks designed to implement the Cycles Approach for students with moderate to severe speech sound disorders. The bundle targets common phonological error patterns such as fronting, backing, consonant deletion, cluster reduction, and difficulties with liquids and glides. These materials are specifically designed to improve speech intelligibility in children with significant articulation and phonological disorders.
The requested materials will directly benefit students receiving speech and language services at Pelican Marsh Elementary School. Through systematic and engaging intervention activities, students will have increased opportunities to practice targeted speech patterns and develop stronger phonological skills.
Expected outcomes include:
• Improved speech intelligibility and communication effectiveness.
• Increased participation in classroom discussions and collaborative learning activities.
• Enhanced phonological awareness skills that support reading and spelling development.
• Greater confidence when communicating with peers, teachers, and family members.
• Improved progress toward Individualized Education Program (IEP) goals.
Because these materials are durable and designed for repeated use, they will benefit numerous students over multiple school years, making this a cost-effective and sustainable investment in student success.
The primary goal of this project is to improve speech intelligibility which will then support literacy readiness for students with significant articulation and phonological disorders.
Amount Requested: $243.99
The requested funds will be used to purchase the Bjorem Complete Cycles Bundle from Bjorem Publications. This comprehensive resource includes six evidence-based card decks designed to support implementation of the Cycles Approach for students with moderate to severe phonological disorders. The bundle targets common phonological patterns including fronting and backing, initial and final consonant deletion, liquids and glides, singleton stridents, s-clusters, and syllableness. The materials were specifically developed to provide engaging, developmentally appropriate intervention for highly unintelligible children with significant speech sound disorders which results in lasting impact on student achievement.
Project Summary: Our second-grade students are developing critical reading skills and a lifelong love of learning. To support their growth, We are seeking funding to expand our second grade classroom literacy curriculum with engaging, age-appropriate stories that represent diverse cultures, experiences, interests, and reading levels. The stories included in the Junior Great Program are strong, inquiry-based language arts program that refines and extends students’ skills in reading, thinking, and communicating. The program is a model of student-centered learning in which students work with complex ideas and rigorous texts. The program uses well-crafted, multicultural reading selections that are rich in ideas and invite a number of interpretations. Through consistent use of the program students develop their reading and thinking skills by asking questions, formulating and sharing their opinions, and supporting their ideas with evidence from the selections they read.
The requested books/ stories will include beginning chapter books, nonfiction texts, multicultural literature. These resources will provide students with opportunities to practice independent reading, improve comprehension skills, and build vocabulary while fostering a positive reading culture in the classroom.
Need for the Project: Many students rely on classroom read aloud stories as their primary source of reading materials. Access to a wide variety of quality stories helps increase reading engagement, supports differentiated instruction, and encourages students to read both in school and at home.
Reading and Text Engagement
Multiple readings: Students read and reread selections (fiction, nonfiction, poetry, or drama) to notice details.
Active marking: Students use line numbers or sticky notes to track character traits, plot conflicts, or emotional reactions.
Vocabulary work: Students practice spelling, phonics, and tier-2 academic words tied directly to the story.
Discussion and Critical Thinking Question generation: Students write down their own wonderings and questions on sticky notes during read-alouds.
Shared Inquiry discussions: Students talk together in groups, sharing ideas and listening to classmates.
Citing evidence: Students must point to specific lines in the text to back up their personal interpretations.
Writing and Reflection Reader's Journal tasks: Students complete custom brainstorming, writing, and drawing prompts.
Comparative writing: Students connect themes and ideas across different texts.
Essay drafting: Students follow structured guides through brainstorming, organizing, and peer review.
Key Benefits for Students Critical Thinking: Encourages children to ask deep questions and explore complex ideas instead of memorizing basic facts. Reading Comprehension: Builds strong comprehension, vocabulary, and fluency via multiple thoughtful readings of rich texts. Evidence-Based Discussion: Teaches students how to cite specific lines from a story to support their personal claims and views.
The requested funds ($436.54) will be used to purchase a variety of stories that span different genres and interests. The titles that will be purchased with the program will support all 120 students in our second grade team.
Junior Great Books Inspire Series 2, Teacher's Materials, print
$204.95
Junior Great Books Inspire Series 3, Teacher's Materials, print
$204.95
436.54
Junior Great Books Inspire Series 2, Teacher's Materials, print $204.95 Junior Great Books Inspire Series 3, Teacher's Materials, print
The goal of this project is to create a thriving herb garden that serves as a living classroom while supplying fresh, student-grown herbs for our culinary arts program. This initiative will provide students with meaningful, hands-on learning experiences that connect science, nutrition, agriculture and culinary arts through the complete farm-to-table process.
Students will be actively involved in planning, maintaining, and harvesting a variety of herbs, developing responsibility, teamwork, and an understanding of sustainable gardening practices. The herbs they grow will be incorporated into recipes prepared in culinary class, allowing students to experience firsthand how fresh ingredients enhance flavor, nutrition, and food quality.
Key benefits include:
1. Increased student engagement through experiential, project-based learning.
2. Enhanced understanding of plant life cycles, sustainable gardening, and environmental stewardship.
3. Improved knowledge of nutrition and the value of using fresh, homegrown ingredients in meal preparation.
4. Strengthened teamwork, responsibility, problem solving, and leadership skills through shared garden maintenance.
5. Increased student pride and confidence as they experience the satisfaction of growing food and using it to prepare meals from garden to table.
The budget will be used for raised garden beds and soil. Herb plants and seeds. Gardening tools and supplies. Mulch, compost, fertilizer and protective materials.
420.50
safety gardening gloves
50.00
plant label tags
8.50
Herb plant food
12.00
potting soil
200.00
Herb starter plants
100.00
5 shovel sets
50.00
Honoring the Academic Achievements of our Title Wave Chapter Inductees of the National English Honor Society (NEHS) at Aubrey Rogers High School
To honor the exceptional academic achievements in the English language arts for the Title Wave Chapter inductees of the National English Honor Society (NEHS)
To celebrate these eleventh and twelfth grade students’ academic abilities in linguistics, literature, creative writing, theatre, media, and journalism at the Title Wave Chapter induction ceremony with a membership certificate and membership pin
The National English Honor Society (NEHS) provides opportunities for students to engage in literary-focused social service projects, to apply for university scholarships, to participate in academic competitions, and to publish their creative work in NEHS’ official literary journal.
The funds will be used to purchase four packs of twenty membership pins. The Title Wave Chapter inductees will receive one membership pin along with their NEHS certificate at the Aubrey Rogers High School induction ceremony.
347.57
NEHS Membership Pins (4 packs of 20 each)
320
Shipping
7.90
Taxes
19.67
From Design to Product: A 3D Printing Innovation Lab
To provide middle school students with hands-on experiences in entrepreneurship, engineering, and design by equipping the classroom with modern prototyping and manufacturing technology. Students will use tools such as a 3D printer to design, create, test, and refine original products before developing branding, marketing strategies, and sales plans to bring those products to market. This project will foster creativity, problem-solving, collaboration, communication, and career-ready skills while connecting classroom learning to real-world applications.
Students will participate in a hands-on innovation experience combining robotics, engineering, and entrepreneurship. They will design, create, and test prototypes using CAD software and 3D printing technology while applying problem-solving and the engineering design process. Marketing students will transform ideas into products by developing branding, pricing, and sales strategies. Students will gain real-world experience by taking their ideas from concept to prototype to a finished product.
Develops creativity, innovation, and problem-solving skills.
Provides hands-on experience in robotics, design, and entrepreneurship.
Teaches students how to create, prototype, market, and sell products.
Builds teamwork, communication, and career-ready skills.
Connects classroom learning to real-world experiences.
The requested $1,299 in funding will be used to purchase materials and technology resources that support hands-on learning in robotics, prototyping, and entrepreneurship. Funds will provide students with the tools needed to design, create, and test prototypes while developing skills in engineering, problem-solving, and product development. This investment will allow students to take ideas from concept to creation and gain real-world experience in innovation, manufacturing, and marketing.
Our goal is to purchase enough yarn and crochet hooks to provide all 195 students with the opportunity to learn the art of crochet through hands-on instruction and creative projects.
Crochet is a valuable skill that promotes creativity, patience, focus, and fine motor development while giving students a sense of accomplishment as they create something with their own hands. By supplying each student with the necessary materials, we can ensure that every learner has equal access to this engaging and educational experience. These resources will allow students to practice new techniques, complete class projects, and develop lifelong crafting skills. Your support will help create a positive learning environment where students can explore their creativity, build confidence, and discover the joy of making handmade items. Any contribution toward yarn and crochet hooks will directly impact student learning and is greatly appreciated. Thank you for helping us bring this opportunity to our students.
Benefits of Crochet for Students
Crochet offers numerous educational, social, and personal benefits that make it an excellent activity for students of all ages.
Develops Fine Motor Skills: Holding a crochet hook and manipulating yarn helps strengthen hand muscles, improve dexterity, and enhance hand-eye coordination.
Encourages Creativity: Students can express themselves through colors, patterns, and designs while creating unique projects.
Builds Patience and Perseverance: Learning crochet requires practice and persistence, helping students develop resilience and a growth mindset.
Improves Focus and Concentration: Following stitches and patterns encourages attention to detail and sustained concentration.
Supports Mental Well-Being: Crochet can be a calming and relaxing activity that reduces stress and promotes mindfulness.
Enhances Problem-Solving Skills: Students learn to identify and correct mistakes, count stitches, and follow step-by-step instructions.
Boosts Self-Confidence: Completing a crochet project gives students a sense of accomplishment and pride in their work.
Teaches Practical Life Skills: Crochet is a lifelong skill that can be used for personal enjoyment, gift-making, entrepreneurship, and community service projects.
Promotes Community and Collaboration: Students can share ideas, help one another learn new techniques, and work together in a supportive environment.
Provides Cross-Curricular Learning Opportunities: Crochet can reinforce mathematical concepts such as counting, patterns, measurement, and geometry.
By providing crochet materials for students, we are creating opportunities for creativity, skill development, and personal growth while introducing a rewarding hobby that can last a lifetime.
Our Family and Consumer Science classroom provides students with valuable hands-on experiences that teach essential cooking, nutrition, and meal-planning skills. To support an upcoming unit focused on slow-cooker meal preparation, we are requesting six crockpots for classroom use.
Having additional crockpots will allow more students to participate actively in lab activities while learning safe food preparation techniques, time management, budgeting, and healthy cooking methods. Students will gain practical experience preparing nutritious meals and understanding how slow cooking can be an economical and convenient option for families.
These appliances will help create an engaging learning environment where students can apply classroom concepts to real-world situations. With six crockpots, small groups of students can work collaboratively to prepare recipes, build confidence in the kitchen, and develop lifelong skills that promote independence and healthy living.
Your support would make a meaningful difference in our program and directly impact student learning. Any contribution toward the purchase of these crockpots is greatly appreciated. Thank you for helping provide our students with the tools they need to succeed in the Family and Consumer Science classroom.
The goal of this grant is to provide the students more hands on learning using the robotics V5 cortex. The students will learn how to build and code using the VEX parts and V5 cortex. One of the objectives is to have students be able to code a robot and have it move and perform tasks. The students will be able to accomplish these tasks by completing a series of building challenges. The V5 cortex units will allow the students more practice and collaboration while coding. Having the extra cortexes will allow students to work in smaller groups and allowed deeper understanding and allow more practice and allow the betterment of their engineering mindset.
The ultimate goal is for students to build, design, code, test and run a car on a pre-determined itinerary. My classes will race their cars and compete in the district robotics competition. I will choose a team of 4 students to represent us that the CCPS District competition. The students will raced against all the other CPPS middle school teams. Gulfview has won 1st, 2nd and 3rd place in this competition. Having the extra resources helps tremendously!
This grant will provide the students more hands on learning using the robotics V5 cortex. The students will learn how to build and code using the VEX parts and V5 cortex.
Allow students to have more direct interactions with the cortexes
As an 8th-grade ESE Inclusion and Intensive Math teacher at North Naples Middle School, I work with students who often enter the classroom believing that struggling with math means they simply need more time. For some students with attention and executive-function challenges, however, an unlimited or undefined amount of working time can feel overwhelming and endless.
My goal is to give students something even more powerful: ownership of their time.
With this grant, I would purchase 25 individual large-display digital timers so that every student can learn to manage work periods, breaks, focus, and stamina in a way that works for them.
Instead of constantly hearing, “You have more time,” students will learn to ask themselves:
How much can I accomplish in the next 10 minutes?
When do I need a short break?
Can I stay focused a little longer than I did yesterday?
What strategy helps me do my best work?
The timers provide an immediate, visual tool that puts students in control. Students can set a manageable work interval, begin a task, pause when appropriate, take a purposeful break, and then reset the timer when they are ready to continue.
This transforms time from something that happens to students into something they learn to manage for themselves.
Building Confidence Through Small Successes
Many students in Intensive Math have experienced years of frustration. They may already believe they are “bad at math,” work too slowly, or cannot keep up with their peers.
I want to change that mindset.
When students begin timing themselves, they can see what they are actually capable of accomplishing. A student may initially believe that completing five problems will take an entire class period. After working with a timer, that same student may discover that focused effort allows them to complete those problems in 10 or 15 minutes.
That realization creates confidence.
Over time, students can begin challenging themselves—not because a teacher is pushing them faster, but because they see their own growth and choose to improve.
A student might begin with an eight-minute focus period followed by a short break. As confidence and stamina increase, that student may independently decide to work for 10, 12, or 15 minutes before taking a break.
That is meaningful growth because it comes from within the student.
Supporting Students with ADHD and Executive-Function Needs
One of the most important lessons I have learned as an inclusion teacher is that support should not only help students complete today’s assignment; it should also help them develop strategies they can carry into high school, college, careers, and adulthood.
Students with ADHD and other executive-function needs may struggle with starting a task, estimating how long something will take, maintaining attention, or recognizing when they need a productive break.
An individual timer provides a simple and non-stigmatizing tool for practicing these skills.
Students will learn to:
* Break large assignments into manageable periods of work.
* Set personal goals for focused work time.
* Recognize when a purposeful break will help them reset.
* Track how much they can accomplish during focused intervals.
* Gradually build academic stamina.
* Develop stronger time awareness and task initiation.
* Celebrate improvement rather than compare themselves with classmates.
* Take greater responsibility for their learning.
All student IEP and 504 accommodations will continue to be honored. These timers are not intended to replace required accommodations. Instead, they provide an additional strategy that helps students develop independence and discover how to use their available time effectively.
Why Individual Timers Matter
Having 25 timers allows each student to have control of a timer rather than relying on one classroom timer projected for everyone.
That distinction is important.
Every student is different. One student may be ready for a 15-minute focus challenge while another may be successful beginning with five minutes. Some students may need a short reset before returning to a difficult problem, while others may want to challenge themselves to continue working.
The goal is not for every student to work at the same speed.
The goal is for every student to understand how they work best.
The large display makes time easy to see without interrupting work. Silent and sound options also make the timers appropriate for an inclusion classroom, where students have different sensory and attention needs.
Measuring Success
Student progress will be measured through classroom observations, completion of math tasks, student goal-setting, and individual reflection.
Students will periodically record their focus intervals and reflect on questions such as:
What was my goal?
How long was I able to stay focused?
What did I accomplish?
Did I need a break?
What will I try next time?
Success will not simply be measured by whether students work faster. Success will be demonstrated when students show increased independence, confidence, self-awareness, task completion, and academic stamina.
Long-Term Impact
The most rewarding moments in an inclusion classroom occur when students begin recognizing their own capabilities.
It is a beautiful sight to watch a student move from saying, “I can’t do this,” to saying, “Give me 10 minutes. I can get this done.”
That change is much bigger than mathematics.
I want my students to leave 8th grade understanding that needing support does not limit what they can accomplish. They can learn strategies to understand their individual needs, manage their time, advocate for themselves, and work toward challenging goals.
These 25 timers represent a relatively small investment of $500, but the skills they can help develop—confidence, independence, perseverance, self-management, and ownership—can stay with students for life.
My ultimate goal is to teach my students a message that reaches far beyond my classroom:
Your time belongs to you. Learn how you work best, believe in what you are capable of, and never allow a challenge to determine how far you can go.
Why Individual Timers Matter
Having 25 timers allows each student to have control of a timer rather than relying on one classroom timer projected for everyone.
That distinction is important.
Every student is different.
These 25 timers represent a relatively small investment of $500, but the skills they can help develop—confidence, independence, perseverance, self-management, and ownership—can stay with students for life.
500.00
25 Large Display Digital Timer/Stopwatches with Count Up/Count Down Functions
The purpose of this project is to provide students with Kwik Stix Tempera Paint. Paint sticks are a clean, accessible, and engaging way to explore painting techniques and develop their creativity in the elementary art classroom. These paints will address the need for classroom-friendly materials that are easy for young students to use independently while reducing spills, mess, and setup time. Students will be able to experiment with color, line, shape, pattern, and artistic expression while developing fine-motor skills and creativity. It aligns with elementary visual arts standards focused the elements of art. The project also supports school and district priorities related to student engagement, creativity, hands-on learning, and providing equitable access to meaningful educational experiences for all students.
This project will meet the needs of elementary students by providing an easy-to-use painting material that encourages independence while reducing spills, cleanup time, and classroom disruptions. This allows more time for students to focus on creating and learning. The materials will also support students with different fine-motor abilities by providing a manageable way to apply paint. This is something that will help younger students manage their materials and control the use of paint. Older students will be able to create projects in more detail and experiment with a new material. Instruction will include teacher demonstrations, guided practice, opportunities for exploration, and independent art-making. Students will learn and practice specific painting techniques before applying them to individual and class projects. Their participation will directly connect to classroom instruction by reinforcing visual art vocabulary, artistic processes, color theory, and age-appropriate art standards while encouraging creativity, problem-solving, and reflection on their finished artwork.
Students can become more confident and independent when using painting materials and applying new techniques. Success will be measured through teacher observations, student engagement, completed artwork, and brief student reflections. Comparing student work throughout the year will provide evidence of growth in skills and artistic decision-making.
The requested Kwik Stix Tempera Paint will provide students with accessible, easy-to-use painting materials that directly support hands-on art instruction. Their quick-drying, low-mess design will allow more students to participate in painting activities while maximizing instructional time and minimizing cleanup. This cost-effective investment will provide repeated use throughout the school year and benefit all students kindergarten to 5th grade. I would also like an extra set specifically for the IBI students. Kwik Stix can be especially beneficial for IBI (Intensive Behavioral Intervention) students because the simple, low-mess format makes painting more accessible and manageable during art instruction. The solid paint sticks are easier to control than traditional liquid paint, helping reduce spills and distractions while allowing students to participate more independently. This can support students who benefit from clear routines, hands-on learning, and materials that provide immediate feedback while still allowing them to experience the creativity and success of an art project.
371.68
Kwik Stix Tempera Paint - Set of 72, Classpack, Global Skin Tone Colors
77.28
Kwik Stix Tempera Paint - Set of 144, Primary Colors
147.20
Kwik Stix Tempera Paint - Set of 144, Primary Colors
The goal is to provide students with a complete set of SSYRA grades 3–5 books, Orange Blossom Award nonfiction books, and matching brag tags to encourage independent reading. These resources will give students the power of choice by providing access to high-interest titles across a variety of genres and topics while strengthening literacy skills, increasing reading motivation, and fostering a lifelong love of reading.
Throughout the school year, students will have access to the current SSYRA book set and Orange Blossom nonfiction collection. They will be encouraged to read these high-interest books independently and complete an Accelerated Reader quiz to demonstrate comprehension. After successfully passing a quiz, each reader will earn a brag tag featuring the book’s title. These brag tags will provide recognition for their accomplishments while motivating them to continue reading and exploring a variety of genres and topics.
Students who read three or more SSYRA books and successfully pass the Accelerated Reader quizzes will have the opportunity to cast their vote for their favorite book in Florida’s statewide SSYRA vote using voting machines, allowing them to experience the excitement of having their voice count in a statewide reading program.
*Encourages reading for enjoyment and fosters a lifelong love of reading.
*Improves reading comprehension, vocabulary, and fluency.
*Exposes readers to diverse genres, authors, cultures, and topics.
*Supports Florida literacy standards through meaningful independent reading experiences.
*Promotes nonfiction reading and helps readers explore informational text.
*Increases motivation through the brag tag recognition system, which celebrates reading achievements and encourages goal setting.
*Builds confidence and a sense of accomplishment as successful readers.
*Provides opportunities to participate in a statewide reading initiative and experience an authentic voting process.
Funding will be used to purchase a complete set of the current 26-27 Sunshine State Young Readers Award (SSYRA) Grades 3-5 books, a complete set of Orange Blossom Award nonfiction books, and matching brag tags for each title from both SSYRA and Orange Blossom books.
The books will provide students with access to high-quality, engaging literature and nonfiction texts that support literacy development and independent reading goals. The brag tags will serve as a motivational tool and reward system for students who successfully read books and pass corresponding Accelerated Reader quizzes. These materials will be used by current and future students, extending the impact of the grant beyond a single school year.
472.00
SSYRA Grades 3-5 Set
144.00
Orange Blossom Books Set
180.00
SSYRA & Orange Blossom Brag Tags-School Life
148.00
Communication for All: Expanding AAC and Language Access Across Learning Environments
Increase functional communication opportunities for students who use AAC or require visual communication supports.
Improve participation during classroom instruction, therapy sessions, and peer interactions.
Support language and literacy development through evidence based intervention materials.
Increase staff capacity to implement communication supports across educational settings.
This project will provide a portable communication toolkit designed to support students with complex communication needs from preschool through transition age. Materials will include core vocabulary boards, visual supports, communication books, literacy based language intervention materials, adapted curriculum supports, and social communication resources.
The toolkit will be used during speech-language therapy sessions and within classrooms to increase student participation, language development, self-advocacy, and access to grade level instruction.
Students will have increased opportunities to:
Express wants, needs, ideas, and opinions.
Participate in academic discussions.
Engage in collaborative learning activities.
Develop independent communication skills.
Access curriculum using communication supports.
The project will support educational achievement by reducing communication barriers and increasing active participation across school environments.
Measurable Outcomes
At least 80% of participating students will demonstrate increased use of communication supports during academic or social activities.
Students will increase independent communication opportunities as measured through therapy data collection.
Teachers and support staff will implement provided communication resources across multiple educational settings.
Progress will be documented through therapy data, classroom observations, and teacher feedback.
Grant funds will be used to purchase communication and language resources that directly support students with speech and language needs across multiple educational settings. Funding will cover core vocabulary boards and laminating supplies ($250), AAC books and communication resources ($350), language and literacy intervention materials ($500), social communication curriculum and visual supports ($350), adapted books and classroom supports ($300), storage and organization materials ($150), and printing supplies for visual supports ($100). These evidence-based materials will be used during speech-language therapy sessions and within classrooms to increase communication, participation, and access to instruction. All materials will remain school property and will continue to benefit current and future students beyond the grant period. Total funding requested: $2,000.
The purpose of this project is to increase access to communication, language, and literacy supports for students with speech and language needs. Funding will provide AAC materials, visual supports, language intervention resources, and social communication tools that promote active participation in academic and social activities.
2000
core vocabulary boards and laminating supplies
250
books and communication resources
350
language and literacy intervention materials
500
social communication curriculum and visual supports
To demonstrate rocketry principles through a cooperative, problem solving project in which eighth graders will design, build, and launch a water rocket.
During spring, it is my goal that all eighth grade science students at Middle school participate in this inquiry based science project in which they will work in cooperative groups to create their own water rockets. This project will serve approximately 400 students. Students will be working in groups of 3 or 4 students to construct a rocket using a 2 or 1 liter plastic soda bottle. They can then choose from a number of materials such as balsa wood, foam board, card stock paper, duct tape, parachutes, and recovery system parts to construct the wings, fins, nose cone, recovery system, and other design elements. Using the scientific method, students will hypothesize the best plan for their rocket, manipulate and control variables, see their hypotheses verified or refuted, analyze their findings, and create a plan to improve upon their rocket design. Students will have approximately one week to design, build and launch their rockets. The great thing about water rockets is that this will be an investment that Middle School can use with our students for years to come since the only materials that need to be renewed each year are plastic soda bottles and water to launch the rockets. The launcher uses water and pressurized air to launch the rockets high into the sky.
Water rocketry is one of the most exciting hands-on science activities. Converting empty plastic soda bottles into high-flying rockets provides a great learning experience for students and is a way for students to discover important scientific principles such as Newton’s laws. Students will have the opportunity to use important science skills such as observation, predicting, communicating, team work, controlling variables, measuring, accuracy, making models, collecting and interpreting data through this inquiry based project. Working in cooperative groups, students will design, construct, launch, and evaluate their water rockets. Not only is this a fun, hands-on inquiry-based project but it will also challenge students to apply the science skills they have learned throughout the eighth grade.
The budgeted items will give students choices for construction of their bottle rockets. I have also included altimeters for measuring the altitude of launch to be used for data analysis.
239.83
Estes - 2232 AltiTrack Altitude Tracker x4
87.44
XUXU 3 Pack Duct Tape Heavy Duty Waterproof, Strong Adhesive Silver Duct Tape Bulk for Indoor Outdoor Repairs Tear by Hand, 60 Yards x 2 Inch Total | Strong Adhesive Tape Bulk for Indoor Outdoor Repai
10.99
ZUFECY 656 ft White Cotton String - 2mm Craft-Grade String for Plant Hangers, Holiday Crafts & Kite Flying
20 Pack White Foam Board 12" x 16.5", 3/16" Thickness Foam Core Baking Board for Projects, A3 Polystyrene Mat Board Poster Foam Board Sheets for Art Crafts, Presentation, Wedding, School Projects
19.99
Staples Copy Paper, 11x17 Inch, 20 lb., 92 Brightness, 500 Sheets/Ream | Ledger-size paper for office, school & home. Smooth finish for copiers and printers.
17.69
Pitsco Water Rocket parachutes
52.76
Ezzgol Permanent Markers Bulk, Pack of 72, 12 Assorted Colors, Fine Point | For Adult Coloring as Office, School Supplies
19.99
24 Galaxy Star Rainbow Lollipops Individually Wrapped, Space Party Favors |
12.99
Learning for Life: Adaptive Tools for Independence, Communication, and Self Care
The goal of this project is to increase independence and participation for students with visual impairments and significant cognitive disabilities by providing specialized materials that support toileting, feeding, self-care, communication, and daily living skills. These resources will help students develop essential functional skills, increase participation in school and community routines, and promote greater independence across educational settings.
Students in our classroom have significant cognitive disabilities and visual impairments that affect their ability to independently perform everyday tasks. Many require direct instruction, adapted materials, and repeated practice to develop foundational life skills such as feeding, toileting, hygiene, communication, and participation in daily routines. These skills are critical for increasing independence, dignity, self-confidence, and overall quality of life.
This project will provide adaptive and sensory-rich materials designed to support instruction in functional life skills. Funding will be used to purchase tactile learning materials, adapted self care resources, feeding skill supports, visual impairment accessible learning tools, communication supports, and hands on instructional materials that allow students to practice daily living activities in meaningful and engaging ways.
Students will participate in structured activities that teach sequencing, self help routines, personal care, communication, and independence skills. Materials will be incorporated into daily classroom instruction to provide consistent opportunities for practice and skill development. The resources will support individualized learning needs while encouraging greater participation in classroom routines and school activities.
Through this project, students will gain increased opportunities to develop functional independence, improve self-care skills, and participate more actively in their educational environment. Enhanced access to adapted materials will allow students to engage in hands-on learning experiences that are appropriate for their cognitive and sensory needs.
The resources purchased through this grant will remain in the classroom and continue to support future students, providing lasting benefits for years to come.
Students will demonstrate improved participation in feeding, toileting, hygiene, and classroom routines with reduced levels of adult support.
Students will participate more consistently in instructional activities and demonstrate increased engagement during life-skills instruction.
Students will increase use of communication supports to express needs, make choices, and participate in routine activities.
Grant funds will be used to purchase adaptive materials and instructional resources that support the development of functional life skills for students with visual impairments and significant cognitive disabilities. Resources will include tactile learning materials, adaptive feeding and self-care tools, communication supports, sensory materials, task sequencing resources, and instructional supplies used during daily life-skills instruction. These materials will provide students with meaningful opportunities to practice essential independence skills and will continue to benefit future students beyond the grant period.
1975
Tactile and sensory learning materials, Orto Nature Sensory Floor Mats Joyful Land, tactile alphabet, number set, etc
450
3 Ablenet 10000028 iTalk4 with Levels Speech Generating Device
825
5 Switch Adapted Electric Scissors | Accessible Craft Tool for Special Needs & Occupational Therapy tool and circle switch
300
Touch and feel books: ABCs, Number, Animals, Shapes, and every day objects
200
Adaptive/weighted eating utensils for daily living skills.
200
Improv For Communication Skills at The Naples Players
The Naples Players (TNP) use theater and improvisation through their TNP Academy and Arts Access Corporate Training to build active listening, quick thinking, and collaborative communication skills for individuals and local Florida businesses.
Core Improv Principles for Communication Active listening: Focus entirely on what your partner says instead of planning your next reply. "Yes, And": Accept incoming ideas ("Yes") and add constructive value to them ("And") to keep dialogue open. Adapting in the moment: Reduce anxiety and respond with calm confidence when unexpected topics or questions come up.
Key Benefits for Students with Communication Needs - Reduces Cognitive Load: Improv removes the pressure of reading long texts or memorizing scripts, allowing students to focus purely on organic interaction. Decodes Social Cues: Games explicitly isolate and practice non-verbal communication, helping students recognize facial expressions, body language, and vocal tones. Builds Spontaneous Speech: The unscripted nature of games encourages natural verbal output and reduces the anxiety of hunting for the "perfect" word. Improves Executive Function: Fast-paced scene shifts train the brain to switch tasks, regulate emotional impulses, and process information in real-time. Normalizes Mistakes: Because there are no mistakes in improv—only "gifts" to build upon—students overcome the fear of speaking incorrectly.
The Improv for Communication Skills Class costs $200.00 per class. We would like to go approximately once per month while in school. That would be 8 classes. 200x8=1600 for the total of $1600.
Eight Improv Classes for the 2026-2027 School Year
Location: The Naples Players; 701 5th Ave S. Naples FL 34102
Cost: $200 per class; $1600 total - This includes prep time and a uniquely tailored curriculum design, plus teaching time of 1 hour for (1) TNP instructor
Fred Rogers, notable from his long-running television show "Mr. Rogers' Neighborhood," devoted the entirety of his life to helping children learn, grow, and be happy with themselves. Near the end of his life, he wisely observed, "play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood." We learn best when we are engaged and involved, and for young students, the best way to engage them is through serious fun. The goal of this project is to get young students out of their seats and off of worksheets to a more stimulating learning environment.
These materials will be used as resources in play therapy sessions to encourage students to learn speech sounds and elements of language in a fun, naturalistic setting rather than sitting at a table. A young learner might, for example, address their language goal of pairing a noun and verb together by racing the therapist with monster trucks and saying "Car GO!" based on the therapist's model.
Through these play therapy sessions, students will learn a variety of skills: speech sounds, elements of language, and social skills to make progress towards their individual IEP goals. Attaining these goals will help them not only academically in the school setting, but also to develop as happier, more connected individuals.
Grant funds will be used to purchase toys, games, stuffed animals, and manipulatives for play-based therapy sessions. The total after tax is $359.31.
359.31
Celestial Buddies Little Earth Buddy
25.99
Bluey Extra Large 18-Inch Plush Toy
19.99
Large Wood Building Blocks
59.96
Best Chefs Kids Kitchen Playset
99.99
Classifying Photo Fish- Transportation, Clothing, Animals, Food, and Around the Home Vocabulary Magnetic Game
