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 improve reading skills and confidence in struggling readers by providing engaging, multisensory literacy resources that support systematic, explicit reading instruction. These materials will help students actively participate in lessons, strengthen foundational literacy skills, and develop a positive attitude toward reading.
Struggling readers often require more than traditional instruction to achieve success. Through the use of engaging multisensory resources, students will receive structured literacy instruction that allows them to see, hear, touch, and interact with reading concepts. Lessons will be designed to increase engagement, foster a positive attitude toward reading, and provide repeated practice with essential literacy skills. These experiences will help students develop confidence, improve reading proficiency, and experience greater success across all academic areas.
The requested resources will benefit students by increasing engagement, motivation, and confidence during reading instruction. Through hands-on, multisensory learning experiences, struggling readers will have opportunities to actively participate in lessons while strengthening foundational literacy skills. These resources will support diverse learning styles, provide meaningful practice, and help students develop the skills necessary to become more successful and independent readers.
Phonemic Awareness Dry Erase Flash Card and Elkonin Box Set 2x10
Funding will be used to purchase Phonemic Awareness Dry Erase Flash Card and Elkonin Box Set to support foundational reading and speech-language development. These hands-on phonics manipulatives help students identify, segment, blend, and manipulate sounds within words, strengthening phonemic awareness skills that are essential for reading success.
Sight Word Bingo - $20.
Funding will be used to purchase Sight Word Bingo materials to support literacy development and reading fluency. Sight Word Bingo provides an engaging, interactive way for students to practice recognizing and reading high-frequency words that are essential for early reading success. The game promotes active
participation, reinforces sight word retention, and helps build confidence in reading skills.
Crayola Stampers 100.00
Funding will be used to purchase Crayola stampers to support phonics and early literacy instruction. These stampers provide students with a hands-on, engaging method for identifying, recording, and practicing individual sounds within words. Students will use the stampers during reading and intervention activities to segment, blend, and map sounds, strengthening phonemic awareness and decoding skills.
I-Ready Magnetic test prep workbooks Grade 3-5
Funding will be used to purchase test I-Ready workbooks for students in grades 3-5 to strengthen academic skills and support student achievement in ELA.
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)
32.99
“Cooking Up Community: Life Skills & Hands‑On Learning for Every Student”
My middle‑school students with diverse cognitive abilities learn best through hands‑on, real‑world activities. Our curriculum includes five cooking recipes and two science projects in every unit, allowing students to practice life skills, explore science concepts, and engage in meaningful learning experiences. This grant will help fund the materials needed for these recipes and projects so students can fully participate, learn, and thrive. I would like to increase student access to hands‑on learning by providing the ingredients, materials, and supplies needed to complete the five recipes and two science projects included in each curriculum unit. These activities support life skills, science understanding, communication, and independence for students with diverse cognitive abilities.
The students will participate in cooking lessons and science experiments that align with each curriculum unit. During cooking activities, students will measure, mix, follow directions, practice safety, and build daily living skills. During science projects, students will explore cause and effect, make predictions, observe changes, and engage in inquiry‑based learning. These activities will be adapted to meet each student’s cognitive, sensory, and communication needs, ensuring full participation and meaningful learning.
The students will benefit from increased engagement, improved life‑skills development, and stronger understanding of science concepts. Cooking activities support math, reading, sequencing, and independence, while science projects build curiosity, problem‑solving, and hands‑on exploration. These experiences help students stay motivated, regulate their emotions, and connect learning to real‑world tasks. The materials funded through this grant will ensure every student can participate fully, regardless of ability level.
The funding will be used to purchase ingredients, cooking supplies, and science materials required for the five recipes and two science projects included in each of the 10 curriculum units. These items include food ingredients, basic kitchen tools, science experiment materials, and consumable supplies that must be replenished throughout the year.
These activities are central to the curriculum, and consistent access to materials is essential. Many of the ingredients and supplies that are used in the recipes and Science experiments are consumable and cannot be reused, making ongoing funding necessary. This grant will ensure students have the materials they need to participate in hands‑on learning experiences that build life skills, support understanding, and increase access to instruction.
The investment directly supports learning by providing real‑world, functional tasks that help students practice independence, communication, and problem‑solving. These materials will be used throughout the school year and will benefit multiple groups of students.
325.52
consumable items average cost for 8 units average per unit 30.00
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)
The goal of this project is to accelerate early literacy achievement by providing Kindergarten and First Grade students with access to high-interest, differentiated Scholastic leveled readers. By integrating these texts into daily small-group guided reading instruction and independent practice, the project aims to ensure that at least 85% of participating students meet or exceed grade-level reading benchmarks by the end of the academic year.
During daily literacy centers, the teacher conducts 15-to-20-minute small-group sessions using the leveled readers. Lessons focus on explicit phonics application, vocabulary development, decoding strategies, and guided comprehension discussions before, during, and after reading.
Differentiated text levels allow students to apply phonics strategies and sight word knowledge at their precise instructional levels, leading to faster growth in reading fluency, decoding accuracy, and vocabulary acquisition.
Funding from this grant will be used exclusively to purchase targeted Scholastic Leveled Reader classroom sets and take-home book collections for early literacy instruction. Many early elementary classrooms lack a sufficient quantity and variety of leveled texts needed to support diverse reading abilities. Grant funds will directly address this gap by acquiring high-interest, phonics-aligned, and leveled fiction and non-fiction books spanning guided reading levels A through I. These materials will serve as the core resource for daily small-group guided reading instruction, independent literacy centers, and home-school reading partnerships.
1580.50
Ready4Reading: Read to Know Text Sets
1580.50
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
The goal of this project is to enhance hands-on, inquiry-based science instruction by incorporating digital pH sensors into laboratory investigations. These sensors will allow students to collect accurate, real-time data while exploring concepts related to acids, bases, chemical reactions, biological processes, and biotechnology applications. By using technology commonly found in modern scientific laboratories, students will strengthen their laboratory techniques, data collection and analysis skills, critical thinking, and problem-solving abilities. This project will provide students with meaningful opportunities to connect classroom concepts to real-world STEM applications while developing the technical skills needed for future coursework and careers in science, biotechnology, healthcare, and related fields.
Students will use digital pH sensors during hands-on laboratory investigations in biology, biotechnology, and human body systems courses. Students will measure and monitor pH in real time while investigating acids and bases, buffers, enzyme activity, biological samples, and other chemical and biological processes. They will learn to properly calibrate and operate the sensors, collect quantitative data, create and interpret graphs, compare experimental conditions, and draw evidence-based conclusions. Students will also use the sensors in inquiry-based experiments where they develop hypotheses, identify variables, analyze changes in pH, and evaluate experimental results. Incorporating pH sensors will provide students with experience using modern laboratory technology while strengthening their scientific reasoning, data analysis, problem-solving, and laboratory skills.
The addition of digital pH sensors will provide students with more accurate, engaging, and authentic laboratory experiences. Rather than relying solely on traditional pH strips or visual color comparisons, students will collect precise, real-time quantitative data and observe how pH changes throughout an experiment. This technology will strengthen students’ understanding of scientific concepts while developing essential skills in data collection, graph interpretation, experimental design, critical thinking, and problem-solving. Students will also gain experience using laboratory equipment similar to technology found in biotechnology, healthcare, environmental science, and research settings. Most importantly, the sensors will increase opportunities for hands-on learning and help students connect classroom concepts to real-world STEM applications and careers.
Grant funding will be used to purchase digital pH sensors for student laboratory investigations in biology, biotechnology, and human body systems courses. The funding will provide enough sensors to allow students to work collaboratively in small laboratory groups, increasing access to hands-on technology and active participation during experiments.
The pH sensors will replace or supplement traditional pH strips and other less precise measurement methods, allowing students to collect accurate, real-time quantitative data. The sensors will be incorporated into multiple laboratory activities throughout the school year, including investigations involving acids and bases, buffers, enzyme activity, biological processes, and biotechnology applications.
This funding represents a long-term investment in our science program because the sensors are reusable and can support multiple courses, laboratory activities, and groups of students for years to come. Grant support will help provide students with access to modern scientific technology while strengthening laboratory skills, data analysis, scientific inquiry, and preparation for future STEM education and careers.
1656
4 pH meters @ 414
1656
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)
645
Kuta Program
150
Jumbo Magnetic Graph Paper
50
Graph paper (Sticky and regular)
50
Dry Erase Markers
100
Dry Erase Erasers
60
Pencils
65
Markers
70
Colored Pencils
40
Crayons
60
IMS science Fair
Michael Haddock
ID-212
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
“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
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
Advancing STEAM Education Through Plate Reader Spectrophotometry
The goal of this project is to enhance STEAM education by providing students with hands-on access to a plate reader spectrophotometer, an advanced laboratory instrument used in biotechnology, biomedical research, and other life science industries. Students will use the equipment to conduct quantitative experiments, measure absorbance, analyze biological samples, generate and interpret data, and connect scientific concepts to real-world applications. Incorporating plate reader technology into laboratory investigations will strengthen students’ skills in scientific inquiry, mathematics, data analysis, problem-solving, and laboratory techniques while exposing them to industry-standard biotechnology equipment. Ultimately, this project will help prepare students for future STEAM coursework, college programs, certifications, and careers in biotechnology and related fields.
Students will engage in hands-on STEAM laboratory investigations using a plate reader spectrophotometer to collect, analyze, and interpret quantitative scientific data. Rather than only learning about spectrophotometry through textbooks or demonstrations, students will prepare samples, use micropipettes to load microplates, operate the plate reader, measure absorbance, and analyze experimental results.
Students will apply the technology to biotechnology investigations such as determining the concentration of unknown samples using standard curves, studying enzyme activity, monitoring microbial growth, analyzing protein concentrations, and exploring how variables such as concentration, pH, and reaction conditions affect biological processes.
These activities will integrate science, technology, engineering, and mathematics as students design experiments, develop hypotheses, identify variables and controls, collect data, construct graphs, perform calculations, evaluate experimental error, and draw evidence-based conclusions. Students will also learn proper laboratory documentation, equipment operation, quality-control practices, and data analysis procedures that reflect those used in biotechnology and biomedical laboratories.
By incorporating an industry-relevant plate reader into regular laboratory instruction, students will move beyond observing scientific concepts to actively generating and interpreting their own data. This experience will strengthen laboratory proficiency, critical-thinking skills, scientific literacy, and career readiness while providing students with authentic exposure to equipment and techniques used in STEAM-related college programs and biotechnology careers.
The addition of a plate reader spectrophotometer will provide students with meaningful, hands-on experiences using technology that reflects the tools and practices of modern biotechnology and biomedical laboratories. Students will gain experience collecting quantitative data, creating standard curves, analyzing experimental results, interpreting graphs, and using evidence to draw scientific conclusions.
This equipment will strengthen STEAM learning by integrating biology and chemistry with technology, mathematics, data analysis, and problem-solving. Students will develop greater proficiency with laboratory techniques such as micropipetting, sample preparation, serial dilutions, microplate organization, proper use of controls, and accurate scientific documentation.
Most importantly, access to a plate reader will allow students to move beyond simulated or teacher-provided data and analyze results generated from their own experiments. This creates a more authentic laboratory experience and encourages students to think and work like scientists.
The project will also support college and career readiness by exposing students to advanced laboratory instrumentation and practices used in biotechnology, biomedical research, pharmaceuticals, diagnostics, and other STEAM-related fields. These experiences will help students build confidence, technical laboratory skills, critical-thinking abilities, and data literacy while increasing awareness of future educational and career opportunities in the rapidly growing biotechnology industry.
Grant funds will be used to purchase a plate reader spectrophotometer and the necessary supporting materials for its integration into hands-on STEAM and biotechnology laboratory activities. This equipment represents a significant investment that cannot be easily supported through the regular classroom instructional budget but will provide long-term benefits to students across multiple courses and school years.
The plate reader will allow students to analyze multiple samples efficiently and accurately while conducting experiments involving absorbance, concentration, enzyme activity, microbial growth, protein analysis, and other biotechnology applications. Funding this equipment will expand the laboratory experiences currently available to students and provide opportunities to work with instrumentation and data-analysis techniques that more closely reflect those used in biotechnology, biomedical, pharmaceutical, and research laboratories.
The purpose of this funding is not simply to add a piece of equipment to the laboratory, but to expand students' access to authentic, inquiry-based STEAM experiences. Students will use the plate reader throughout the biotechnology curriculum to design experiments, collect quantitative data, create standard curves, compare experimental and control samples, analyze results, and communicate evidence-based conclusions.
Because the plate reader is a durable piece of laboratory equipment that can be incorporated into numerous investigations, the grant will have an impact beyond a single lesson or school year. The investment will provide current and future students with continued access to advanced laboratory technology while strengthening STEAM education, biotechnology career preparation, scientific literacy, and college and workforce readiness.
2000
2 Spectrophotometer @ 1000
2000
Data Driven Review (Green Dot Challenge) for SSA Achievement
The goal of our program is to show accelerated growth and gains in student achievement for the third consecutive year in a row. The gains will be due to a structured approach that allows the students to review the science concepts the State of Florida designates as a Standard from grades six through eight. While reviewing, student progress is collected and reported to the teacher as raw data that is easily accessible and immediately acted upon. The word acted here is not hollow. Students who do not master the learning standard are retaught, assigned remediation work, and allowed to test again upon completion to demonstrate their progress in mastering the concept.
The Green Dot Challenge is structured to begin in the fourth quarter of the year. During the fourth quarter the Collier County Public School’s scope and sequence sets aside the final quarter to review the standards learned across three years for SSA testing. While the students are in class concepts that the teachers deemed important enough to emphasize in the science standards are actively reviewed. Simultaneously students would be given a short homework assignment covering the concepts learned in the grade 8 material. Finally, through Progress Learning (formerly USA Test Prep) students would select three review assignments to be completed out of a pool of 33. These review assignments are not random; each are highly focused upon the Florida State Science Standards for grades 6 - 8. Students are allowed to choose which of the three Florida Science standards they will work on each week but eventually all 33 will be addressed. They are then independently tracked by the program in the standard they selected, this is entirely self-guided and then graded in such a way that if the children scored 80% or above, they would earn a "green dot." This earned “green dot” meant that they had mastered the concepts contained in the standard. If their score was less than 80%, the program would assign them a remediation assignment. This usually takes the form of a short exploratory video that retaught the concept contained in the standard. After completing the remediation content, which normally consists of review videos and questions, the students are allowed to test again to demonstrate growth. The students are allowed to review, consult with their former instructors, partake in review via Khan Academy, retake the test as needed, and demonstrate their growth. Should they achieve 80% or above they are then assigned the level "Green". At the conclusion of the week (Friday) the teacher examines the report generated by progress learning. If the students complete the three new standards with the rank of green, they earn credit for doing the work. If it is on time, they also earn a ticket. Tickets are given once a week for that week. They must have completed three new green dots to receive their “pass” grade for that week, and it must be completed on time to earn their green dot challenge ticket.
The students are then allowed to write their name in permanent ink upon the back of the ticket they earned, their teacher's name, and period. During the lunch period, the students take their ticket and turn it into the green dot box. At the end of every two-week period five people are drawn from the box and they win prizes donated by the teachers and the participating vendors. At the end of the day they pick up their prizes and take photographs for recognition during the weekly news announcements. Prizes can be Golden Gate High School gear to something like wireless earbuds, rod and reel combinations, and a flat screen television. The best parts of this system that we are asking for is that the students want to do their best, they want the tickets that represent their chances to win, the system can't easily be gamed, questions asked in review are randomized, from a pool, and are reassembled after every attempt so that no two combinations are exactly the same. Finally the system allows struggling learners the grace to be retaught at home, to relearn old concepts and their own pace, and the ability to refresh their memory on the concepts that they may have forgotten in the year(s) that follow.
The first year (2024 -2025) that we engaged in this platform we saw historic gains in our school wide science scores. Our scores rose from 50% to 58% proficiency. The unprecedented rise in our scores contributed to Golden Gate Middle School being named an A school for the first time in recent memory. The second year running this program was last year and funded by Champions for learning. In the 2025 -2026 academic calendar year, our scores once again rose from 58% to 63% proficiency allowing us to retain our forward momentum and keep our A school classification for the first time in the history of Golden Gate Middle School. We are asking for funding once again from Champions for Learning since with it we will have the opportunity to present longitudinal data to demonstrate the effectiveness of this program in terms of student outcomes. Our school demographically is classified as a Title 1 school with multicultural and multilingual influences requiring multi-level learning style platforms. It is the opinion of the teachers here (Mr. Fernando, Mrs. Payne, and Mrs. Brodowsky) that we can deliver meaningful changes in student outcomes for children who attend schools that are traditionally classified as Title 1 by implementing review platforms such as the "Green dot challenge." Funding this project represents targeted funding because your funds take direct advantage of cultural trends within the current generation that finds great value in overcoming "challenges" and broadcasting both their competitiveness and their achievement to their peers. Finally, this project is intrinsically motivating, the prizes and the challenges hide the fact that they are relearning the concepts in one quarter that took years to teach. It builds their confidence and prepares them to take a test by increasing their resiliency, grit, and determination.
The benefit of funding this project is that your money is going to the entirety of the eighth-grade class here at Golden Gate Middle School. All the teachers who are requesting this grant (Mr. Fernando, Mrs. Payne, and Mrs. Brodowsky) are committed to making this program succeed across the entire student body. We already have a working framework in place that is tested by two years of implementation. A school environment that wants to contribute to our success, private donations and funding sources for prizes already in place, pledges in place to continue, and a commitment that engages all of the members of the community such as small businesses like Il Primo Pizza to provide the prizes that children get excited about and want to win. This is what we believe will also translate in the end of this academic calendar year into data that will show conclusively to the district that this program is capable of raising student achievement in the most at-risk students and that the framework that has been implemented is something that the district should seriously consider at other title schools throughout the district.
We are asking from the Champions for Learning Grant the maximum of $2000. This will cover the cost of the Green Dot Challenge and access to all the middle school science standard questions, remediation materials, and tools across grades 6 – 8 starting in the fourth quarter. This will also cover the cost of taxes that are imposed at the point of delivery. Should any funds remain we request that they be allowed to be spent upon supplemental prizes for further motivating student achievement.
2000.00
Progress Learning: Green Dot Challenge Suite
$1,900
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.
I would like my students to learn their letters names and sounds. I would also like students to be able to identify their numbers and gain number sense.
Students will be provided with manipulatives and learning tools to learn their letter names and sounds, as well as building number sense. Students will receive small group instruction to help them use these tools to their full potential.
Students with disabilities receive small group instruction in my classroom. These hands on materials will benefit tactile learners, who need hands on learning.
Students with disabilities require unique approaches to learning. These activities will allow my classroom to have more opportunities for students to learn through play, which is necessary for young learners.
289
Magnetic Letter Number Board Double Sided
$42
Montessori Magnetic Color & Shape Maze
$24
Montessori Finger Counting Math Toy
$11
Montessori Dinosaur Math Balance Toy
$25
Marble Tracers - Lowercase Letters
$30
Montessori Letter Construction Activity Set
$40
Montessori Number Construction Activity Set
$28
Interlocking Building Blocks Tiles Construction Toy Set
