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 Constitutional Operating Room: Fixing America's First Government
To create an immersive "Constitutional Operating Room" where students investigate the weaknesses of the Articles of Confederation and act as constitutional surgeons to diagnose, analyze, and repair the flaws of America's first government. Through this hands-on historical simulation, students will develop a deeper understanding of the foundations of American democracy while strengthening critical thinking, collaboration, and problem-solving skills.
This project will transform the classroom into an immersive "Constitutional Operating Room" where students become constitutional surgeons responsible for diagnosing and repairing the weaknesses of the Articles of Confederation. Through this hands-on historical simulation, students will investigate the challenges faced by the young United States under its first government and determine how those weaknesses threatened the nation's stability and growth.
Upon entering the transformed classroom, students will don surgeon attire, including surgical caps, masks, gloves, and gowns, and work in collaborative medical teams. Each team will receive a "patient chart" identifying a specific weakness of the Articles of Confederation, such as the lack of a national executive, the inability to levy taxes, the absence of a national court system, or the difficulty of passing and amending laws.
Using primary and secondary source materials, students will analyze the symptoms and consequences of each governmental weakness before developing a "treatment plan." Students will then perform a mock surgical procedure in which they propose constitutional solutions that address the identified defects. Throughout the simulation, students will complete diagnostic reports, surgical notes, and discharge summaries that demonstrate their understanding of how the Constitution corrected the shortcomings of the Articles of Confederation.
Students will:
Identify and explain the major weaknesses of the Articles of Confederation.
Analyze how those weaknesses affected the early United States.
Develop solutions based on the principles incorporated into the U.S. Constitution.
Collaborate with peers to solve historical problems.
Demonstrate their understanding through written "medical" reports, presentations, and class discussions.
This project will provide students with a unique and engaging opportunity to experience history through active learning, transforming a critical civics lesson into an unforgettable educational experience.
The requested funds will support the purchase of surgeon attire, medical-themed classroom decorations, simulation materials, and instructional supplies that will allow students to fully participate in this historical role-playing experience. These materials will create an engaging and memorable learning environment that promotes critical thinking, collaboration, historical analysis, and civic understanding.
433.63
Hospital Curtains
39.99
Hospital Curtains
39.99
Disposal Hairnets
26.99
Isolation Gowns (50 Count)
45.99
Isolation Gowns (50 Count)
45.99
Isolation Gowns (50 Count)
45.99
Surgery Backdrop
14.89
Medical Backdrop
15.89
Face Masks
9.99
Table Cloths (12 Count)
19.98
Hospital Backdrop
14.88
Medical Photobooth props
9.99
Stethoscope
12.12
Disposable Stethoscope (30 Count)
34.99
Syringe Pens (144 Count)
55.96
Supporting Regulation, Participation, and Learning Grant Proposal
Funding these supplies will provide the 20 students in Pelican Marsh Elementary's two Intensive Behavior Classrooms with additional opportunities to regulate, move, learn, and participate within their educational environment.
For students with intensive behavioral and developmental needs, access to learning often begins with having the appropriate supports to help their bodies and minds become ready for participation. By equipping our classrooms with versatile sensory-motor and adaptive materials, we can integrate occupational therapy strategies into the school day and help students develop skills that support their academic, functional, social, and emotional success.
This project will allow occupational therapy to continue moving beyond a traditional pull-out model and into the students' natural learning environment, where regulation, participation, and independence can be practiced throughout the school day.
Our goal is simple: to help every student access their education, participate in their classroom, and experience success in meaningful school activities.
Pelican Marsh Elementary's two Intensive Behavior Classrooms serve approximately 20 students with significant behavioral, sensory, developmental, and learning needs. These students require individualized supports and a modified curriculum to access instruction, participate in classroom routines, develop independence, and successfully engage with their peers and educational environment.
As a school-based occupational therapist, I provide services using a push-in model, allowing occupational therapy supports to be integrated directly into the students' natural classroom environments. This model provides opportunities to address regulation, fine-motor development, sensory processing, postural control, attention, and functional participation while students are actively engaged in their educational routines.
We are requesting funding for a collection of versatile sensory-motor and adaptive learning materials that can be used directly within the two Intensive Behavior Classrooms. These materials will provide students with individualized opportunities for movement, regulation, fine-motor engagement, and improved access to classroom activities.
The requested materials will support students across multiple areas of occupational performance, including:
Self-regulation: Providing appropriate sensory and movement strategies that students can use to support regulation.
Attention and participation: Helping students maintain engagement during classroom activities.
Fine-motor development: Building hand strength, coordination, manipulation, and visual-motor skills.
Gross-motor development: Providing opportunities to address balance, coordination, motor planning, and postural control.
Access to curriculum: Supporting students in participating in modified academic and functional learning activities.
Independence: Increasing students' ability to use appropriate strategies and tools within their classroom environment.
Transitions: Providing structured movement and regulation opportunities before, during, and after transitions.
Classroom participation: Allowing occupational therapy strategies to be incorporated without unnecessarily removing students from their educational environment.
Requested Supplies and Their Purpose
Fidgets
A variety of fidgets will provide students with appropriate tactile and manipulatory opportunities during classroom activities. Fidgets can be incorporated into instructional routines when appropriate to support students' ability to remain engaged and participate in learning.
Trampoline/Rebounder
A trampoline or rebounder will provide an opportunity for structured movement and proprioceptive input. Short, supervised movement activities can be incorporated into classroom routines and transitions to help students prepare their bodies for participation in learning activities.
Calming Tubes
Calming tubes will provide students with a visually engaging, predictable tool that can be incorporated into regulation routines. They can be used as part of individualized calming strategies, transition routines, and designated regulation activities.
Adapted Puzzles
Adapted puzzles will support visual-motor integration, problem-solving, fine-motor coordination, grasp development, and task persistence. Puzzles can also be incorporated into the students' modified curriculum and independent work systems.
Theraputty
Theraputty will provide opportunities for strengthening and fine-motor development through squeezing, pinching, pulling, and manipulating resistance. These activities can be integrated into classroom centers, transitions, or brief occupational therapy activities.
Hippity Hop Ball
A hippity hop ball will provide a motivating form of whole-body movement while supporting balance, coordination, postural control, and motor planning. It can be incorporated into structured movement activities and supervised motor breaks.
Alternative Seating Cushions
Alternative seating cushions will provide students with additional options for maintaining an appropriate seated position while participating in classroom activities. Providing appropriate seating choices may allow some students to obtain necessary movement while continuing to attend to instruction.
Portable Lap Desks
Portable lap desks will provide students with a stable and individualized work surface for completing classroom tasks. They can support students who benefit from working in alternative positions, including on the floor, in a flexible seating area, or during individualized instruction.
375.00
Sensory Fidget Toys for Kids Toddler: 8 Pack Color Sorting Squeeze Toys | Squeeze Calming Toys for Toddler Girls Boys Autism-Goodie Bags Stuffers for Kids
18.99
JOYIN 4-Pack Fidget Tubes for Kids, Sensory Tubes, Stress Relief Toy, Speech Therapy, Calming Toys for Children with Autism, Calm Down Corner Classroom Supplies, Back to School Gifts for Students
26.99
Super Z Outlet Liquid Motion Bubbler for Sensory Play, Fidget Toy, Children Activity, Desk Top, Assorted Colors (4 Pack)
Kanchimi 40" 48" Folding Mini Fitness Indoor Exercise Workout Rebounder Trampoline with Handle, Max Load 330lbs
69.99
hand2mind Mindful Maze Boards, Tactile Sensory Toys for Toddlers, Calm Down Corner Supplies, Mindfulness for Kids, Occupational Therapy Toys, Quiet Fidgets for Classroom, Sensory Activity Board
11.99
Pushpeel Sensory Activity Board: Silicone Fidget Toy for Calming, Stress, Anxiety, ADHD & Autism | Silent, No Mess | Kids 3+ & Adults | Includes Portable Travel Bag & 11 String
19.99
Montessori Tangram Educational, Geometric Shapes Puzzle Toys with 120Pcs Wooden Puzzle Blocks and 20Pcs Cards, Colorful Pattern Montessori Children's Educational Gifts for Kids Ages 3 and Up
16.99
Jumlys Montessori Wooden Burger Stacking Toys for 2, 3, 4, 5 Year Olds, Fine Motor Toys for Kids Boys Girls, Ideal Preschool Educational and Learning Toys, Perfect Christmas Birthday Gifts
9.99
2 Pack Therapy Putty for Kids – Farm & Forest Theme Sensory Putty with Medium and Soft Resistance, Occupational Therapy Putty for Hand Exercises, Fine Motor Skills, Autism Sensory Play
21.99
WALIKI Hopper Ball for Adults | 29-Inch Hippity Hop Ball | Jumping & Hopping Ball for Mom, Dad, Grandparents, and Fun Races | Tie-Dye
23.99
Special Needs Essentials FocusPad Vibrating Sensory Seat Cushion - Wiggle Seat & Foot Fidget for Kids and Adults with ADHD or Autism, Classroom & Home | Plush Textured Orange Circle
This project aims to improve student achievement in mathematics and English Language Arts (ELA) through a productive, dynamic tool that provides individualized practice tailored to students' current skill levels. This initiative addresses foundational skill gaps that may prevent students from mastering grade-level skills in math and ELA. This project will generate actionable data, allowing school leadership to make informed decisions about future schoolwide math and ELA instruction.
Grant funds will purchase iXL Math and ELA subscriptions for approximately 75 students in grades 6 through 8 for the 2026-2027 academic year. Students will utilize iXL for classroom practice, enrichment periods, and independent learning times. Student performance data will help identify which skills need additional instruction, review, or enrichment. Whole-class activities will provide students with engaging opportunities to review and master key concepts.
iXL will deliver dynamic supplemental instruction in both math and English Language Arts (ELA), creating an enjoyable, interactive learning environment that bridges foundational gaps for students and supports teachers in their instruction. Through engaging iXL activities and lessons, students practice targeted skills tailored to help them build individual success and boost confidence.
For students eager to challenge themselves, iXL provides enriching activities designed to promote deeper understanding and mastery by advancing beyond grade-level skills. The platform’s flexibility ensures that students can learn and practice math and ELA concepts in their native languages, making the experience more accessible and inclusive.
As students progress through their learning journeys, iXL will gather actionable data that empowers school leadership to make informed strategic decisions. This comprehensive approach focuses on immediate learning outcomes for students and lays the groundwork for future sustained academic achievement.
Project funds will be used to purchase 75 student iXL subscriptions in math and English Language Arts (ELA). The total requested for this project is $1,762.50
Pre k ESE is seeking funding to purchase sensory processing equipment for our Pre-K classroom. The purpose of this project is to create a supportive, inclusive learning environment where young children can regulate their bodies, manage sensory input, participate in classroom activities, and develop the skills necessary for successful learning.
Pre-K students have a wide range of sensory, developmental, behavioral, and emotional needs. Some children may become overwhelmed by noise, movement, touch, lighting, transitions, or the busy environment of a classroom. Others may seek additional movement or tactile experiences in order to remain focused and engaged.
Sensory processing equipment can provide teachers with developmentally appropriate tools to help students regulate and participate in learning. The equipment will be incorporated into daily classroom routines, learning centers, transition periods, and teacher-directed activities.
Funding will allow us to create a designated sensory area and provide equipment such as sensory seating, weighted or lap supports when appropriate, tactile materials, movement tools, calming resources, visual supports, and other developmentally appropriate equipment.
Pre-K classroom is a busy and stimulating environment. Young children are expected to transition between activities, interact with peers, listen to directions, participate in group instruction, and manage their emotions while developing the foundational academic and social skills needed for kindergarten.
For some students, sensory input can make these expectations particularly challenging. A child who is overwhelmed by classroom noise may have difficulty participating in circle time. A child who needs movement may struggle to remain engaged during seated activities. Another child may benefit from tactile experiences or a quiet space to regroup before returning to instruction.
Without appropriate tools and supports, sensory needs can interfere with a child's ability to access the curriculum and fully participate in the classroom.
Our goal is to provide proactive, supportive strategies that help children regulate and remain engaged in learning rather than waiting until a child becomes overwhelmed
Goal 1: Improve student self-regulation.
Students will have access to developmentally appropriate sensory tools and strategies that support regulation.
Objective: Students will be taught how to identify and appropriately use selected classroom regulation tools with teacher guidance.
Goal 2: Increase classroom participation.
Sensory supports will help students remain engaged during instruction, learning centers, transitions, and other classroom activities.
Objective: Teachers will monitor student participation and document changes in engagement and successful participation.
Goal 3: Support an inclusive learning environment.
The project will provide students with different sensory needs access to tools that can help them participate alongside their peers.
Objective: Sensory supports will be incorporated into classroom routines and individualized learning strategies as appropriate.
Goal 4: Strengthen kindergarten readiness.
Students will develop age-appropriate strategies for managing emotions, transitions, attention, and sensory experiences.
Objective: Students will demonstrate increased independence in using classroom strategies for regulation and returning to learning activities.
Implementation
The sensory equipment will be integrated into the classroom throughout the school year.
Teachers will introduce students to the equipment and teach appropriate ways to use each item. Students will learn that sensory tools are classroom learning supports rather than toys or rewards.
Benefits to Students
The project is expected to support:
Improved attention and engagement
More successful transitions
Increased participation in classroom activities
Development of self-regulation skills
Improved ability to manage classroom stimulation
Increased independence
Greater access to instruction
Reduced disruption caused by unmet sensory needs
Improved confidence and classroom participation
Stronger social-emotional development
The ultimate goal is not simply to reduce challenging behaviors. It is to help children understand their needs, develop appropriate regulation strategies, and remain connected to the learning environment.
Equity and Inclusion
Every child deserves an opportunity to learn in an environment where their developmental needs are recognized and supported.
Providing sensory equipment helps create a more inclusive classroom by giving students multiple ways to access learning. These supports can benefit children with identified developmental needs as well as children who may simply need additional movement, quiet, tactile input, or support during transitions.
The equipment will be available as part of the classroom environment so that students can learn appropriate self-regulation strategies without being unnecessarily separated from their peers.
Proposed Budget
Equipment Estimated Cost
Sensory seating and cushions(boule rocking chair) 2 $160
Tactile/sensory materials()space kids sensory bin) $24.99
Learning room Rainbow sort class room set $59.99
Fidget and fine-motor tools( sorting squeeze 8 pack). $18.99
Buffalo Games shape maker 2 pack. $31.05
Movement/balance equipment (Mersco mini trampoline). $109.00
Sensory bins and supplies (Agentlan Dino and ocean sensory bin $22.9
Coogam ABC box matching game $27.99
52 piece magnetic blocks $21.98
Calming/alternative lighting (Globe string lights LORRYTE Warm ). $34.99
By funding sensory processing equipment for our Pre-K classroom, it will help us create an environment where children can develop self-regulation skills, participate more successfully need for kindergarten and beyond.
This project represents an investment not only in classroom equipment, but in the whole child.
620.95
Joy Cat Alphabet box 26 PCS
28.99
LORRYTE Globe Strings
34.99
AGENTLAN Dino & Ocean Sensory Bin
22.99
Mersco 55 inch Indoor/outdoor Toddler Trampoline
109.00
Buffalo Chuckle and Roar shape X 2
31.05
52 piece magnetic blocks
21.98
ZaxiDeal sensory fidgets 8 pack
18.99
Special supples sensory rocking chair x 3
240.00
Learning Room sorting set classroom set
59.99
Space sensory Bin Carolart Galaxy
24.99
Coogam mystery surprise box letter match
27.99
Charting New Horizons: A STEM Trailblazer Reading Adventure
The STEM Trailblazer book series introduces students to innovators, discoveries, and emerging fields in science, technology, engineering, and mathematics. These texts highlight individuals whose ideas and leadership continue to influence the world while providing students with opportunities to explore new and evolving career pathways.
The goal of this project is to enrich the learning experiences of students in two advanced fifth-grade English Language Arts classes by increasing access to engaging, high-quality STEM literature. Through these books, students will strengthen their nonfiction reading, vocabulary, comprehension, critical thinking, research, and analytical skills while gaining a deeper understanding of the connections between literacy, innovation, and real-world problem-solving.
This project addresses the need for consistent access to challenging, high-interest nonfiction texts that extend beyond the traditional curriculum. Students in advanced ELA classes benefit from opportunities to explore complex topics and investigate areas of personal interest while continuing to develop strong literacy skills.
The project aligns with grade-level ELA standards involving independent reading, vocabulary development, informational text analysis, text structure, author's purpose, research, and the use of textual evidence. It also supports broader priorities related to literacy growth, differentiated instruction, enrichment, and college and career readiness.
Students in my two advanced fifth-grade ELA classes are expected to read two nonfiction books each month as part of their independent reading requirements. The STEM Trailblazer series will expand the variety of available titles while providing students with convenient access to engaging, high-interest STEM literature.
At the beginning of the project, students will be introduced to the books through book talks, classroom displays, and book previews. Students will then select titles that align with their interests while exploring a variety of STEM topics, innovations, and career fields.
Throughout the year, students will investigate the accomplishments of scientists, engineers, entrepreneurs, and other influential leaders while examining how their contributions have shaped society. Students will be encouraged to connect the information presented in the books to real-world applications and future career opportunities.
The STEM Trailblazer series also directly supports our first HMH ELA module, which focuses on inventors, innovation, and the factors that inspire people to create, discover, and solve problems. These books will provide students with meaningful opportunities to extend their classroom learning beyond the core curriculum while making authentic connections between literature, scientific discovery, and human ingenuity.
Because these reusable books will remain in the classroom library, the project has the potential to become a sustainable component of the advanced ELA program and continue supporting future groups of students.
This project will benefit approximately 40 students in my two advanced fifth-grade ELA classes during the 2026–2027 school year. It will provide students with greater access to high-quality STEM literature while expanding the variety of nonfiction texts available in the classroom.
Having these books readily available will support students' monthly nonfiction reading requirements while encouraging them to explore topics beyond the traditional curriculum. The STEM Trailblazer series will expose students to innovative careers and influential leaders in science, technology, engineering, and mathematics, helping them develop a broader understanding of the many opportunities available within these rapidly evolving fields.
Students will strengthen their nonfiction reading, vocabulary, comprehension, critical thinking, research, and analytical skills while engaging with high-interest texts. Expected outcomes include increased engagement with informational reading, greater awareness of STEM careers, stronger literacy skills, and increased confidence when exploring complex topics independently.
Grant funding will be used to purchase two copies of each title in the STEM Trailblazer book series.
The requested materials include:
Two copies of each title in the STEM Trailblazer series
Two copies of each title are requested so students in both advanced ELA classes can consistently access these high-interest nonfiction resources while fulfilling their monthly reading expectations.
The purpose of the funding is to create a classroom collection that supports independent reading, differentiated instruction, nonfiction literacy, and the exploration of innovative STEM careers and leaders. The books will also directly support our first HMH ELA module on inventors and innovation by providing students with opportunities to extend their learning beyond the core curriculum.
Because these reusable books will remain in the classroom library, they will continue supporting future groups of advanced fifth-grade students for years to come.
The goal of this grant is to provide one copy of each of the Sunshine State Young Readers Award (SSYRA) books to the six Second Grade classrooms for this school year to increase independent reading skills of these students.
The SSYRA program is a statewide voluntary program that allows students to read the books nominated for the award in order to vote for their favorite book. Students in second grade will be independently reading these books. This year, we have split the grades k-2 and the grades 3-5 lists into three lists. This allows readers of different levels have the ability to challenge themselves with fun books they might never have picked up otherwise. If they read five of books from any list and pass the Accelerated Reader test, they will be eligible to vote for their favorite book, but can read more if they choose. In April, after voting is complete, students will learn which book was the school-wide favorite, and which book was the statewide favorite. It is a wonderful way to promote independent reading!
Reading is fundamental to every student! Independently reading books helps to further a student's comprehension and vocabulary. Reading is also the stepping stone to success in every subject, helping to increase knowledge and understanding across the curriculum. The SSYRA program provides students with types of books to students that they might not normally read, opening their eyes to different genres that they could possibly love.
Each line item is a copy of a SSYRA book, from list one of the three lists we are using at Sea Gate this year. The total for each line item is how much six copies would cost. Book prices were found on Amazon.com
1042.96
The Great Dinosaur Sleepover by Linda Bailey
$125.34
Bored Panda by Mike Bender
$100.91
There’s Something Odd About the Babysitter by Elayne Crain
$125.34
Oh Deer by Phaea Crede
$125.34
The Bakery Dragon written and illustrated by Devin Elle Kurtz
$79.14
Zombie and Brain Are Friends by Stephanie V. W. Lucianovic
$99.13
Vampire Jam Sandwich by Casey Lyall
$106.26
No More Gnomes written and illustrated by Beth Mills
$125.34
Don’t Trust Fish by Neil Sharpson
$69.70
Anonymoose written and illustrated by Shawna J. C. Tenney
$86.46
Soar with Stories! Stretching Second Grade Readers with Sunshine State Books!
The goal of this grant is to provide one copy of each of the Sunshine State Young Readers Award (SSYRA) books from the second of three lists to the six Second Grade classrooms for this school year to increase independent reading skills of these students.
The SSYRA program is a statewide voluntary program that allows students to read the books nominated for the award in order to vote for their favorite book. This year, we have split the lists from grades K-2 and 3-5 into three separate lists. This allows second grade students with higher reading comprehension to read books that are more challenging. Students in second grade will be independently reading these books. If they read five of these books and pass the Accelerated Reader test, they will be eligible to vote for their favorite book, but can read more if they choose. In April, after voting is complete, students will learn which book was the school-wide favorite, and which book was the statewide favorite. It is a wonderful way to promote independent reading!
Reading is fundamental to every student! Independently reading books helps to further a student's comprehension and vocabulary. Reading is also the stepping stone to success in every subject, helping to increase knowledge and understanding across the curriculum. The SSYRA program provides students with types of books to students that they might not normally read, opening their eyes to different genres that they could possibly love.
Each line item is a copy of a SSYRA book from the second of three lists. The total for each line item is how much six copies would cost. Book prices were found on Amazon.com
821.28
The Faraway Forest: Wally’s Route by Debbie Fong
85.74
Katrina Hyena, Stand Up Comedian by Sophie Kohn
125.34
Fairy Scout Friends: No Rain, No Rainbows written and illustrated by Hannah Fay
52.74
Box Tales: Grow Strawberries Grow! written and illustrated by James Burks
85.74
Max, a Little Axolotl written and illustrated by Joey Spiotto
Goal - to create a LOVE of Science, Math and Engineering and to inspire students to use these skills for a future career.
The purpose of the Science Club STEM Explorers project is to provide students with meaningful, hands-on opportunities to explore science, technology, engineering, and mathematics through engaging investigations and real-world problem-solving challenges. The project will create a space where students can wonder, ask questions, design solutions, test their ideas, learn from failure, and collaborate with their peers.
Many students are naturally curious about how and why things work, but they do not always have consistent opportunities to experience science and STEM through hands-on exploration. This project will address that need by providing students with STEM materials and experiences that extend learning beyond traditional classroom instruction and allow students to apply academic concepts in authentic situations.
The club will reinforce science and mathematics learning by connecting STEM challenges to grade-level standards and classroom instruction. Students will apply skills such as observing, measuring, collecting and analyzing data, identifying patterns, developing explanations, designing solutions, and using evidence to support their thinking.
The project also supports school and district priorities related to increasing student engagement, strengthening academic achievement, providing equitable access to meaningful learning experiences, and preparing students with the critical-thinking, collaboration, communication, creativity, and problem-solving skills needed for success.
Students will participate in an ongoing Science Club centered around hands-on STEM investigations and engineering challenges. Rather than simply learning about science concepts, students will experience science by doing science.
Club activities will include challenges such as designing and building structures, investigating forces and motion, exploring properties of materials, solving environmental problems, experimenting with energy, designing models, and completing engineering challenges using limited materials.
Students will regularly follow an age-appropriate engineering and scientific process:
ASK → IMAGINE → PLAN → CREATE → TEST → IMPROVE → SHARE
Students will work individually, with partners, and in collaborative teams. They will be encouraged to explain their thinking, listen to different ideas, test multiple solutions, and revise their designs based on evidence. Failure will be treated as an important part of the learning process, helping students understand that scientists and engineers rarely develop the perfect solution on their first attempt.
Instruction will incorporate inquiry-based learning, problem-based learning, collaborative learning, questioning, student discourse, modeling, hands-on investigation, and reflection. Students will record questions, predictions, observations, measurements, data, designs, revisions, and conclusions.
Activities will intentionally connect to classroom instruction. When students encounter a science or mathematics concept in the classroom, the Science Club can provide an opportunity to apply that learning in a new context. For example, students may use measurement and geometry skills while designing a structure, analyze data from an investigation, apply concepts of force and motion to a design challenge, or use mathematical reasoning to compare and improve solutions.
The project is designed to be sustainable and replicable. Some of the materials purchased through the grant will be reusable across multiple STEM challenges and school years, allowing future groups of students to benefit from the investment. while others will be consumable. Activities and successful challenges can also be shared with classroom teachers so that STEM experiences can extend beyond the club and into classrooms throughout the school.
The materials will provide the club with a variety of reusable and consumable resources, allowing students to participate in new challenges throughout the year while also giving future club members the opportunity to benefit from the investment. Having a collection of STEM materials readily available will allow the club to offer more frequent, engaging, and diverse experiences without having to purchase supplies for each individual activity.
The Science Club will also become a place where students can discover interests and strengths that may not always be evident during traditional classroom instruction. Students who enjoy building, experimenting, designing, creating, solving problems, or working with technology will have an opportunity to see themselves as capable scientists, engineers, and innovators.
The club will foster a strong sense of teamwork and community. Students will learn to share ideas, listen to others, divide responsibilities, communicate their thinking, and celebrate both successful designs and productive failures. These experiences will help students develop confidence, perseverance, creativity, and a willingness to take intellectual risks.
The impact of the club will extend beyond its members. Successful STEM challenges and resources can be shared with classroom teachers, creating opportunities for STEM experiences to be incorporated into regular classroom instruction. As the club develops, students can also share their projects and discoveries with classmates, families, and the school community, helping to build excitement and interest in STEM throughout the school.
Grant funds will be used to purchase reusable STEM materials that will allow students to actively engage in engineering challenges, scientific investigations, and problem-solving activities.
Requested materials may include building and engineering materials, measurement tools, science investigation supplies, challenge kits, craft and design materials, and other reusable resources that support hands-on learning.
Each requested item will directly support the project by giving students the tools necessary to design, build, investigate, test, measure, analyze, and revise. Resources will be incorporated into multiple challenges and investigations throughout the school year.
This funding will provide students with opportunities to experience STEM in a way that is difficult to replicate through worksheets or traditional instruction alone. The grant will transform supplies into experiences where students can build, investigate, collaborate, problem-solve, fail safely, try again, and discover that they are capable of solving challenging problems.
488.79
Carolina STEM Challenge®: Solar Car Design Kit #180960
$201.80
Carolina STEM Challenge®: Keep It Hot #750054
$94.95
TeacherGeek® Wiggle-Bots #755986
$206.88
Fitness for Life: Building Lifelong Strength and Movement Literacy
a) Overall purpose: This project equips students in Fitness for Life with core strength and power-training equipment, barbells, a full dumbbell range, and jump boxes, so every student can learn safe resistance-training and functional-movement fundamentals as part of building lifelong exercise habits.
b) Need addressed: The current weight room doesn't have enough barbells or a full dumbbell range for a whole class to train at once, and there's no dedicated equipment for teaching power/plyometric movement (jump boxes) as part of a complete strength unit. Shared equipment also has no standing sanitizing station to keep it usable between back-to-back class periods.
c) Learning goal / standard: Fitness for Life spans grades 5-12, so this supports Florida's Next Generation Sunshine State Standards for Physical Education across two grade bands, matching the course's own progression from bodyweight movement to loaded training.
Grades 5-6 (bodyweight and coordination foundation): PE.5.L.4.1 (differentiating muscular strength from muscular endurance) and PE.6.M.1.5 (using equipment, including the jump boxes, to build and maintain muscular strength and endurance) build the movement competency and body awareness students need before adding external load. PE.6.R.5.5 covers equipment care and safe behavior for this band.
Grades 7-12 (progression to loaded lifts): PE.8.L.4.6 (defining training principles for muscular strength, endurance, and body composition) bridges into PE.912.M.1.12 (using equipment to build muscular strength and endurance, including plyometric movement) and PE.912.L.4.5 (applying overload, specificity, and progression to personal fitness goals) as students take on the barbells and dumbbells. PE.912.R.5.5 covers equipment care and safe behavior for this band.
d) Connection to school priority: This project connects to all four pillars of Seacrest's mission. It fuels intellectual engagement by teaching students the actual training principles behind what they're doing, overload, specificity, and progression, rather than having them move through exercises passively. It teaches ownership of the educational experience directly through the grades 7-12 personal fitness plan, where students design and take responsibility for their own program instead of following a generic routine. It cultivates quality of character through the daily discipline of proper equipment use, care, and safe, respectful behavior in shared space. And it supports students leading lives of significance by building a skill they carry for the next 70-plus years, not just for the length of a course, the entire premise of Fitness for Life is that these habits outlast the classroom.
a) Active participation: Grades 5-6 build foundational movement competency through bodyweight strength exercises and coordination/landing-mechanics work on the jump boxes, developing the motor control and body awareness needed before training with external load. Grades 7-12 progress to barbell and dumbbell work, learning squat, hinge/deadlift, and press mechanics under direct instructor supervision as they take on resistance training.
b) Meets classroom needs: Every student across the full 5th-12th grade span gets equipment matched to their developmental stage instead of one-size-fits-all access. The sanitizing supplies keep equipment shared across multiple age groups and back-to-back class periods safe and usable.
c) Teaching strategies: Direct instruction paired with guided practice, scaffolded by grade band. Younger students are checked against a coordination and landing-technique checklist; older students are checked against a lifting-technique checklist at set points in the unit. The jump boxes serve both bands, coordination and landing mechanics for grades 5-6, explosive/plyometric power work for grades 7-12, once foundational strength is established.
d) Connection to classroom instruction: All equipment is used inside grade-appropriate units of the Fitness for Life course, bodyweight and coordination work for grades 5-6, loaded barbell and dumbbell training for grades 7-12, not as an extracurricular add-on.
a) Expected improvements: Grades 5-6 build foundational coordination, body control, and a working understanding of what muscular strength and endurance actually mean before ever touching a loaded bar. Grades 7-12 show measurable gains in lifting technique and confidence handling resistance, plus a stronger working understanding of how to structure a fitness routine independently, beyond this class and beyond graduation.
b) How success will be known: A pre/post coordination and landing-mechanics checklist for grades 5-6. A pre/post lifting-technique checklist plus a culminating personal fitness plan students design and present at the end of the unit for grades 7-12.
c) Evidence of impact: Completed personal fitness plans (grades 7-12), instructor rubric scores comparing pre- and post-unit checks across both bands, and [participation/completion data across the unit — insert Nat's preferred tracking method].
a) How items support learning: Barbells and the dumbbell rack are the primary tools for teaching loaded movement patterns in the grades 7-12 resistance-training unit. Jump boxes serve both bands, coordination and landing mechanics for grades 5-6, plyometric power work for grades 7-12, making them the one piece of equipment used across the entire course span. The sanitizing supplies keep equipment safe and usable across every grade level and class period using the room.
b) Number of students benefiting: 200 total students across all sections and grade levels (5th-12th) this year, and will impact over 200 students within the next couple of years
1998
Barbells
570
Standing Hand Sanitizer
418
Box Jumps
480
Dumbbells & Rack
530
Making Waves in Kindergarten: An Ocean of Learning
My goal is to create a Kindergarten classroom where my students are excited to learn, ask questions, and explore new things every day. I want to provide hands-on materials and learning experiences that allow my students to learn by doing, not just by listening or completing worksheets. These resources will help make learning more engaging while supporting important skills in literacy, math, science, and problem-solving. Most importantly, I want my students to come into our classroom each day feeling excited, confident, and ready to learn.
Students will use the materials from this project throughout the school year during whole-group lessons, small-group instruction, learning centers, and hands-on activities. I plan to give my Kindergarten students opportunities to explore, create, build, practice, and work together while developing skills in literacy, math, science, and problem-solving. The materials will be used in meaningful activities that allow students to be active participants in their learning rather than simply completing worksheets. I want my students to be able to learn through play, exploration, and hands-on experiences while building confidence and excitement about learning.
These materials will benefit my students by giving them more opportunities to learn through hands-on experiences. Kindergarten students are naturally curious and learn so much by touching, building, exploring, and trying things for themselves. Having these resources available will help me make lessons more engaging and provide different ways for students to practice important skills. It will also allow me to better support students with different learning needs and give them opportunities to work independently and with their classmates. My hope is that these experiences will help my students become more confident learners who are excited to come to school and discover something new each day.
The purpose of this grant is to create hands-on academic centers that provide Kindergarten students with engaging opportunities to practice foundational literacy, phonics, mathematics, writing, fine-motor, and problem-solving skills. The requested materials will allow students to learn through building, sorting, counting, manipulating, writing, and exploring rather than relying primarily on paper-based activities.
The materials will be used throughout the school year during literacy centers, math centers, small-group instruction, intervention, and independent practice. Phonics and word-building materials will help students develop letter-sound knowledge, phonemic awareness, CVC word skills, and early reading skills. Math manipulatives will give students opportunities to practice counting, number sense, patterns, and problem-solving. Writing and fine-motor materials will strengthen letter formation, early writing, and hand coordination.
Because the materials are reusable, they will provide ongoing learning opportunities for students throughout the school year and can be differentiated to meet a variety of learning needs. This funding will help create an engaging classroom environment where Kindergarten students can build confidence, develop independence, and strengthen essential academic skills through meaningful hands-on learning.
469.97
Hand2Mind Phonics Word Work Small Group Set
64.47
Magnetic Alphabet & Number Sets
37.78
Magnetic Letter Construction Set
27.99
CVC Word-Building Activity Set
39.99
Magnetic Dry-Erase Boards
48.98
Beginning Sounds Phonemic Awareness Box
59.99
Really Good Stuff® Magnetic Learning Activity Boards Kit - Alphabet Arcs - 4 mats, 104 letters
To immerse students in learning opportunities outside of the classroom. Learning does not just take place in a classroom but transfers out into the community. My goal is to engage students with special needs in the community. These opportunities will allow them to practice many skills they will need for a successful life, learn social skills and better understand the community they live in. It will also allow the community to see my students as contributing members of society. Students will make real life connections between what is learned in the classroom and why those skills are needed in life.
The local community provides very rich learning experiences for students. Experiences in the community will allow students to make connections outside of the classroom and see what sorts of careers use the skills they are learning at school. There will be one community-based learning experience a month for seven months.
The benefits the students in our modified curriculum program will be life changing. All of our students have significant intellectual disabilities and struggle with academic skills as well as social and communication skills. Life skills education and community-based learning are natural ways to encourage these skills in students. Students will work on following a grocery list as they shop and practice paying for the items they buy. They also will gain a greater understanding about places they can go for leisure activities in the community, about the environment around them and communicating with people in the community. Each location we visit corresponds to our unit of study for the month, so students will be able to generalize what they learned in the classroom, with what they are experiencing in the community. These opportunities will allow students to learn skills that will set a strong foundation for them as they advance through school and eventually go through our transition programs and into the community as adults. Another big part of this learning is to help educate the community on acceptance of people with special needs and to help show our students in a positive light, so they feel that they belong wherever they go.
Each community-based learning program will be 2-3 hours, so there will be transportation costs. The cost of a bus is $26.75 an hour. The total cost for buses comes to $404.95
404.95
Buses for Naples Therapeutic Riding Center
107
Bus for fire station
53.50
Bus for Naples Airport
53.50
Buses for Laces of Love
53.50
Bus for Publix
53.50
Bus to Freedom Waters
80.25
The Power of a Page: Reading, Connecting and Engaging Students Through Reading
To establish a student-centered book club designed to encourage reading for enjoyments, strengthen literacy skills and increase students engagement through meaningful conversations and shared reading experiences in the BCHS Media Center. The book club will provide a welcoming, inclusive environment where students feel excited and comfortable participating. Creative decorations, enjoyable food and an inviting atmosphere will make each meeting feel special and give students something to look froward to while also develop a love for reading.
The book club will provide students with opportunities to read contemporary, high-interest novels, participate in meaningful discussions and build connections with their peers in a welcoming environment. Specifically, students will:
*Read and discuss selected books together
*Participate in group conversations about characters, themes, conflicts and important ideas
*Complete creative activities connected to the books, such as artwork or bookmark making
*Enjoy themed snacks and food connected to the book or meeting's theme
*Increase reading for pleasure by encouraging students to read outside of their required coursework. Developing the habit of reading for enjoyment will contribute to stronger lifelong reading habits.
*Strengthen communication and discussion skills by providing opportunities for students to discuss characters, themes, conflicts and person reactions to books. These conversations will help students practice expressing ideas clearly and listen to different perspectives.
*Build a sense of community as students from different interests and background find a common ground through stories and develop relationships with peers.
*Develop student confidence though a supportive book club environment, giving students a low-pressure opportunity to share their thoughts. As students participate in discussions, they can become more comfortable speaking in front of their peers and expressing their opinions.
Additionally, the book club will meet during lunch, making participation accessible to students without required them to stay after school or arrange alternative transportation. Providing food and drinks will help create a welcoming atmosphere and encourage students to use their lunch period as an opportunity for literacy, conversation and community building.
The goal of this projects is not just to simply complete 3-4 novels, but to establish a sustainable culture of reading and students engagement in the Media Center. Therefore, the three main areas we are budgeting for is the purchase of at least 10 copies of each novel for the students, funding for food and drink refreshments since the meetings will be held during lunch time and funding for decorations and incentives that will help make the meetings visually appealing, create an excitement around each book and recognize students for their engagement.
900.00
10 Novels "Falling Like Leaves" by Misty Wilson
85.00
10 Novels "Remarkably Bright Creatures" by Shelby Van Pelt
120.00
10 Novels "Sunrise on the Reaping" by Suzanne Collins
135.00
4 sets of decorative streamers/hanging lanterns
60.00
4 sets of plates and napkins (various colors)
40.00
4 sets of bookmark making kits
80.00
Publix cookies (enough for 12 meetings)
120.00
Juice box drinks (enough for 12 meetings)
120.00
Incentives and Prizes
40.00
4 sets of decoration materials
100.00
Gather, Grow, Give: Inspiring Students to Lead, Encourage and Give Back
The non-profit, student-run club, The Fellowship of Christian Athletes (FCA) is seeking funding to support students gatherings, special events, outreach projects and service opportunities throughout the school year. This club is open to all students and provides a welcoming environment where students can gather with their peers, build positive relationships, encourage one another, hear inspiring guest speakers and put their faith into action through service to others. The club seeks to create an atmosphere of respect, encouragement and positive relationships within the school community.
Each week, students will gather for the FCA club meeting during lunch. The meetings will either be a special guest speaker, a service project or school engaging project, small groups or fellowship day. FCA give students the opportunity to come together with a shared purpose and that is to encourage one another, grow in character and faith and use their influence to make a positive difference in the lives of others. FCA's influence extends beyond membership as well as classroom experience. Students are encouraged to share positive messages and acts of kindness with others through the school. They learn that being a part of a school community carries the responsibility to contribute positively to the larger community. The students will hear from positive role models in the community who demonstrate how faith, character, leadership can work together. Through guest speakers, group discussions, service and fellowship, students are encouraged to understand that leadership is not simply about performance or winning. It is also about how they treat others, respond to challenges and use their influence to make a positive difference.
*Provides students with positive peer support as they face academic, social, athletic and personal pressures throughout the year. FCA gives students a consistent place where they can find encouragement from peers who want to support one another and make positive choices.
*Develops student leadership by providing opportunities for students to take responsibility for meetings, service projects, special events and outreach activities while not being burdened by financial restrictions. These experiences help students develop leadership, communication, organization and teamwork skills that can benefit them well beyond high school.
*Promotes positive character development through qualities the club encourages such as integrity, compassion, perseverance, humility, responsibility and service. These characteristics are valuable not only in athletics but also in the classroom, workplace, family and community.
*Encourages serving others through community outreach opportunities like Operation Christmas Child. Students have the chance to volunteer their time and resources outside of the students' immediate circle and recognizing opportunities to help others.
*Strengthens the school community through small acts of encouragement that can make meaningful impact.
*Encourages students to become servant leaders as they will have opportunities to consider what they can give to others rather than what they can receive from the club. The service projects will teach students to recognize needs and respond with compassion and action.
The club plans to host at least five special guest meetings (with school approval), with $200 allocated for pizza and refreshments at each of those meetings. These gatherings will meet during the lunch period and will give student an opportunity to share a meal while listening to guest speakers who can encourage them in areas such as leadership, character, perseverance, integrity, athletics and making positive choices.
Additionally, we are requesting $400 to support activities throughout the year including:
*Providing club shirts to those who cannot afford to buy one
*Cookie exchange around winter break
*Supplies to invite students to join the club at Club Rush
*Small trinkets or encouraging items that club members can share with members of the school community
*Cards, notes and other materials designed to communicate positive and encouraging messages
*Supplies for volunteer and service projects, include the club's annual participation in Operation Christmas Child.
These activities allow FCA to move beyond weekly meetings and demonstrate the commitment to serving the broader school community in a positive and impactful way.
1400
Pizzas for special guest events (at least 5)
1000.00
Supplies for outreach, service projects and other events
The purpose of my project is to provide engaging, self-checking math resources that students can use independently or with a partner during our daily math time. These resources align with first grade math goals in the areas of number sense, addition, money, and place value. The variety of resources will provide meaningful practice for students who need additional support with these concepts while also offering opportunities for students who are ready to be challenged with more complex problems.
In addition to our whole group daily math instruction, students are given opportunities throughout the week to practice the math concepts during our small group math rotations as well as when they complete their math work early. Students will be introduced to these games and activities during our small group math time as they correlate to the current learning goals. They will be taught how to use the activity and how to check their answers. These resources will then be made available to students to use independently or with a partner. By providing activities at different levels of difficulty, I can better meet the individual learning needs of my students while helping them build confidence, understanding, and fluency in math.
My students will benefit from these hands-on activities because they provide engaging, targeted practice while promoting independence. Since the activities are self-checking, students can check their own work independently and learn to identify and correct mistakes as they work. This will give students more focused time to practice important math concepts and skills while I work with other students. These activities will help students strengthen their mathematical understanding and fluency while making learning fun and engaging. Each self-contained activity is ready to use and quick to clean up, maximizing instructional time and allowing students to spend more time learning and practicing math.
Requested funds will be used to purchase math activities that directly support student learning as students work toward mastery of multiple first grade math learning goals. These math games include sequencing puzzles, addition and place value dominoes, place value, money and operations equivalency puzzles, as well as other number sense and addition engaging, hands-on resources. These will all provide students with meaningful opportunities to practice, apply, and strengthen essential math skills. The investment in these resources will have a lasting impact on students' understanding and achievement in mathematics.
326.37
Lakeshore Shake and Add! Number Boxes
29.99
Lakeshore Sequencing Numbers 1-30 Puzzles - Set of 3
Our goal is to raise enough to purchase 60 t-shirts at $7 each — a total of $420 — so that every NJHS member can receive one. Your donation, no matter the size, brings us closer to outfitting our entire chapter and helping every student feel like part of a team dedicated to making a difference. These students have already shown outstanding character and commitment to service — helping them dress the part is a small way our community can say we see their hard work and we're proud of them.
Our NJHS members work hard to embody the five pillars of scholarship, service, leadership, character, and citizenship, and we'd love for them to have matching t-shirts to wear proudly at community service events, school functions, and induction ceremonies. A simple shirt goes a long way in building unity and pride among our students as they represent our school and this incredible organization.
Our NJHS members work hard to embody the five pillars of scholarship, service, leadership, character, and citizenship, and we'd love for them to have matching t-shirts to wear proudly at community service events, school functions, and induction ceremonies. A simple shirt goes a long way in building unity and pride among our students as they represent our school and this incredible organization.
Every contribution helps us reach our $420 goal and celebrate these students' achievements while giving them a visible, shared identity as they continue serving our school and community. We're grateful for your generosity!
The goal of the 3rd Grade Multiplication Bee is to enhance math fluency, engagement, and academic confidence by helping students build automaticity with multiplication facts (0–12) in alignment with 3rd grade standards. By securing essential funding for certificates, trophies, and rewards, this initiative will ensure an equitable learning experience where every child feels supported. Ultimately, the project aims to foster a positive, motivating environment that encourages goal-setting, celebrates effort across all skill levels, and inspires a lasting enthusiasm for math.
Throughout the school year, 3rd grade students will engage in ongoing multiplication practice to earn a spot as one of the top five representatives from their respective classrooms. This multi stage effort will culminate in an end of year grade level championship, bringing together the top qualifiers to compete for 1st, 2nd, and 3rd place honors.
Year-long practice helps students master basic multiplication facts, giving them a strong foundation for harder math topics like division and fractions. The competition structure keeps students motivated throughout the school year, encouraging daily practice as they work toward becoming a top-five representative for their class. Finally, the end-of-year championship brings the whole grade level together to celebrate academic success, building math confidence and making learning fun.
Student Prizes & Incentives — To motivate students and reward top performers, funds will be used to gift incentives. This will recognize the 1st, 2nd, and 3rd place grade-level winners.
Medals & Trophies — Custom medals and trophies will honor top-achieving participants during the end-of-year championship. Medals will be awarded to all classroom top-five qualifiers to celebrate their milestone, while top trophies will be presented to the overall 1st, 2nd, and 3rd place winners.
Certificates & Paper Stock — High-quality certificate paper and holders will be purchased to recognize every 3rd-grade student who participates in the competition, reinforcing a culture of effort and growth for all learners regardless of final placement.
Packaging & Event Supplies —To present awards professionally during the culmination event and organize materials for each classroom, funds will cover award packaging, gift bags, and presentation envelopes.
332.49
Hasbro Gaming Connect 4 Classic Grid
15.44
Medals & Trophies
100.00
Certificates & Paper Stock
30.00
Packaging & Event Supplies
50.00
126 Pcs DIY Slime Making Kit for Girls Boys, Ultimate Supplies for Kid
23.98
Magnetic Blocks for Kids, Creative Magnetic Cube Building Toy
To make learning more accessible for all students. The ultimate goal is to get all of the 10th grade students to pass the FAST test. By giving them direct access to anchor charts, literature portfolios, and writing portfolios; the students will feel comfortable taking accountability for their learning while meeting the gains needed to pass their FAST test for graduation and learn life long skills.
The students will be able to create portfolios that give them direct access to the knowledge required to pass their FAST test and succeed throughout their future.
The benefits for this grant are limitless. This will give the students the confidence to pass their State Test with a score required for graduation. This will also ensure that students have a resource that they can take with them to use throughout their post-secondary lives.
In my teaching career, the one thing I have found to work the best is that students have a resource that they can turn to. One place where they know that they will get all the information they need. Those are the literary and writing portfolios. These organized portfolios have allowed students to have a place they can go, whether they are with the teacher or not, where they can get all the information they need to succeed. In a world of misinformation and learned helplessness this creates a world of growth and self dependence. These portfolios are created as we continue to go through the units and test prep. Anytime a new standard or skill is introduced the students are able to utilize the created anchor charts and the breakdown of the standard to have an exemplar of what is needed for success. At the end of the year, the students will leave with 2 folders that have a multitude of resources that will benefit them far beyond high school. When utilized in the past, 96% of students made enough gains to pass the, then, FSA test to meet the graduation requirement. Those students who I run into after graduation, have expressed that even in college, they use these to help them get a grasp on what they need to do to be successful on their assignments. Ultimately, the student success and confidence is astronomical when these are utilized.
To give students at the middle school a sense of belonging to a fun crafting club.
Students will learn how to craft with textiles. Instruction will include sewing, needlepoint, cross stitch and other forms of crafting with thread.
Benefits include refining motor skills, exercising the brain through troubleshooting structural mistakes, and learning patience. Sewing and stitching also relieves stress through repetitive motions and lowers cortisol levels. Boosting confidence is also a benefit because students are completing a tangible product. As students learn to sew and stitch, they are fostering their self expression by choosing fabrics and patterns that represent them.
For this sewing club, I will need $500.00 to purchase 6 sewing machines. I have found beginner machines on Amazon for $60.00 each. I will also need to buy fabric, thread, embroidery hoops. I am hoping that when we get this project running and community members hear about it, they will begin donating to our club.
