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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Empowering Communication Through Technology: iPads for Speech and Language Therapy
The goal of this project is to increase student independence, engagement, and self-monitoring during speech and language therapy through the use of three iPads. Students will use the devices to independently practice individualized speech and language skills, record and listen to their own productions, identify errors, and make corrections with immediate visual and auditory feedback. The iPads will also allow students to complete meaningful practice while the Speech-Language Pathologist provides individualized instruction to other students within small-group therapy sessions. Ultimately, this project will maximize therapy time, increase opportunities for repeated practice, and help students take a more active role in achieving and generalizing their communication goals.
Three iPads will be incorporated into small-group speech and language therapy sessions to provide students with individualized, interactive practice opportunities. Students will use the iPads to target their specific IEP communication goals, including articulation, expressive and receptive language, vocabulary, grammar, social communication, and other individualized skills. Students will record and listen to their own speech, practice targeted skills through educational applications and clinician-created activities, and use visual and auditory feedback to identify errors and make corrections. The iPads will also provide opportunities for independent practice while the Speech-Language Pathologist works directly with another student in the group. This will allow each student to remain actively engaged, increase the number of practice opportunities within a therapy session, and develop greater independence and responsibility for monitoring their own communication skills.
The use of iPads during speech and language therapy will provide students with increased opportunities for practice, immediate feedback, and greater independence. Students will be able to record and listen to their own speech, recognize errors, and practice self-correction, helping them become more aware of their communication skills. Interactive activities will increase engagement and motivation while allowing practice to be individualized to each student’s IEP goals. The iPads will also maximize therapy time by allowing students to continue meaningful, independent practice while the Speech-Language Pathologist provides direct instruction to another student. These skills will support students in becoming more confident, independent communicators and encourage carryover of their skills beyond the therapy setting.
Grant funding will be used to purchase three iPads for use during speech and language therapy sessions. Having three devices will allow multiple students within a small therapy group to access individualized practice at the same time. The iPads will be used for speech and language applications, clinician-created digital activities, audio and video recording for self-monitoring, visual supports, and independent practice of individualized IEP goals.
Funding these devices will provide a long-term resource that can be used daily across multiple grade levels and with students who have a variety of communication needs. The iPads will help maximize therapy time, increase opportunities for repeated practice, and provide students with immediate feedback while promoting greater independence and engagement in their therapy.
Students will develop a love of writing through engaging lessons and practice.
Students will use primary writing journals to learn how to communicate through writing. They will practice letter formation and illustrations with details.
Students will benefit from daily writing instruction and practice. They will learn how to write different writing styles - narrative, expository, and argumentative. Students will use letters, letter sounds, high-frequency words, and punctuation to write complete sentences by the end of kindergarten.
The total requested funding for this classroom grant is $60.00 to purchase primary journals for a class of 18 students.
Quantity: 24 journals
Unit Cost: $29.61 for 12 pack x2
Total Cost: $59.22
59.22
Mead Primary Journal Creative Story Tablet Composition Notebook, 7.5" x 9.75", Grades K-2, 100 Sheets, 12 Pack, Assorted Colors
29.61
Mead Primary Journal Creative Story Tablet Composition Notebook, 7.5" x 9.75", Grades K-2, 100 Sheets, 12 Pack, Assorted Colors
29.61
From Speech to Success: Improving Intelligibility Through the Cycles Approach
As the Speech-Language Pathologist at Pelican Marsh Elementary School, I am requesting funding to purchase the Bjorem Complete Cycles Bundle from Bjorem Publications. This evidence-based intervention resource includes six specialized card decks designed to implement the Cycles Approach for students with moderate to severe speech sound disorders. The bundle targets common phonological error patterns such as fronting, backing, consonant deletion, cluster reduction, and difficulties with liquids and glides. These materials are specifically designed to improve speech intelligibility in children with significant articulation and phonological disorders.
The requested materials will directly benefit students receiving speech and language services at Pelican Marsh Elementary School. Through systematic and engaging intervention activities, students will have increased opportunities to practice targeted speech patterns and develop stronger phonological skills.
Expected outcomes include:
• Improved speech intelligibility and communication effectiveness.
• Increased participation in classroom discussions and collaborative learning activities.
• Enhanced phonological awareness skills that support reading and spelling development.
• Greater confidence when communicating with peers, teachers, and family members.
• Improved progress toward Individualized Education Program (IEP) goals.
Because these materials are durable and designed for repeated use, they will benefit numerous students over multiple school years, making this a cost-effective and sustainable investment in student success.
The primary goal of this project is to improve speech intelligibility which will then support literacy readiness for students with significant articulation and phonological disorders.
Amount Requested: $243.99
The requested funds will be used to purchase the Bjorem Complete Cycles Bundle from Bjorem Publications. This comprehensive resource includes six evidence-based card decks designed to support implementation of the Cycles Approach for students with moderate to severe phonological disorders. The bundle targets common phonological patterns including fronting and backing, initial and final consonant deletion, liquids and glides, singleton stridents, s-clusters, and syllableness. The materials were specifically developed to provide engaging, developmentally appropriate intervention for highly unintelligible children with significant speech sound disorders which results in lasting impact on student achievement.
243.99
Bjorem Complete Cycles Approach Cards
$243.99
Pianos and Keyboards-Exploring World Music Through Global Keyboard Studies
Alexander MacDonald
ID-233
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of this project is to use musical keyboards as an avenue for educating students about the diverse cultures of the world and the musical genres that reflect their histories, traditions, and values. This project will foster creativity and cultural awareness by encouraging students to compare musical traditions, identify common and similar elements among different genres, and recognize the unique characteristics that make each culture's music distinct. This project combines keyboard instruction with multicultural music exploration to advance student achievement through: technical proficiency, cultural literacy, and an extended appreciation for different music around the world.
Every student will apply their learning through keyboard performance, practicing and interacting with musical selections that represent diverse cultural traditions. As they develop technical proficiency on the keyboard, they will also strengthen their understanding of global musical diversity and the role music plays in preserving cultural identity and fostering human connection. Through a myriad of listening activities, guided discussions, and musical analysis, students will interact with musical elements across cultures, identifying both shared characteristics and unique traditions. They will investigate the historical and cultural significance of selected musical works, harmonies and instrumentation, specifically gaining insight into the specific choices, customs, and patterns each unique culture represents
Over the course of the project, students will participate in collaborative learning experiences that encourage creativity, critical thinking, and cultural appreciation. By analyzing and performing music from multiple countries and cultures, students will expand their musical knowledge, develop greater cultural awareness, and build an appreciation for the rich diversity of artistic expression found throughout the world.
Students will benefit by developing keyboard performance skills and musical literacy while expanding their knowledge of musical genres from around the world. Students will also gain a deeper understanding of the relationship between music and culture, exploring how musical traditions reflect the histories, values, and experiences of different communities. These experiences will broaden their musical perspectives and hopefully foster an appreciation for new music as they mature around a very culturally diverse world.
ITEMS: NON EXPENDABLE
1) Eleven (11) piano keyboards with music holder
1) Eleven (11) piano keyboards with music holder will be purchased to accommodate the amount of students that will be learning in my class
1869.89
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Yamaha PSRE283, 61-Key Portable Keyboard with Learning Tools, Music Rest and Power Adapter PSRE283
169.99
Champions For Learning - LJ MacCarthy
All the games and reviews!
Jessica Stone
ID-234
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of this project is to increase student engagement, participation, and academic achievement by expanding access to interactive, game-based learning tools in the classroom. Funding will provide premium access to Gimkit, Quizlet Live, Blooket, Zipgrade, and Wayground, allowing students to participate in a variety of collaborative and independent learning experiences designed to reinforce key concepts, practice academic vocabulary, review content, and receive immediate feedback.
Ultimately, this project aims to create a more engaging, responsive, and student-centered classroom where technology is used purposefully to increase motivation, strengthen content mastery, and support student success.
By incorporating multiple interactive platforms, I can provide students with varied opportunities to practice and demonstrate their understanding while responding to different learning needs and levels of readiness. These tools will help transform review and formative assessment into engaging, low-risk experiences that encourage participation from all students while providing me with real-time data to identify misconceptions and adjust instruction.
Immokalee High School is home to a large population of English Language Learners, and each of these technologies provides a variety of accommodations and learning supports while maintaining academic rigor. These tools can help reduce language barriers, provide repeated exposure to academic vocabulary and content, and give students multiple ways to practice and demonstrate understanding.
The benefits extend beyond ELL students. Students with learning disabilities, students who need additional review, and even students who simply benefit from a different approach to a concept can receive targeted support. Because each platform offers a different style of delivery, interaction, and accommodation, using a variety of tools throughout the year also helps prevent engagement fatigue. Students can encounter the same rigorous content in new and engaging ways, allowing technology to support accessibility without sacrificing high expectations.
Grant funds will be used to purchase annual educator subscriptions to Gimkit, Quizlet, Blooket, and Wayground Premium. While some of these platforms offer limited free versions, premium access provides expanded instructional features, greater flexibility in activity creation and delivery, enhanced accommodations, and more robust student performance data.
Rather than investing in a single platform, funding multiple complementary resources will allow me to select the tool that best fits each instructional goal and the needs of my students. The subscriptions will be used throughout the school year for formative assessment, vocabulary development, content review, collaborative learning, independent practice, remediation, and enrichment.
This funding will directly support classroom instruction by removing the financial barrier to premium educational technology and providing students with consistent access to engaging, differentiated learning experiences throughout the year.
378.74
Zipgrade
6.99
Gimkit
59.88
Wayground
216.00
Blooket
59.88
Quizlet
35.99
Lipman Family Farms
Celebrating Success: Student Reward Program for ESE Students
Darcie Argabright
ID-235
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The purpose of this grant is to fund a student reward program that recognizes and celebrates the academic, behavioral, social, and personal achievements of Exceptional Student Education (ESE) students. Funding will be used to purchase incentives and rewards that motivate students to meet individualized educational goals, demonstrate positive behaviors, and celebrate personal growth throughout the school year.
ESE students often face academic, behavioral, emotional, and social challenges that require additional support and encouragement. Positive reinforcement helps build self-esteem, increases motivation, strengthens positive behaviors, and creates a supportive learning environment where students feel valued and capable. Current classroom budgets do not provide adequate funding for a comprehensive incentive program.
Increase student motivation and engagement; encourage positive behavior and social-emotional growth; support progress toward IEP goals; improve self-confidence and self-advocacy; foster a positive and inclusive school culture; celebrate student achievement.
Students will earn recognition for academic growth, achievement of IEP goals, positive behavior, improved attendance, perseverance, kindness, and participation. Monthly and quarterly celebrations will acknowledge student progress and accomplishments.
Project Summary: Our second-grade students are developing critical reading skills and a lifelong love of learning. To support their growth, We are seeking funding to expand our second grade classroom literacy curriculum with engaging, age-appropriate stories that represent diverse cultures, experiences, interests, and reading levels. The stories included in the Junior Great Program are strong, inquiry-based language arts program that refines and extends students’ skills in reading, thinking, and communicating. The program is a model of student-centered learning in which students work with complex ideas and rigorous texts. The program uses well-crafted, multicultural reading selections that are rich in ideas and invite a number of interpretations. Through consistent use of the program students develop their reading and thinking skills by asking questions, formulating and sharing their opinions, and supporting their ideas with evidence from the selections they read.
The requested books/ stories will include beginning chapter books, nonfiction texts, multicultural literature. These resources will provide students with opportunities to practice independent reading, improve comprehension skills, and build vocabulary while fostering a positive reading culture in the classroom.
Need for the Project: Many students rely on classroom read aloud stories as their primary source of reading materials. Access to a wide variety of quality stories helps increase reading engagement, supports differentiated instruction, and encourages students to read both in school and at home.
Reading and Text Engagement
Multiple readings: Students read and reread selections (fiction, nonfiction, poetry, or drama) to notice details.
Active marking: Students use line numbers or sticky notes to track character traits, plot conflicts, or emotional reactions.
Vocabulary work: Students practice spelling, phonics, and tier-2 academic words tied directly to the story.
Discussion and Critical Thinking Question generation: Students write down their own wonderings and questions on sticky notes during read-alouds.
Shared Inquiry discussions: Students talk together in groups, sharing ideas and listening to classmates.
Citing evidence: Students must point to specific lines in the text to back up their personal interpretations.
Writing and Reflection Reader's Journal tasks: Students complete custom brainstorming, writing, and drawing prompts.
Comparative writing: Students connect themes and ideas across different texts.
Essay drafting: Students follow structured guides through brainstorming, organizing, and peer review.
Key Benefits for Students Critical Thinking: Encourages children to ask deep questions and explore complex ideas instead of memorizing basic facts. Reading Comprehension: Builds strong comprehension, vocabulary, and fluency via multiple thoughtful readings of rich texts. Evidence-Based Discussion: Teaches students how to cite specific lines from a story to support their personal claims and views.
The requested funds ($436.54) will be used to purchase a variety of stories that span different genres and interests. The titles that will be purchased with the program will support all 120 students in our second grade team.
Junior Great Books Inspire Series 2, Teacher's Materials, print
$204.95
Junior Great Books Inspire Series 3, Teacher's Materials, print
$204.95
436.54
Junior Great Books Inspire Series 2, Teacher's Materials, print $204.95 Junior Great Books Inspire Series 3, Teacher's Materials, print
The goal of this project is to create a thriving herb garden that serves as a living classroom while supplying fresh, student-grown herbs for our culinary arts program. This initiative will provide students with meaningful, hands-on learning experiences that connect science, nutrition, agriculture and culinary arts through the complete farm-to-table process.
Students will be actively involved in planning, maintaining, and harvesting a variety of herbs, developing responsibility, teamwork, and an understanding of sustainable gardening practices. The herbs they grow will be incorporated into recipes prepared in culinary class, allowing students to experience firsthand how fresh ingredients enhance flavor, nutrition, and food quality.
Key benefits include:
1. Increased student engagement through experiential, project-based learning.
2. Enhanced understanding of plant life cycles, sustainable gardening, and environmental stewardship.
3. Improved knowledge of nutrition and the value of using fresh, homegrown ingredients in meal preparation.
4. Strengthened teamwork, responsibility, problem solving, and leadership skills through shared garden maintenance.
5. Increased student pride and confidence as they experience the satisfaction of growing food and using it to prepare meals from garden to table.
The budget will be used for raised garden beds and soil. Herb plants and seeds. Gardening tools and supplies. Mulch, compost, fertilizer and protective materials.
420.50
safety gardening gloves
50.00
plant label tags
8.50
Herb plant food
12.00
potting soil
200.00
Herb starter plants
100.00
5 shovel sets
50.00
Honoring the Academic Achievements of our Title Wave Chapter Inductees of the National English Honor Society (NEHS) at Aubrey Rogers High School
To honor the exceptional academic achievements in the English language arts for the Title Wave Chapter inductees of the National English Honor Society (NEHS)
To celebrate these eleventh and twelfth grade students’ academic abilities in linguistics, literature, creative writing, theatre, media, and journalism at the Title Wave Chapter induction ceremony with a membership certificate and membership pin
The National English Honor Society (NEHS) provides opportunities for students to engage in literary-focused social service projects, to apply for university scholarships, to participate in academic competitions, and to publish their creative work in NEHS’ official literary journal.
The funds will be used to purchase four packs of twenty membership pins. The Title Wave Chapter inductees will receive one membership pin along with their NEHS certificate at the Aubrey Rogers High School induction ceremony.
Our goal is to purchase enough yarn and crochet hooks to provide all 195 students with the opportunity to learn the art of crochet through hands-on instruction and creative projects.
Crochet is a valuable skill that promotes creativity, patience, focus, and fine motor development while giving students a sense of accomplishment as they create something with their own hands. By supplying each student with the necessary materials, we can ensure that every learner has equal access to this engaging and educational experience. These resources will allow students to practice new techniques, complete class projects, and develop lifelong crafting skills. Your support will help create a positive learning environment where students can explore their creativity, build confidence, and discover the joy of making handmade items. Any contribution toward yarn and crochet hooks will directly impact student learning and is greatly appreciated. Thank you for helping us bring this opportunity to our students.
Benefits of Crochet for Students
Crochet offers numerous educational, social, and personal benefits that make it an excellent activity for students of all ages.
Develops Fine Motor Skills: Holding a crochet hook and manipulating yarn helps strengthen hand muscles, improve dexterity, and enhance hand-eye coordination.
Encourages Creativity: Students can express themselves through colors, patterns, and designs while creating unique projects.
Builds Patience and Perseverance: Learning crochet requires practice and persistence, helping students develop resilience and a growth mindset.
Improves Focus and Concentration: Following stitches and patterns encourages attention to detail and sustained concentration.
Supports Mental Well-Being: Crochet can be a calming and relaxing activity that reduces stress and promotes mindfulness.
Enhances Problem-Solving Skills: Students learn to identify and correct mistakes, count stitches, and follow step-by-step instructions.
Boosts Self-Confidence: Completing a crochet project gives students a sense of accomplishment and pride in their work.
Teaches Practical Life Skills: Crochet is a lifelong skill that can be used for personal enjoyment, gift-making, entrepreneurship, and community service projects.
Promotes Community and Collaboration: Students can share ideas, help one another learn new techniques, and work together in a supportive environment.
Provides Cross-Curricular Learning Opportunities: Crochet can reinforce mathematical concepts such as counting, patterns, measurement, and geometry.
By providing crochet materials for students, we are creating opportunities for creativity, skill development, and personal growth while introducing a rewarding hobby that can last a lifetime.
Our Family and Consumer Science classroom provides students with valuable hands-on experiences that teach essential cooking, nutrition, and meal-planning skills. To support an upcoming unit focused on slow-cooker meal preparation, we are requesting six crockpots for classroom use.
Having additional crockpots will allow more students to participate actively in lab activities while learning safe food preparation techniques, time management, budgeting, and healthy cooking methods. Students will gain practical experience preparing nutritious meals and understanding how slow cooking can be an economical and convenient option for families.
These appliances will help create an engaging learning environment where students can apply classroom concepts to real-world situations. With six crockpots, small groups of students can work collaboratively to prepare recipes, build confidence in the kitchen, and develop lifelong skills that promote independence and healthy living.
Your support would make a meaningful difference in our program and directly impact student learning. Any contribution toward the purchase of these crockpots is greatly appreciated. Thank you for helping provide our students with the tools they need to succeed in the Family and Consumer Science classroom.
The goal of this grant is to provide the students more hands on learning using the robotics V5 cortex. The students will learn how to build and code using the VEX parts and V5 cortex. One of the objectives is to have students be able to code a robot and have it move and perform tasks. The students will be able to accomplish these tasks by completing a series of building challenges. The V5 cortex units will allow the students more practice and collaboration while coding. Having the extra cortexes will allow students to work in smaller groups and allowed deeper understanding and allow more practice and allow the betterment of their engineering mindset.
The ultimate goal is for students to build, design, code, test and run a car on a pre-determined itinerary. My classes will race their cars and compete in the district robotics competition. I will choose a team of 4 students to represent us that the CCPS District competition. The students will raced against all the other CPPS middle school teams. Gulfview has won 1st, 2nd and 3rd place in this competition. Having the extra resources helps tremendously!
This grant will provide the students more hands on learning using the robotics V5 cortex. The students will learn how to build and code using the VEX parts and V5 cortex.
Allow students to have more direct interactions with the cortexes
1446.25
VEX V5 PLTW Gateway Customized Upgrade Kit
$1298.25
VEX Advanced Mechanics and Motion Kit x4
$148.00
From CAD to Creation: Advanced Engineering Manufacturing
The goal of this project is to expand students’ access to authentic engineering design and advanced manufacturing. Students will move beyond designing objects digitally by creating, manufacturing, testing, measuring, and improving functional prototypes. Through this process, students will develop practical skills in CAD, additive manufacturing, materials science, measurement, troubleshooting, and iterative engineering design. The project will also introduce students to the importance of selecting appropriate manufacturing materials based on strength, temperature resistance, dimensional stability, and long-term performance.
Students will use the 3D printer as part of the complete engineering design process rather than simply printing finished models. Students will identify problems, establish design criteria, create CAD models, manufacture prototypes, test their designs, collect measurements, identify weaknesses, and revise their work.
Projects may include mechanical components, robotics parts, structural prototypes, laboratory fixtures, organizational solutions, engineering challenge components, and other functional designs. Digital calipers will allow students to compare the dimensions of manufactured parts with their original CAD specifications and investigate tolerances and manufacturing error. An infrared thermometer will allow students to collect temperature data during investigations involving friction, motors, insulation, energy transfer, and material performance.
Students will also investigate material selection. Standard PLA is excellent for rapid prototyping, while engineering materials such as ABS provide greater heat resistance and better resistance to long-term deformation under sustained loads. Students will learn about concepts such as material strength, stiffness, dimensional stability, and creep while deciding which material is appropriate for a particular application.
The equipment will support repeated design-build-test-improve cycles throughout the engineering course, giving students experience with the same iterative problem-solving process used in modern engineering and manufacturing.
Students will gain hands-on experience with engineering design, manufacturing, measurement, material selection, data analysis, and problem-solving. Instead of evaluating a project simply by whether it works, students will be expected to collect evidence about how well it works and use that information to improve the design.
Students will develop proficiency in CAD and additive manufacturing while learning to consider real engineering constraints such as tolerances, material properties, heat, mechanical loading, durability, cost, and manufacturability. They will also practice collaboration, troubleshooting, safe equipment use, technical communication, and perseverance when an initial design does not perform as expected.
Student learning will be demonstrated through CAD models, manufactured prototypes, engineering notebooks, dimensional measurements, testing data, design revisions, and project reflections. Students will be expected to identify weaknesses in an initial prototype and explain how collected evidence influenced at least one design improvement.
Because this equipment is reusable, the project will benefit current students as well as future engineering classes and will allow increasingly sophisticated design challenges to be incorporated into the curriculum over time.
Grant funding will be used to purchase a Bambu Lab X2D AMS Combo 3D printer, four kilograms of black ABS engineering filament, two digital calipers, and an infrared thermometer.
The 3D printer will provide the primary manufacturing platform for students to transform CAD designs into physical prototypes that can be tested and revised. The AMS system will expand material-management capabilities and support more complex student manufacturing projects.
Black ABS filament was intentionally selected as an engineering material rather than simply as additional printing material. PLA is an excellent material for rapid classroom prototyping, but functional components that remain under continuous mechanical load can gradually deform over time. ABS provides greater heat resistance and improved long-term dimensional stability, making it better suited for durable brackets, fixtures, mechanical components, storage systems, and other functional designs where resistance to sagging and long-term creep is important. This provides students with an authentic opportunity to learn that successful engineering requires selecting a material based not only on cost or ease of manufacturing, but also on how the finished component will actually be used.
The digital calipers will allow students to measure manufactured components precisely, compare finished dimensions with CAD specifications, calculate manufacturing error, and investigate tolerances. The infrared thermometer will support quantitative investigations involving heat transfer, friction, motors, insulation, materials, and energy.
Together, these materials create a complete design, manufacture, measure, test, and redesign workflow rather than simply providing students with another piece of classroom technology.
As an 8th-grade ESE Inclusion and Intensive Math teacher at North Naples Middle School, I work with students who often enter the classroom believing that struggling with math means they simply need more time. For some students with attention and executive-function challenges, however, an unlimited or undefined amount of working time can feel overwhelming and endless.
My goal is to give students something even more powerful: ownership of their time.
With this grant, I would purchase 25 individual large-display digital timers so that every student can learn to manage work periods, breaks, focus, and stamina in a way that works for them.
Instead of constantly hearing, “You have more time,” students will learn to ask themselves:
How much can I accomplish in the next 10 minutes?
When do I need a short break?
Can I stay focused a little longer than I did yesterday?
What strategy helps me do my best work?
The timers provide an immediate, visual tool that puts students in control. Students can set a manageable work interval, begin a task, pause when appropriate, take a purposeful break, and then reset the timer when they are ready to continue.
This transforms time from something that happens to students into something they learn to manage for themselves.
Building Confidence Through Small Successes
Many students in Intensive Math have experienced years of frustration. They may already believe they are “bad at math,” work too slowly, or cannot keep up with their peers.
I want to change that mindset.
When students begin timing themselves, they can see what they are actually capable of accomplishing. A student may initially believe that completing five problems will take an entire class period. After working with a timer, that same student may discover that focused effort allows them to complete those problems in 10 or 15 minutes.
That realization creates confidence.
Over time, students can begin challenging themselves—not because a teacher is pushing them faster, but because they see their own growth and choose to improve.
A student might begin with an eight-minute focus period followed by a short break. As confidence and stamina increase, that student may independently decide to work for 10, 12, or 15 minutes before taking a break.
That is meaningful growth because it comes from within the student.
Supporting Students with ADHD and Executive-Function Needs
One of the most important lessons I have learned as an inclusion teacher is that support should not only help students complete today’s assignment; it should also help them develop strategies they can carry into high school, college, careers, and adulthood.
Students with ADHD and other executive-function needs may struggle with starting a task, estimating how long something will take, maintaining attention, or recognizing when they need a productive break.
An individual timer provides a simple and non-stigmatizing tool for practicing these skills.
Students will learn to:
* Break large assignments into manageable periods of work.
* Set personal goals for focused work time.
* Recognize when a purposeful break will help them reset.
* Track how much they can accomplish during focused intervals.
* Gradually build academic stamina.
* Develop stronger time awareness and task initiation.
* Celebrate improvement rather than compare themselves with classmates.
* Take greater responsibility for their learning.
All student IEP and 504 accommodations will continue to be honored. These timers are not intended to replace required accommodations. Instead, they provide an additional strategy that helps students develop independence and discover how to use their available time effectively.
Why Individual Timers Matter
Having 25 timers allows each student to have control of a timer rather than relying on one classroom timer projected for everyone.
That distinction is important.
Every student is different. One student may be ready for a 15-minute focus challenge while another may be successful beginning with five minutes. Some students may need a short reset before returning to a difficult problem, while others may want to challenge themselves to continue working.
The goal is not for every student to work at the same speed.
The goal is for every student to understand how they work best.
The large display makes time easy to see without interrupting work. Silent and sound options also make the timers appropriate for an inclusion classroom, where students have different sensory and attention needs.
Measuring Success
Student progress will be measured through classroom observations, completion of math tasks, student goal-setting, and individual reflection.
Students will periodically record their focus intervals and reflect on questions such as:
What was my goal?
How long was I able to stay focused?
What did I accomplish?
Did I need a break?
What will I try next time?
Success will not simply be measured by whether students work faster. Success will be demonstrated when students show increased independence, confidence, self-awareness, task completion, and academic stamina.
Long-Term Impact
The most rewarding moments in an inclusion classroom occur when students begin recognizing their own capabilities.
It is a beautiful sight to watch a student move from saying, “I can’t do this,” to saying, “Give me 10 minutes. I can get this done.”
That change is much bigger than mathematics.
I want my students to leave 8th grade understanding that needing support does not limit what they can accomplish. They can learn strategies to understand their individual needs, manage their time, advocate for themselves, and work toward challenging goals.
These 25 timers represent a relatively small investment of $500, but the skills they can help develop—confidence, independence, perseverance, self-management, and ownership—can stay with students for life.
My ultimate goal is to teach my students a message that reaches far beyond my classroom:
Your time belongs to you. Learn how you work best, believe in what you are capable of, and never allow a challenge to determine how far you can go.
Why Individual Timers Matter
Having 25 timers allows each student to have control of a timer rather than relying on one classroom timer projected for everyone.
That distinction is important.
Every student is different.
These 25 timers represent a relatively small investment of $500, but the skills they can help develop—confidence, independence, perseverance, self-management, and ownership—can stay with students for life.
500.00
25 Large Display Digital Timer/Stopwatches with Count Up/Count Down Functions
500.00
Our Water, Our Data: Southwest Florida Water Quality Investigation
The goal of this project is to transform water-quality instruction from a classroom concept into an authentic environmental investigation. Students will use scientific field instruments to collect quantitative data about aquatic environments and use that evidence to evaluate water quality and ecosystem conditions.
Students will develop practical experience measuring dissolved oxygen, pH, conductivity, temperature, nutrients, turbidity, and water clarity while learning how these variables interact within marine, estuarine, and freshwater ecosystems. The project will strengthen students’ skills in scientific inquiry, instrument calibration, experimental design, data analysis, graphing, evaluation of error, and evidence-based reasoning.
By collecting and interpreting their own environmental data, students will connect concepts from AICE Marine Science and Chemistry to the aquatic environments of Southwest Florida while developing laboratory and field skills that reflect authentic environmental science.
Students will work in small field and laboratory teams to investigate the physical and chemical characteristics of water. Before collecting data, students will learn how to properly calibrate scientific instruments, select appropriate units, develop consistent sampling procedures, record environmental conditions, and distinguish between accuracy, precision, and experimental error.
Students will use digital meters to measure dissolved oxygen, pH, conductivity, and temperature. They will use a Secchi disk to investigate water transparency and light penetration and educational water-quality test kits to analyze additional variables such as nitrate, phosphate, turbidity, biochemical oxygen demand, and coliform bacteria.
Whenever appropriate, students will compare samples from different freshwater, estuarine, coastal, or classroom aquatic systems. Student teams will collect replicate measurements, organize their results into data tables, create graphs, compare sampling locations or conditions, and investigate relationships among environmental variables.
Students will then use their results to construct evidence-based conclusions about water quality and ecosystem health. They will also identify limitations in their methods, sources of uncertainty, and improvements that could make future sampling more reliable.
Rather than completing a laboratory activity in which the expected result is already known, students will work with real environmental samples whose results must be interpreted from the evidence they collect.
Students will gain hands-on experience using scientific instruments and collecting environmental data rather than relying solely on textbook examples or teacher demonstrations. The project will strengthen students’ ability to conduct investigations, calibrate equipment, collect repeatable measurements, organize quantitative data, construct graphs, recognize trends, evaluate experimental uncertainty, and defend conclusions using evidence.
Students will also develop a deeper understanding of the relationships among water chemistry and aquatic ecosystem health. For example, they will be able to investigate how dissolved oxygen, conductivity, pH, nutrients, temperature, and water clarity can vary among environments and consider biological or environmental factors that may explain those differences.
The equipment will allow multiple student groups to participate directly in data collection, increasing student ownership and reducing the amount of time students spend simply observing another group use an instrument.
Student learning will be demonstrated through field data sheets, laboratory reports, graphs, data-analysis assignments, instrument-calibration records, project reflections, and AICE-style evaluation questions. Students will be expected to identify patterns in their results, evaluate limitations in their methodology, and support environmental conclusions with quantitative evidence.
Most of the requested equipment is reusable and will establish a long-term water-quality monitoring capability for the classroom. As a result, this grant will benefit not only this year’s students but future Marine Science and Chemistry classes as well.
Grant funds will be used to establish a reusable student water-quality investigation system consisting of a digital dissolved-oxygen meter, digital pH meters, digital conductivity meters, educational multi-parameter water-quality testing kits, a Secchi disk, waterproof field notebooks, and weather-resistant field clipboards.
The dissolved-oxygen meter will allow students to quantitatively investigate one of the most important indicators of aquatic habitat conditions. The pH meters will provide accurate measurements for investigations involving water chemistry, acids and bases, and environmental conditions. Conductivity meters will allow students to investigate dissolved ions and compare the conductivity of different water samples.
Two multi-parameter water-quality kits will expand these investigations to include variables such as nitrate, phosphate, turbidity, biochemical oxygen demand, coliform bacteria, dissolved oxygen, pH, and temperature change. Having two kits will also allow more student groups to participate and provide additional testing capacity for repeated investigations.
A Secchi disk will allow students to measure water transparency and investigate the relationship between suspended material, light penetration, and aquatic environments. Waterproof field notebooks and field clipboards will allow students to safely record observations, measurements, sampling conditions, and other data during outdoor investigations where ordinary classroom paper and notebooks can easily become damaged.
Together, these materials will create a coordinated field-science system rather than a collection of unrelated laboratory supplies. Students will be able to collect environmental samples and measurements, compare multiple water-quality variables, analyze their results, and use quantitative evidence to evaluate aquatic environments.
Because the primary instruments are reusable, the funding will establish a resource that can support AICE Marine Science, Marine Science, and relevant Chemistry investigations for multiple years.
857.36
Milwaukee MW600 PRO Dissolved Oxygen Meter
328.90
2 Apera Instruments PH20 Pocket pH Tester Kits
144.00
2 Apera Instruments EC20 Conductivity Tester Kits
158.00
2 LaMotte Earth Force Low-Cost Water Quality Monitoring Kits
126.70
Fieldmaster 20 cm Secchi Disk Kit with 20 m line
31.48
2 Rite in the Rain 4.625" × 7" weatherproof field notebooks
20.38
2 Rite in the Rain No. 295 Weatherproof Field Desk/Clipboards
47.90
Building Financial Futures Through Interactive Learning
The purpose of this project is to provide engaging, interactive financial literacy instruction through a Nearpod school subscription integrated with the Next Gen Personal Finance (NGPF) curriculum. Nearpod will allow students to actively participate in lessons that teach essential life skills such as budgeting, saving, banking, investing, credit management, consumer awareness, and financial decision-making.
Nearpod provides multiple ways for students to access and demonstrate learning, making instruction more inclusive and engaging for diverse learners. Interactive lessons help maintain student attention while providing immediate feedback. Students who may struggle with traditional instruction benefit from the visual, collaborative, and hands-on learning opportunities built into the platform.
Success will be measured through increased student participation, improved assessment performance, completion of financial literacy projects, and student reflections demonstrating understanding of key concepts. Nearpod's reporting tools will provide data on student engagement and mastery of learning objectives.
Funding will be used to purchase a Nearpod subscription that enhances the delivery of financial literacy instruction through interactive, standards-aligned lessons. The platform provides tools that increase student engagement, offer immediate feedback, support differentiated instruction, and allow students to actively participate in learning. The subscription directly supports project goals by transforming financial literacy concepts into engaging, real-world learning experiences that improve student understanding and retention.
The purpose of this project is to provide students with Kwik Stix Tempera Paint. Paint sticks are a clean, accessible, and engaging way to explore painting techniques and develop their creativity in the elementary art classroom. These paints will address the need for classroom-friendly materials that are easy for young students to use independently while reducing spills, mess, and setup time. Students will be able to experiment with color, line, shape, pattern, and artistic expression while developing fine-motor skills and creativity. It aligns with elementary visual arts standards focused the elements of art. The project also supports school and district priorities related to student engagement, creativity, hands-on learning, and providing equitable access to meaningful educational experiences for all students.
This project will meet the needs of elementary students by providing an easy-to-use painting material that encourages independence while reducing spills, cleanup time, and classroom disruptions. This allows more time for students to focus on creating and learning. The materials will also support students with different fine-motor abilities by providing a manageable way to apply paint. This is something that will help younger students manage their materials and control the use of paint. Older students will be able to create projects in more detail and experiment with a new material. Instruction will include teacher demonstrations, guided practice, opportunities for exploration, and independent art-making. Students will learn and practice specific painting techniques before applying them to individual and class projects. Their participation will directly connect to classroom instruction by reinforcing visual art vocabulary, artistic processes, color theory, and age-appropriate art standards while encouraging creativity, problem-solving, and reflection on their finished artwork.
Students can become more confident and independent when using painting materials and applying new techniques. Success will be measured through teacher observations, student engagement, completed artwork, and brief student reflections. Comparing student work throughout the year will provide evidence of growth in skills and artistic decision-making.
The requested Kwik Stix Tempera Paint will provide students with accessible, easy-to-use painting materials that directly support hands-on art instruction. Their quick-drying, low-mess design will allow more students to participate in painting activities while maximizing instructional time and minimizing cleanup. This cost-effective investment will provide repeated use throughout the school year and benefit all students kindergarten to 5th grade. I would also like an extra set specifically for the IBI students. Kwik Stix can be especially beneficial for IBI (Intensive Behavioral Intervention) students because the simple, low-mess format makes painting more accessible and manageable during art instruction. The solid paint sticks are easier to control than traditional liquid paint, helping reduce spills and distractions while allowing students to participate more independently. This can support students who benefit from clear routines, hands-on learning, and materials that provide immediate feedback while still allowing them to experience the creativity and success of an art project.
371.68
Kwik Stix Tempera Paint - Set of 72, Classpack, Global Skin Tone Colors
77.28
Kwik Stix Tempera Paint - Set of 144, Primary Colors
147.20
Kwik Stix Tempera Paint - Set of 144, Primary Colors
The goal is to provide students with a complete set of SSYRA grades 3–5 books, Orange Blossom Award nonfiction books, and matching brag tags to encourage independent reading. These resources will give students the power of choice by providing access to high-interest titles across a variety of genres and topics while strengthening literacy skills, increasing reading motivation, and fostering a lifelong love of reading.
Throughout the school year, students will have access to the current SSYRA book set and Orange Blossom nonfiction collection. They will be encouraged to read these high-interest books independently and complete an Accelerated Reader quiz to demonstrate comprehension. After successfully passing a quiz, each reader will earn a brag tag featuring the book’s title. These brag tags will provide recognition for their accomplishments while motivating them to continue reading and exploring a variety of genres and topics.
Students who read three or more SSYRA books and successfully pass the Accelerated Reader quizzes will have the opportunity to cast their vote for their favorite book in Florida’s statewide SSYRA vote using voting machines, allowing them to experience the excitement of having their voice count in a statewide reading program.
*Encourages reading for enjoyment and fosters a lifelong love of reading.
*Improves reading comprehension, vocabulary, and fluency.
*Exposes readers to diverse genres, authors, cultures, and topics.
*Supports Florida literacy standards through meaningful independent reading experiences.
*Promotes nonfiction reading and helps readers explore informational text.
*Increases motivation through the brag tag recognition system, which celebrates reading achievements and encourages goal setting.
*Builds confidence and a sense of accomplishment as successful readers.
*Provides opportunities to participate in a statewide reading initiative and experience an authentic voting process.
Funding will be used to purchase a complete set of the current 26-27 Sunshine State Young Readers Award (SSYRA) Grades 3-5 books, a complete set of Orange Blossom Award nonfiction books, and matching brag tags for each title from both SSYRA and Orange Blossom books.
The books will provide students with access to high-quality, engaging literature and nonfiction texts that support literacy development and independent reading goals. The brag tags will serve as a motivational tool and reward system for students who successfully read books and pass corresponding Accelerated Reader quizzes. These materials will be used by current and future students, extending the impact of the grant beyond a single school year.
472.00
SSYRA Grades 3-5 Set
144.00
Orange Blossom Books Set
180.00
SSYRA & Orange Blossom Brag Tags-School Life
148.00
Social Skills that Click: An “Everyday Speech” Subscription for Everyday Success
The goal of “Social Skills That Click: An ‘Everyday Speech’ Subscription for Everyday Success” is to provide approximately 30 middle school students with engaging, evidence-based interventions that strengthen their social language skills through an annual “Everyday Speech” online subscription.
Students are navigating increasingly complex social environments, making effective communication skills essential for success in school. Many of my students in grades 6-8 with speech-language impairments require specially designed instruction for maintaining conversations, understanding social cues, perspective-taking, problem-solving, and self-advocating. Advancement in these critical areas can help them converse with teachers and peers, contribute to classroom discussions, collaborate on group projects, and complete academic tasks.
During speech-language therapy, interventions can be selected from "Everyday Speech" based on students’ interests, needs, and communication goals outlined in their Individualized Education Plans (IEPs). For example, students can watch and discuss developmentally appropriate videos, participate in guided conversations, practice skills through motivating games and activities, and apply strategies to realistic situations they may encounter at school. Middle school students often respond positively to technology and meaningful activities that feel relevant to their lives. “Everyday Speech” makes therapy fun and gives students ample opportunities to practice important content, build confidence, and foster greater independence.
These skills include:
• Functional communication
• Conversation
• Understanding social cues
• Perspective-taking
• Problem-solving
• Executive functioning
• Self-advocacy
• Emotional recognition and regulation
• Making inferences
If my grant is funded, approximately 30 students will benefit from “Everyday Speech,” a high-quality learning aid for developing social language skills, throughout the school year.
I expect students to show improvement in their ability to:
• Communicate their wants, needs, thoughts, and ideas effectively.
• Participate in conversations and activities with adults and classmates.
• Understand and respond to social cues.
• Consider another person's perspective.
• Use problem-solving strategies in social and academic situations.
• Self-advocate when they need assistance or clarification.
• Regulate their emotions and choose appropriate communication strategies.
• Generalize learned and practiced communication skills from speech-language therapy to the school environment at large and beyond.
These improvements can positively affect a student's overall school experience and be tracked through various quantitative and qualitative measures, such as progress monitoring of IEP goals, academic achievement, classroom participation, speech-language pathologist observations, teacher/caregiver input, and student self-reflections. Continuous data collection throughout the school year will help me identify areas of growth, determine which skills require additional support, and adjust therapy activities to meet individual student needs.
The grant funds will be used to purchase an annual "Everyday Speech" online subscription. “Everyday Speech” will provide access to communication-focused lessons, videos, games, activities, and other resources that can be used to help approximately 30 middle school students in grades 6-8 during individual, small-group, and whole-class speech-language services.
600
"Everyday Speech" (1-Year Subscription)
600
Communication for All: Expanding AAC and Language Access Across Learning Environments
Increase functional communication opportunities for students who use AAC or require visual communication supports.
Improve participation during classroom instruction, therapy sessions, and peer interactions.
Support language and literacy development through evidence based intervention materials.
Increase staff capacity to implement communication supports across educational settings.
This project will provide a portable communication toolkit designed to support students with complex communication needs from preschool through transition age. Materials will include core vocabulary boards, visual supports, communication books, literacy based language intervention materials, adapted curriculum supports, and social communication resources.
The toolkit will be used during speech-language therapy sessions and within classrooms to increase student participation, language development, self-advocacy, and access to grade level instruction.
Students will have increased opportunities to:
Express wants, needs, ideas, and opinions.
Participate in academic discussions.
Engage in collaborative learning activities.
Develop independent communication skills.
Access curriculum using communication supports.
The project will support educational achievement by reducing communication barriers and increasing active participation across school environments.
Measurable Outcomes
At least 80% of participating students will demonstrate increased use of communication supports during academic or social activities.
Students will increase independent communication opportunities as measured through therapy data collection.
Teachers and support staff will implement provided communication resources across multiple educational settings.
Progress will be documented through therapy data, classroom observations, and teacher feedback.
Grant funds will be used to purchase communication and language resources that directly support students with speech and language needs across multiple educational settings. Funding will cover core vocabulary boards and laminating supplies ($250), AAC books and communication resources ($350), language and literacy intervention materials ($500), social communication curriculum and visual supports ($350), adapted books and classroom supports ($300), storage and organization materials ($150), and printing supplies for visual supports ($100). These evidence-based materials will be used during speech-language therapy sessions and within classrooms to increase communication, participation, and access to instruction. All materials will remain school property and will continue to benefit current and future students beyond the grant period. Total funding requested: $2,000.
The purpose of this project is to increase access to communication, language, and literacy supports for students with speech and language needs. Funding will provide AAC materials, visual supports, language intervention resources, and social communication tools that promote active participation in academic and social activities.
2000
core vocabulary boards and laminating supplies
250
books and communication resources
350
language and literacy intervention materials
500
social communication curriculum and visual supports
To demonstrate rocketry principles through a cooperative, problem solving project in which eighth graders will design, build, and launch a water rocket.
During spring, it is my goal that all eighth grade science students at Middle school participate in this inquiry based science project in which they will work in cooperative groups to create their own water rockets. This project will serve approximately 400 students. Students will be working in groups of 3 or 4 students to construct a rocket using a 2 or 1 liter plastic soda bottle. They can then choose from a number of materials such as balsa wood, foam board, card stock paper, duct tape, parachutes, and recovery system parts to construct the wings, fins, nose cone, recovery system, and other design elements. Using the scientific method, students will hypothesize the best plan for their rocket, manipulate and control variables, see their hypotheses verified or refuted, analyze their findings, and create a plan to improve upon their rocket design. Students will have approximately one week to design, build and launch their rockets. The great thing about water rockets is that this will be an investment that Middle School can use with our students for years to come since the only materials that need to be renewed each year are plastic soda bottles and water to launch the rockets. The launcher uses water and pressurized air to launch the rockets high into the sky.
Water rocketry is one of the most exciting hands-on science activities. Converting empty plastic soda bottles into high-flying rockets provides a great learning experience for students and is a way for students to discover important scientific principles such as Newton’s laws. Students will have the opportunity to use important science skills such as observation, predicting, communicating, team work, controlling variables, measuring, accuracy, making models, collecting and interpreting data through this inquiry based project. Working in cooperative groups, students will design, construct, launch, and evaluate their water rockets. Not only is this a fun, hands-on inquiry-based project but it will also challenge students to apply the science skills they have learned throughout the eighth grade.
The budgeted items will give students choices for construction of their bottle rockets. I have also included altimeters for measuring the altitude of launch to be used for data analysis.
239.83
Estes - 2232 AltiTrack Altitude Tracker x4
87.44
XUXU 3 Pack Duct Tape Heavy Duty Waterproof, Strong Adhesive Silver Duct Tape Bulk for Indoor Outdoor Repairs Tear by Hand, 60 Yards x 2 Inch Total | Strong Adhesive Tape Bulk for Indoor Outdoor Repai
10.99
ZUFECY 656 ft White Cotton String - 2mm Craft-Grade String for Plant Hangers, Holiday Crafts & Kite Flying
20 Pack White Foam Board 12" x 16.5", 3/16" Thickness Foam Core Baking Board for Projects, A3 Polystyrene Mat Board Poster Foam Board Sheets for Art Crafts, Presentation, Wedding, School Projects
19.99
Staples Copy Paper, 11x17 Inch, 20 lb., 92 Brightness, 500 Sheets/Ream | Ledger-size paper for office, school & home. Smooth finish for copiers and printers.
17.69
Pitsco Water Rocket parachutes
52.76
Ezzgol Permanent Markers Bulk, Pack of 72, 12 Assorted Colors, Fine Point | For Adult Coloring as Office, School Supplies
19.99
24 Galaxy Star Rainbow Lollipops Individually Wrapped, Space Party Favors |
12.99
A Nursing Tradition
Bruce Peters
ID-265
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
The goal of this project is to provide our Practical Nursing students with a meaningful Pinning Ceremony that honors their successful completion of a rigorous nursing program and welcomes them into the nursing profession. The nursing pinning ceremony is a long-standing tradition that symbolizes dedication, compassion, perseverance, and service to others. For our students, it represents the culmination of countless hours of classroom instruction, clinical experiences, studying, and personal sacrifice.
This helps to ensure that this important tradition continues and that every graduating Practical Nursing student has the opportunity to celebrate this milestone with their instructors and classmates. By supporting the Pinning Ceremony, each student will receive their nursing pin, hear from guest speakers, and celebrate while enjoying a nice breakfast. This pinning ceremony helps preserve a tradition that connects them to generations of nurses who came before them.
"Pinning" for nursing students has been a long standing tradition for any nursing school. It is important for these students to recognize the tradition and understand the importance of it's meaning. Recognizing student accomplishments during school and now welcoming them into the profession of nursing is a honor that I want to continue.
The goal of this project is to increase independence and participation for students with visual impairments and significant cognitive disabilities by providing specialized materials that support toileting, feeding, self-care, communication, and daily living skills. These resources will help students develop essential functional skills, increase participation in school and community routines, and promote greater independence across educational settings.
Students in our classroom have significant cognitive disabilities and visual impairments that affect their ability to independently perform everyday tasks. Many require direct instruction, adapted materials, and repeated practice to develop foundational life skills such as feeding, toileting, hygiene, communication, and participation in daily routines. These skills are critical for increasing independence, dignity, self-confidence, and overall quality of life.
This project will provide adaptive and sensory-rich materials designed to support instruction in functional life skills. Funding will be used to purchase tactile learning materials, adapted self care resources, feeding skill supports, visual impairment accessible learning tools, communication supports, and hands on instructional materials that allow students to practice daily living activities in meaningful and engaging ways.
Students will participate in structured activities that teach sequencing, self help routines, personal care, communication, and independence skills. Materials will be incorporated into daily classroom instruction to provide consistent opportunities for practice and skill development. The resources will support individualized learning needs while encouraging greater participation in classroom routines and school activities.
Through this project, students will gain increased opportunities to develop functional independence, improve self-care skills, and participate more actively in their educational environment. Enhanced access to adapted materials will allow students to engage in hands-on learning experiences that are appropriate for their cognitive and sensory needs.
The resources purchased through this grant will remain in the classroom and continue to support future students, providing lasting benefits for years to come.
Students will demonstrate improved participation in feeding, toileting, hygiene, and classroom routines with reduced levels of adult support.
Students will participate more consistently in instructional activities and demonstrate increased engagement during life-skills instruction.
Students will increase use of communication supports to express needs, make choices, and participate in routine activities.
Grant funds will be used to purchase adaptive materials and instructional resources that support the development of functional life skills for students with visual impairments and significant cognitive disabilities. Resources will include tactile learning materials, adaptive feeding and self-care tools, communication supports, sensory materials, task sequencing resources, and instructional supplies used during daily life-skills instruction. These materials will provide students with meaningful opportunities to practice essential independence skills and will continue to benefit future students beyond the grant period.
1975
Tactile and sensory learning materials, Orto Nature Sensory Floor Mats Joyful Land, tactile alphabet, number set, etc
450
3 Ablenet 10000028 iTalk4 with Levels Speech Generating Device
825
5 Switch Adapted Electric Scissors | Accessible Craft Tool for Special Needs & Occupational Therapy tool and circle switch
300
Touch and feel books: ABCs, Number, Animals, Shapes, and every day objects
200
Adaptive/weighted eating utensils for daily living skills.
200
Improv For Communication Skills at The Naples Players
The Naples Players (TNP) use theater and improvisation through their TNP Academy and Arts Access Corporate Training to build active listening, quick thinking, and collaborative communication skills for individuals and local Florida businesses.
Core Improv Principles for Communication Active listening: Focus entirely on what your partner says instead of planning your next reply. "Yes, And": Accept incoming ideas ("Yes") and add constructive value to them ("And") to keep dialogue open. Adapting in the moment: Reduce anxiety and respond with calm confidence when unexpected topics or questions come up.
Key Benefits for Students with Communication Needs - Reduces Cognitive Load: Improv removes the pressure of reading long texts or memorizing scripts, allowing students to focus purely on organic interaction. Decodes Social Cues: Games explicitly isolate and practice non-verbal communication, helping students recognize facial expressions, body language, and vocal tones. Builds Spontaneous Speech: The unscripted nature of games encourages natural verbal output and reduces the anxiety of hunting for the "perfect" word. Improves Executive Function: Fast-paced scene shifts train the brain to switch tasks, regulate emotional impulses, and process information in real-time. Normalizes Mistakes: Because there are no mistakes in improv—only "gifts" to build upon—students overcome the fear of speaking incorrectly.
The Improv for Communication Skills Class costs $200.00 per class. We would like to go approximately once per month while in school. That would be 8 classes. 200x8=1600 for the total of $1600.
Eight Improv Classes for the 2026-2027 School Year
Location: The Naples Players; 701 5th Ave S. Naples FL 34102
Cost: $200 per class; $1600 total - This includes prep time and a uniquely tailored curriculum design, plus teaching time of 1 hour for (1) TNP instructor
