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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Building Social Connections Through Everyday Speech
The goal of this project is to provide evidence based social communication instruction for students with pragmatic language challenges. Funding will support the purchase of the Everyday Speech curriculum and related materials to help students develop conversation skills, perspective-taking, emotional regulation, problem-solving, and positive peer interactions. These resources will increase students' ability to participate successfully in classroom activities, build meaningful relationships, and navigate social situations with greater independence.
Many students in our classroom need support with social communication, self-regulation, and peer interactions. This project will provide access to the Everyday Speech curriculum, an evidence-based program that teaches conversation skills, perspective-taking, emotional awareness, problem-solving, and friendship skills through engaging lessons and activities. Students will have opportunities to learn and practice these skills throughout the school day, leading to improved classroom participation, positive peer relationships, and greater independence in social situations. The resources will continue to benefit future students, providing a lasting impact on our classroom community.
This project will provide students with direct instruction in the social communication skills needed to successfully participate in classroom learning, develop positive peer relationships, and navigate everyday social situations. Improved pragmatic language skills will increase student engagement, independence, confidence, and overall educational success.
The purpose of this project is to provide students with evidence-based social communication instruction through the Everyday Speech curriculum. Funding will support the development of pragmatic language, self-regulation, perspective-taking, conversation skills, and positive peer interactions. By strengthening these skills, students will increase their participation in classroom activities, improve relationships with peers and adults, and experience greater success in both academic and social environments.
Grant funds will be used to purchase an Everyday Speech curriculum subscription and supplemental materials that support social communication and social-emotional learning. These resources will provide engaging lessons, video modeling, and interactive activities that teach conversation skills, emotional regulation, problem-solving, and relationship-building. The materials will be used throughout the school day to support student learning and will remain available for future students, ensuring a lasting impact on the classroom and school community.
1049
Everyday Speech school/classroom subscription
899
Reinforcement and classroom implementation supplies
Fred Rogers, notable from his long-running television show "Mr. Rogers' Neighborhood," devoted the entirety of his life to helping children learn, grow, and be happy with themselves. Near the end of his life, he wisely observed, "play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood." We learn best when we are engaged and involved, and for young students, the best way to engage them is through serious fun. The goal of this project is to get young students out of their seats and off of worksheets to a more stimulating learning environment.
These materials will be used as resources in play therapy sessions to encourage students to learn speech sounds and elements of language in a fun, naturalistic setting rather than sitting at a table. A young learner might, for example, address their language goal of pairing a noun and verb together by racing the therapist with monster trucks and saying "Car GO!" based on the therapist's model.
Through these play therapy sessions, students will learn a variety of skills: speech sounds, elements of language, and social skills to make progress towards their individual IEP goals. Attaining these goals will help them not only academically in the school setting, but also to develop as happier, more connected individuals.
Grant funds will be used to purchase toys, games, stuffed animals, and manipulatives for play-based therapy sessions. The total after tax is $359.31.
359.31
Celestial Buddies Little Earth Buddy
25.99
Bluey Extra Large 18-Inch Plush Toy
19.99
Large Wood Building Blocks
59.96
Best Chefs Kids Kitchen Playset
99.99
Classifying Photo Fish- Transportation, Clothing, Animals, Food, and Around the Home Vocabulary Magnetic Game
60.00
Monster Truck Toys
21.15
Go Fish Card Game
8.09
Dinosaur Toys
21.99
ABC Cookies - Alphabet Letters
23.60
Tax for purchase
18.55
A Soft Place to Celebrate Success: Building Our BCE PBIS Celebration Room
The Nugget couch will support our PBIS goals by helping us:
Increase student motivation to meet behavioral and academic expectations.
Provide meaningful positive reinforcement for students who demonstrate Bobcat Pride.
Create a welcoming space where students can celebrate success with classmates.
Encourage cooperation, creativity, communication, and positive peer interaction.
Strengthen students’ sense of belonging and connection to Big Cypress Elementary.
At Big Cypress Elementary, we believe that recognizing positive behavior helps students develop confidence, responsibility, and a stronger connection to their school community. Through our Positive Behavioral Interventions and Supports (PBIS) program, students are recognized for demonstrating schoolwide expectations, making positive choices, showing leadership, and working toward academic and behavioral goals.
We are requesting funding to purchase a Nugget play couch for our BCE Celebration Room. Our Celebration Room is a special space where students who meet PBIS expectations and earn schoolwide celebrations can enjoy positive, engaging experiences with their peers. The addition of a Nugget couch would provide flexible, comfortable seating while also giving students an interactive space to relax, collaborate, build, and celebrate their accomplishments.
Unlike traditional classroom furniture, the Nugget’s modular design allows students to rearrange the cushions for seating, imaginative play, group activities, reading, or simply relaxing with friends. This flexibility will help make our Celebration Room feel exciting and different from a traditional school environment, reinforcing the idea that positive choices and perseverance are noticed and celebrated.
The Celebration Room is designed to be used throughout the school year for PBIS celebrations and student recognition opportunities. Students across kindergarten through fifth grade will have the opportunity to access the room as they meet established schoolwide goals and expectations. Because the Nugget is durable, reusable, and adaptable, this grant would impact hundreds of BCE students each year for many years to come.
Our goal is for students to understand that success is not only about academics—it is also about being responsible, respectful, kind, safe, proactive, and persistent. By creating a Celebration Room that students are excited to earn access to, we can continue building a positive school culture where students feel recognized for their efforts and inspired to make good choices.
Funding this project would help us turn positive behavior into memorable experiences. The Nugget couch would become a centerpiece of our BCE Celebration Room and a tangible reminder to students that when they work hard, lead with positive choices, and show Bobcat Pride, their success deserves to be celebrated.
Purchase a nugget couch for the celebration room
279
Nugget Couch
279.
The Constitutional Operating Room: Fixing America's First Government
Jana Foraker
ID-275
This application has been fully funded
Thank you to everyone who supported this submission. Please consider directing your support to another open application.
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.
The overall purpose of this project is to help with the funding of our sets, props, and costumes for one of our full length musicals We are doing Six: Teen Edition in the fall. For costumes, props and sets, it is can be over $1000 per show. My hope is to use the $2000 to help offset our costs for costumes, set construction costs and any other props we may need to buy for the shows. The learning goals that are attached to this project are that students are actively engaging in how to produce a theater production. Students will be learning how to inventory costumes and learn how to develop, fundraise and put on a successful production.
The improvement and change for the students will be them being able to explore all the elements of theater onto the stage. Not every school has the funding for the sets and costumes, but it is my hope to be able to be able to offset our large costs so our students can produce the musicals they enjoy and want to do. Students will be able to construct, and build the items that are seen on the stage. This is not new for this class but I am wanting them to be able to be immersed into the real world application of theater. Students will have a greater understanding of how to inventory costumes that we borrow/buy as well as understand all that goes into fundraising and building for two theater productions. The hope is that through this funding, we will be able to acquire all the costumes, props and scenery needed for the school year.
The benefits of this outweigh the disadvantages when it comes to having the funding for the productions we are doing this year. Barron Collier High's programming is still being reestablished after the change in teachers and directors over the years. With this funding, the students will have a more enriched experience and be able to produce the shows that they want. High school production rights are very costly and I know that my students would be very grateful for this funding. I want to create the best program at Barron Collier High and it does start with having the money in order to produce the shows the students value. With this grant, the students will learn how to inventory costumes, and help acquire the set, props and other technical elements needed to produce a show. They will learn hands on experience on what it truly takes to produce a quality theatrical production that is not just educational but professional in nature.
The grant funds directly will be going to the cost of the scenic, prop and costume elements for the show. All funds will be used towards the productions so students are able to understand what it is like to be in a theater production. The goal is to have enough money to be able to acquire what we need. If we were to receive this funding, it would greatly help us offset all the extra costs for our sets, costumes, and props that need to be built or borrowed this school year. Your donation would be going towards all the materials I would need to purchase in order for the students visions to light up onto the stage!
All of the items listed below can be found on amazon and some of the items we are looking to get duplicates in different colors. I have itemized every item below with the quantity that we are asking for.
1. 12 Pack Mic Belt Wireless for Fitness, with Anti Dropping Strap, Black (51.99) - needed to protect our microphones from sweat and wear and tear during our productions.
2. 2) Allegra K Women Faux Suede Round Toe Chunky Heel Over the Knee High Boots (57.99) - a shoe item for one of our cast members for Six.
3) JBL Boombox 3 Black Portable Bluetooth Speaker with Massive Sound, Deepest Bass, IPX7 Waterproof, 24H Playtime, PartyBoost (349.95) - to be used during our upcoming performance as well as used for our rehearsals.
4) ABSOLEX Women Pointed Toe Rhinestone Block Medium Heel Knee High Boots (Red & Silver) (105.98) - shoes for two of our cast members for Six.
5) American Trends Womens Mini Skirt Pleated Flared Skater Skirt Metallic Skirt Athletic Tennis Skirt (Pink, Blue & Red) (50.97) - We need a red, pink and blue skirt for three of our cast members for Six.
6) Low Platform Chunky Heels Buckle Knee High Boots for Women (49.99) - shoes for one of our cast members of Six.
7) DREAM PAIRS Women's High Platform Closed Toe Heels (44.64) - shoes for one of our cast members for Six
8) Goth Platform Heel Combat Boots Women Pearl Lace Victorian Booties (39.98) - shoes for one of our cast member for Six
9) YIYA Women's Metallic Over the Knee High Boots Pointed Toe Chunky Mid Heel Thigh High Fashion Dress Boots Zipper Long Boots (55.99) - shoes for one of our cast members of Six
10) Women Cosplay Costume Green Dress Suit Stage Performance Costumes Halloween Party (129.99) - full costume for one of our cast members of Six
11) GRACE KARIN Sequin Tank Tops for Women Bustier Corset Top Sparkle Sexy Slim Camisole Sleeveless Party (37.99) - corset / top for one of the cast members of Six
12) Women's Glitter Sequin Corset Tops Lace Mesh Bustier Fish Boned Crop Top Removable Straps Tube Party Tops (25.99) - corset / top for one of the cast member of Six
13) 37000Pcs Bedazzling Kit Hot Pink Rhinestones Gems, Jelly Bedazzler Jewels(Hot Pink, Light Green, Metallic Gold, Red, Royal Blue, Silver, Black) (90.93) - we need to bedazzle the fake microphones which is a prop I am also requesting. We need every color listed which are hot pink, light green, metallic gold, red, royal blue, silver and black)
14) Microphone Toy,Plastic Pretend Mic for Show & Tell, Reading Aloud, Presentations & Confidence Building Activities (59.94) - we need a total of six of these for each cast member of Six. This is a prop that is being bedazzled.
15) Adjustable Female Dress Form Mannequin with Golden Metal Stand for Clothes Window Display (quantity 2) (159.96)- we need this in order to build some of the costumes we are making or this show. We need a total of two. This will help in being able to lay the fabrics we will be buying.
16) Daisy corsets Women's Daisy Corsets Top Drawer Black Satin & Red Sequin Steel Boned Corset W/Straps (94.49) - we need this corset / top for one of our cast members of Six.
17) Allegra K Women's Metallic Vest Faux Leather Zip Cropped Holographic Jacket (Black & Red) (71.98) - we need one of these in black and red for two of our cast members of Six.
18) Betopper 54x1W RGB LED Stage DJ Par Lights with Remote Control, 12 Pack (Quantity 2) (459.98) - We are in need of led lights to showcase the six cast members for the set. The two sets will satisfy how large our stage is and help with making our set look a lot better.
1938.73
1) 12 Pack Mic Belt Wireless for Fitness, with Anti Dropping Strap, Black
51.99
2) Allegra K Women Faux Suede Round Toe Chunky Heel Over the Knee High Boots
57.99
3) JBL Boombox 3 Black Portable Bluetooth Speaker with Massive Sound, Deepest Bass, IPX7 Waterproof, 24H Playtime, PartyBoost
349.95
4) ABSOLEX Women Pointed Toe Rhinestone Block Medium Heel Knee High Boots (Red & Silver)
105.98
5) American Trends Womens Mini Skirt Pleated Flared Skater Skirt Metallic Skirt Athletic Tennis Skirt (Pink, Blue & Red)
50.97
6) Low Platform Chunky Heels Buckle Knee High Boots for Women
49.99
7) DREAM PAIRS Women's High Platform Closed Toe Heels
44.64
8) Goth Platform Heel Combat Boots Women Pearl Lace Victorian Booties
39.98
9) YIYA Women's Metallic Over the Knee High Boots Pointed Toe Chunky Mid Heel Thigh High Fashion Dress Boots Zipper Long Boots
55.99
10) Women Cosplay Costume Green Dress Suit Stage Performance Costumes Halloween Party
129.99
11) GRACE KARIN Sequin Tank Tops for Women Bustier Corset Top Sparkle Sexy Slim Camisole Sleeveless Party
37.99
12) Women's Glitter Sequin Corset Tops Lace Mesh Bustier Fish Boned Crop Top Removable Straps Tube Party Tops
The purpose of this project is to promote physical fitness, teamwork, communication, and problem-solving through adventure-based physical education activities. Many students need opportunities to develop cooperation, leadership, listening, and social skills while participating in engaging physical activities. This project will provide equipment and resources that encourage students to work together, communicate effectively, and build confidence while improving their physical fitness. The project supports district goals related to student wellness, engagement, collaboration, and social-emotional development.
Students will participate in structured adventure course activities during physical education classes. Using team-building equipment, obstacle course stations, cooperative challenges, and movement-based games, students will work together to complete physical tasks that require communication, planning, problem-solving, and teamwork.
Activities will include cooperative relay races, partner challenges, balance and coordination stations, team obstacle courses, and problem-solving events that encourage students to give directions, encourage teammates, and develop leadership skills. Students will actively engage in physical activity while building communication and collaboration skills that transfer to the classroom and everyday life.
The adventure course will be used throughout the school year to reinforce physical fitness standards while creating meaningful opportunities for cooperative learning and positive peer interactions
Students will increase physical activity levels while developing teamwork, communication, leadership, and problem-solving skills. Participation in adventure-based activities will improve cooperation, sportsmanship, self-confidence, and engagement in physical education.
Success will be measured through teacher observations, participation data, student reflection activities, and physical education performance indicators. Evidence of impact may include improved peer interactions, increased participation, stronger teamwork skills, greater physical fitness, and enhanced student confidence during group activities.
Grant funds will be used to purchase adventure course and team-building equipment that supports physical fitness, communication, and cooperative learning. Materials may include agility ladders, balance beams, stepping stones, obstacle course equipment, parachutes, team challenge kits, fitness stations, and cooperative game resources.
Approximately 50 students will benefit from the project through participation in physical education classes throughout the school year. The equipment will be reused annually, maximizing the long-term impact of the grant and providing continued opportunities for student growth in fitness, teamwork, and leadership
1950
Adventure Course Equipment Package
700
Agility Ladders and Hurdles
300
Balance and Coordination Equipment
250
Team-Building Challenge Kits
350
Cooperative Games and PE Resources
200
Storage and Equipment Organizarion
150
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
1762.50
75 iXL student subscriptions
1762.50
Through Clyde’s Eyes: Photographing Florida with Purpose
The goal of this project is to give high school photography students an authentic encounter with the work, setting, and environmental purpose of a major Florida photographer. A visit to Clyde Butcher’s Big Cypress Gallery will allow students to examine professional photographs in the landscape that inspired them and experience the detail, tonal range, physical scale, and emotional presence of large black-and-white prints. The project will strengthen students’ skills in photographic analysis, artistic intent, environmental photography, critique, historical and cultural connections, and career exploration. It will also provide equitable access to a professional arts space while supporting student engagement, environmental literacy, and community-based learning.
Before the trip, students will study selected Clyde Butcher photographs and use the Feldman method to describe, analyze, interpret, and judge an image using visual evidence. A privately chartered motorcoach will transport students from Barron Collier High School to Clyde Butcher’s Big Cypress Gallery. Students will participate in a presentation about large-format cameras, black-and-white photography, darkroom and printing processes, conservation storytelling, and photography-related careers. They will rotate through guided gallery observation, a field-notebook activity, and photography in a gallery-approved outdoor area. After returning to school, each student will create an original black-and-white Florida photograph inspired by one principle learned during the visit. Students will write artist statements, participate in critique and revision, and curate their final work for a class exhibition titled “What Is Worth Protecting?”
Students will improve their ability to analyze photographs closely, support interpretations with visual evidence, and explain how scale, tonal range, composition, light, and printing choices communicate meaning. They will connect photography to Florida’s environmental history, explore photography-related careers, and experience professional gallery practices. Students will then apply what they learn by creating an original black-and-white environmental photograph and artist statement.
Success will be measured through pre- and post-visit critiques, completed field notebooks, original photographs assessed with a common rubric, artist statements, post-project reflections, and participation and completion data. Charter transportation will remove the project’s primary financial barrier, ensuring that participation is not determined by a family’s ability to pay.
The requested funds will provide a privately chartered motorcoach for an approximately five-hour field experience, support a gallery educator or environmental presenter if a fee is required, and purchase reusable field-study materials. CCPS school-bus transportation is unavailable for this trip, making commercial transportation essential. Without transportation funding, students cannot participate in the gallery experience. The request includes $1,200 for one 56-passenger charter motorcoach, $250 for a presenter honorarium if required, and $100 for reusable field notebooks, clipboards, pencils, and a protective supply pouch. This shared experience will provide approximately 60 students with direct learning in visual arts, environmental literacy, writing, critique, and career exploration. No student will be charged for transportation or excluded because a family cannot contribute.
1550
Private 56-passenger charter motorcoach with professional driver, including travel, waiting time, taxes, and fees
1200
Gallery educator, photographer, studio representative, or environmental presenter honorarium,
250
Reusable field notebooks, clipboards, pencils, and protective supply pouch
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 fidgets will be available for students participating in individual counseling, small-group counseling, crisis support, emotional-regulation breaks, problem-solving sessions, and social-emotional learning activities.
Students will learn that fidgets are tools, not toys. They will be taught how to choose a tool that helps their body remain calm, focused, and ready to communicate.
Fidgets may also be incorporated into lessons on coping skills, self-regulation, identifying the size of a problem, managing anxiety, perseverance, and making responsible choices.
Elementary students are still developing the skills needed to recognize emotions, manage impulses, communicate their needs, and return to learning after becoming upset. Some students enter the counseling office feeling anxious, overwhelmed, frustrated, angry, or unable to focus.
Fidgets can provide an appropriate outlet for movement while allowing students to remain engaged in a conversation or counseling activity. Rather than viewing movement as a distraction, these tools allow students to channel that need for movement in a productive way.
Funding would allow our counseling office to provide students with a selection of tools such as:
Stress balls
Sensory poppers
Tangle fidgets
Therapy putty
Marble mesh fidgets
Stretchy sensory strings
Quiet hand fidgets
Textured sensory items
Breathing and calming tools
Small sensory manipulatives
Having different options is important because a tool that is calming for one student may not meet the sensory needs of another.
hese materials will serve students across multiple grade levels throughout the school year and can be reused year after year. Students visiting the counseling office will have access to developmentally appropriate tools that make the environment feel welcoming, calming, and supportive.
The ultimate goal is not simply to give students something to hold. It is to teach students how to recognize what their bodies and emotions need and select healthy strategies that help them return to a state where they are ready to learn and lead.
With support for this project, our counseling office can become an even stronger place for students to pause, regulate, problem-solve, and return to the classroom feeling successful and ready to learn.
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
The goal of this project is to purchase and provide multilingual learners in a Biology classroom with individual Scientific Spanish-to-English dictionaries. These are specifically designed to support scientific vocabulary and content. These specialized dictionaries will give students a resource for translating and understanding scientific terminology that they encounter throughout the Biology course. By providing direct access to science specific language support, this project will help bridge language barriers, strengthen scientific vocabulary, increase student confidence and empower the students to independently access and participate in Biology this year and for years to come.
Students will use the scientific Spanish-to-English dictionaries as an everyday resource in the Biology classroom. Students will be taught how to use the dictionaries to identify, translate, and understand unfamiliar scientific vocabulary while reading textbooks, completing assignments, conducting labs, and participating in classroom discussions. Students will also use the dictionaries to build their personal science vocabulary and connect Spanish terminology that they already understand, with the English language used in class. By incorporating the dictionaries into daily instruction, students will become more confident and independent when accessing grade-level science content in English.
This grant will help remove language barriers that might prevent English Language Learners from fully accessing Biology content. Students will strengthen their scientific vocabulary, increase and build their confidence using the English language, and become more independent learners. Providing students with scientific Spanish-to-English dictionaries will allow them to use the language they already know as a bridge to understanding scientific concepts more deeply and participating more fully in Biology.
Funding will be used to purchase a classroom set of Scientific Spanish-English glossaries for students enrolled in Biology. Unlike a general bilingual dictionary, the Velazquez Science Glossary is designed to directly support students with the scientific vocabulary they are exposed to in biology, and other science courses. Each student will have access to the classroom resource that can be used throughout the school year across many different activities, direct instruction, reading, assignments, labs, and more.
Providing a classroom set will allow students to independently access unfamiliar scientific vocabulary without having to rely solely on teacher or digital translation. Students will learn how to use another resource they have access to while learning biology concepts. The funding will directly support greater student independence, confidence, and access to grade-level biology content, while helping create a learning environment available for multilingual learners.
885.23
Velasquez Spanish and English Glossary for Science Classroom (50)
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
Hands-On Mathematics: Building Real-World Problem Solvers
The primary goal of this project is to increase kindergarten students' understanding, confidence, and enjoyment of mathematics through hands-on learning.
Students will have opportunities to:
Explore foundational mathematical concepts using concrete manipulatives.
Apply mathematical thinking to real-world situations.
Develop problem-solving and critical-thinking skills.
Use mathematical vocabulary when explaining their thinking.
Collaborate with classmates during math small groups and STEM activities.
Build confidence and perseverance when solving mathematical problems.
Make connections between classroom mathematics and the world around them.
Grant funds will be used to purchase a variety of hands-on mathematics resources, including:
Math manipulatives and counting tools
Math stories and children's books
Play money and real-world money activities
STEM materials and challenges
Small-group mathematics resources
Math learning kits and reusable activity materials
Students will use these resources during whole-group instruction, mathematics centers, small-group instruction, STEM challenges, and independent exploration.
For example, students may use manipulatives to build and compare numbers, use shapes to create structures, measure classroom objects, sort and classify objects, investigate patterns, or use play money in classroom shopping activities. STEM challenges will encourage students to use mathematics while designing, building, testing, and revising their ideas. The requested materials will also support targeted small-group instruction. Small groups allow students to receive additional practice, challenge, and teacher support based on their individual needs. Manipulatives make it possible for teachers to adjust activities for different learners. Students who need additional support can use concrete objects to model mathematical concepts, while students who are ready for enrichment can use the same materials to solve increasingly complex problems. This flexibility will help make mathematics accessible and engaging for a wide range of kindergarten learners.
A major focus of this project is helping students answer the question:
"Where do we use math in the real world?"
Kindergarten students will discover that mathematics is all around them. They use numbers when counting objects, money when shopping, measurement when cooking or building, shapes when designing, patterns when observing nature, and problem-solving skills when making decisions. By connecting mathematics to authentic experiences, students can begin to understand why mathematics matters and develop a positive attitude toward learning. This project will directly benefit 100 kindergarten students. More importantly, the materials will remain in the classroom and continue to be used with future kindergarten students for years to come. The grant therefore represents more than a one-year purchase. It is an investment in a reusable mathematics learning environment that can support hundreds of students over time. Students will leave these experiences with stronger mathematical foundations, greater confidence, and an understanding that mathematics is useful, creative, and connected to their everyday lives. Every child deserves the opportunity to experience mathematics as something they can touch, explore, question, build, and use. With support from Champions For Learning, 100 kindergarten students will have access to hands-on mathematics experiences that make learning meaningful and memorable. These materials will encourage students to become curious mathematicians and problem solvers while helping them understand how mathematics connects to the world beyond the classroom.
The requested materials are durable and reusable. Unlike consumable worksheets or one-time activities, manipulatives, books, STEM materials, and math kits can be used repeatedly with multiple groups of students. The $1,000 grant will therefore create a lasting resource for the classroom and future kindergarten students. A $ investment today will provide resources that can be used for years to come, reaching not only the students who benefit this year, but generations of future kindergarten learners. Together, we can help young children discover that math is everywhere—and that they are capable mathematicians who can use mathematics to understand and change their world.
1490
Hands On Standards Math Intervention Small Group Kit
130
STEM Bins Comprehensive Kit
315
Differentiated Math Center Kindergarten
330
Daily Math Fluency and Problem Talks
265
Hands on Standards Math: Measurement and Data Small Group
130
Navigating Numeracy Learning Progression Centers Grade K
To provide students with engaging, high-quality science, math and ELA supplemental lessons through videos and activities, to reinforce the content taught in our curriculum. Generation Genius, helps increase student understanding of science, math and ELA concepts, strengthens critical-thinking and problem-solving skills, makes connections to real-world experiences and improves student engagement and achievement while still being tied to our Florida standards. Additionally, one of our school goals is to target our subgroups and the lowest 25% based on last years state assessment data.
Students will be able to participate in engaging videos and activities aligned with grade-level standards. Students will ask questions, have discussions, and make explanations using evidence. Generation Genius will meet the needs of students by providing engaging lessons that make difficult topics easier to understand. It also supports a variety of learners through videos, discussions and investigations. Generation Genius provides teachers with high-quality supplemental resources that can be incorporated with our curriculum.
There are many benefits to using Generation Genius in collaboration with our curriculum.
1. Generation Genius will make learning more engaging by combining videos, hands-on activities, discussions, and real-world examples.
2. Generation Genius will provide students with multiple ways to explore and understand challenging concepts and help them make meaningful connections between classroom learning and the world around them.
3. Generation Genius supports diverse learning needs, by incorporating visual, auditory, and oral discussions to connect students to the content.
4. Generation Genius is a great supplement to our curriculum while providing additional instructional resources to support our low level learners.
5. According to Generation Genius the program covers 92% of Florida's State Academic Standards for Science and is aligned with the B.E.S.T. standards for ELA and Generation Genius is currently working on aligning the math program to our Florida standards.
6. According to the website Generation Genius is used in over 30,000 schools around the country.
7. Generation Genius helps to get students more engaged in talking and interacting with the content and it provides standards-aligned videos, lesson plans, vocabulary, reading materials, hands-on activities, discussion questions, quizzes, and exit tickets which can provide feedback for teachers.
The funding will be used to purchase a yearlong subscription for Generation Genius for all of Bear Creek Elementary School. The subscription for the school comes with an unlimited number of logins so every teacher will be able to use the program, unlimited content for Science, Math and ELA, and unlimited student logins. Students will demonstrate a stronger understanding of grade-level science, math and ELA standards, students will be more engaged and active participants with the hands-on activities, and they will be able to strengthen their problem-solving skills, collaboration and communication skills. Teachers will see the benefit of this program through our district created assessments, observations, and students produced work, and state assessments. Since our school goal is to target our subgroups and the lowest 25%, Generation Genius would allow teachers to incorporate videos, partner talk, small group learning, and a written response, which would help us achieve our goal.
2395.00
One year subscription for Generation Genius
2395.00
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
Fidget, Focus, and Figure It Out: Hands-On Math Review for Second Grade Success
The purpose of Fidget, Focus, and Figure It Out: Hands-On Math Review for Second Grade Success is to provide second-grade students with engaging, hands-on math review opportunities through the use of interactive math fidget games and learning tools. This project addresses the need for increased engagement and motivation in mathematics by offering students a fun, kinesthetic way to practice and reinforce previously taught skills. The games will support key second-grade math standards, including counting, comparing numbers, identifying place value, developing fluency with addition and subtraction facts within 10 and 20, telling time to the hour, half hour, and 5-minute intervals, and solving elapsed time problems. Through repeated practice and collaborative play, students will strengthen mathematical understanding, improve accuracy and confidence, and build foundational skills necessary for future success. This project aligns with our school's and district's commitment to increasing student achievement through active engagement, differentiated instruction, and meaningful learning experiences that meet the needs of all learners.
During math review workshops, students will use a variety of math games purchased through the grant to strengthen number sense, place value, addition, and subtraction skills. Games such as the Fidget Game Rocket Race and Fidget Game Math Ahoy will provide engaging, hands-on opportunities for students to practice essential math concepts, build fluency, and increase confidence in a fun and interactive learning environment. Students will play these math games in small groups during math workshop to help review math skills such as number sense and math fluency.
These math games provide engaging, hands-on learning opportunities that support students of all abilities. Through repetition, movement, visual supports, and collaborative play, students build number sense, place value understanding, and math fact fluency in a fun and motivating environment. Grounded in research-based, multisensory learning strategies, the games help increase student confidence, improve retention of math skills, and promote active participation during math review workshops.
The Fidget Game Rocket Race - Math Board Game: Review and Build Foundational Skills in Number Sense, Comparing, and Place Value
The Fidget Game Squishy Time Rescue - Telling Time Game: Help students build mastery with both analog and digital clocks
The Fidget Game Math Ahoy – Addition & Subtraction Game: Help students practice addition and subtraction facts within 10 and 20—boosting speed, accuracy, and confidence
95.37
The Fidget Game Rocket Race - Math Board Game
29.99
The Fidget Game Math Ahoy – Addition & Subtraction Game
29.99
The Fidget Game Squishy Time Rescue - Telling Time Game
29.99
Tax
5.40
Ink to Impact: Publishing the Voices of Tomorrow's Authors
Project Goal: This grant seeks funding to implement Storybird as part of the workshop. Storybird is an innovative, art-inspired digital storytelling platform to enhance literacy education and creative expression. By pairing professional global artwork with unique writing tools, Storybird directly addresses key educational challenges: student engagement, writer's block, and differentiated learning. Funding will secure individual Storybird accounts, where students will follow the writing process and then use Storybird to publish their collection of fiction, poetry, graphic novels, or a mix of all three into a tangible book. This is students’ final year of Middle School, and this would be a great way for students to see their progress throughout the three years we have worked together.
Students will move through the following phases by following the writing process:
1. Pre-Writing (Inspiration via Art)
Students begin by exploring Storybird’s safe, curated gallery of global artwork. Instead of staring at a blank page, they select an art style, a specific artist, or a thematic image set that resonates with them to inspire writing ideas.
2. Drafting & Formatting
Students select their project format and arrange their selected illustrations in a logical sequence. Next, they begin drafting text directly alongside the images.
3. Revising & Peer Editing
Using the built-in teacher dashboard, I will review live drafts and leave targeted feedback. Students rewrite sections to better match the artwork's emotional tone, expand their descriptive vocabulary, and improve sentence variety.
4. Editing & Proofreading
Students utilize built-in platform prompts and teacher-led checklists to edit their text for spelling, punctuation, capitalization, and grammar accuracy.
5. Publishing
Once the final digital draft is approved, the project is officially "published" to the private classroom library. The grant funds are then utilized to order high-quality, professionally printed, hardbound books of each student's completed collection!
Storybird is invaluable. Key benefits of funding include:
1. Eliminating Writer's Block: A library of over 10,000 professional illustrations provides immediate visual scaffolding and creative prompts. Our Seacrest budding artists can also contribute their illustrations!
2. Differentiated Literacy Tracks: Features specialized formats for ALL levels, including drag-and-drop poetry tiles, multi-page picture books, and advanced chapter books.
3. Measurable Engagement: Platform analytics track time on task, portfolio growth, and curriculum alignment.
4. A Tangible, Lasting Reward: The program culminates in students receiving a beautiful, professionally bound hardcopy book containing a collection of their finest work. This celebrates their achievements and fosters lifelong pride in authorship!
The grant funds a one-year Storybird subscription for the 35 students in Writer’s Workshop this year. The cost is $264.00 for 35 students. The printed books are $30 including shipping and handling. *I can provide an invoice.
Account - $264 for 35 accounts
Published Book - $30 per student = $1,050
Total Grant Request - $1,314.
1314
35 Individual account
264
Published book $30x35
1050
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
59.90
Lakeshore - Pattern Blocks Design Cards
16.99
Read, Build & Write Sight Word Center
59.99
Write-and-Wipe Literacy Activity Set
39.29
Pattern Block Set
15.00
Celebrating Hispanic Heritage: Culture Comes Alive in our class.
The goal of this project is to bring Hispanic culture to life in the classroom through hands-on, meaningful cultural experiences during Hispanic Heritage Month and throughout the school year. Students will explore the traditions, art, history, and celebrations of Spanish-speaking countries by actively creating cultural displays and participating in authentic learning experiences.
Students will participate in a series of hands-on cultural activities that bring Hispanic traditions, art, food, and celebrations into the classroom. Rather than learning about Hispanic culture only through textbooks and videos, students will actively create, explore, and experience cultural traditions.
Students will use project materials to create and decorate Día de los Muertos altars (ofrendas), make traditional paper flowers and papel picado, design and decorate skeletons and calaveras, and create cultural displays representing different Spanish-speaking countries. Students will learn the meaning and history behind each tradition as they complete the activities.
The project will also incorporate traditional foods and treats from Hispanic cultures, allowing students to connect food with geography, traditions, celebrations, and the Spanish language. Activities will encourage students to use Spanish vocabulary, collaborate with classmates, research cultural traditions, and share what they have learned.
The finished student work will be displayed in the classroom and school to create an engaging Hispanic Heritage celebration that allows students to become active participants in the culture they are studying.
Students will benefit from an interactive and memorable approach to learning Spanish and Hispanic culture. By creating cultural decorations, ofrendas, flowers, calaveras, and other traditional projects, students will move beyond textbooks and become active participants in their learning.
These experiences will help students connect language with real-world culture, strengthen cultural awareness, encourage creativity and collaboration, and increase engagement in the Spanish classroom. Experiencing traditional foods and celebrations will also allow students to use their senses and make meaningful connections to the diverse Spanish-speaking world.
The project will create an inclusive and welcoming classroom environment where Hispanic traditions are celebrated, and all students have access to cultural experiences regardless of their personal or financial circumstances. Most importantly, students will develop a greater appreciation for cultural diversity while creating positive memories associated with learning Spanish.
The requested funding will be used to purchase materials and supplies that allow students to participate in hands-on Hispanic cultural experiences and celebrations throughout the school year. Funds will support materials for creating Día de los Muertos ofrendas and displays, paper flowers, papel picado, calaveras, skeleton decorations, flags, and other student-created cultural projects representing traditions from the Spanish-speaking world.
Funding will also help provide traditional Hispanic foods, snacks, and treats connected to the cultures and celebrations being studied, allowing students to experience culture in an authentic and memorable way. Additional supplies may include colorful paper, tissue paper, cardstock, markers, paint, adhesives, craft materials, decorative items, and display materials needed to showcase student work.
These resources will transform cultural lessons from something students simply read or hear about into experiences they can create, see, taste, discuss, and share. Grant funding will ensure that all students can participate in these activities without requiring families to purchase individual supplies and will help create an engaging classroom environment that celebrates the diversity of the Hispanic world.
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
