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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My goal is to increase student engagement and learning by providing my third-grade students with access to BrainPOP. Its interactive videos and activities make challenging concepts more engaging and accessible while supporting instruction across all subjects.
BrainPOP will be incorporated into daily instruction in ELA, math, science, and social studies. Students will use videos, activities, vocabulary, and quizzes to introduce new concepts, reinforce skills, and review learning. BrainPOP will be used during whole-group lessons, small groups, and independent practice.
Engagement is an important part of student learning. BrainPOP research involving 450,934 students found that students who engaged with BrainPOP math skills monthly showed a 22% increase in learning gains, compared with 8% for students with less engagement. BrainPOP will help students build understanding, vocabulary, and confidence while providing visual and interactive learning opportunities.
Funding will provide a one-year BrainPOP subscription for my third-grade classroom. This resource will enhance my core instruction and give students an engaging way to learn and review concepts across the curriculum. It will be a valuable tool for increasing participation, supporting different learning needs, and helping students succeed.
330
Brainpop subscription
330
The Power of a Page: Reading, Connecting and Engaging Students Through Reading
To establish a student-centered book club designed to encourage reading for enjoyments, strengthen literacy skills and increase students engagement through meaningful conversations and shared reading experiences in the BCHS Media Center. The book club will provide a welcoming, inclusive environment where students feel excited and comfortable participating. Creative decorations, enjoyable food and an inviting atmosphere will make each meeting feel special and give students something to look froward to while also develop a love for reading.
The book club will provide students with opportunities to read contemporary, high-interest novels, participate in meaningful discussions and build connections with their peers in a welcoming environment. Specifically, students will:
*Read and discuss selected books together
*Participate in group conversations about characters, themes, conflicts and important ideas
*Complete creative activities connected to the books, such as artwork or bookmark making
*Enjoy themed snacks and food connected to the book or meeting's theme
*Increase reading for pleasure by encouraging students to read outside of their required coursework. Developing the habit of reading for enjoyment will contribute to stronger lifelong reading habits.
*Strengthen communication and discussion skills by providing opportunities for students to discuss characters, themes, conflicts and person reactions to books. These conversations will help students practice expressing ideas clearly and listen to different perspectives.
*Build a sense of community as students from different interests and background find a common ground through stories and develop relationships with peers.
*Develop student confidence though a supportive book club environment, giving students a low-pressure opportunity to share their thoughts. As students participate in discussions, they can become more comfortable speaking in front of their peers and expressing their opinions.
Additionally, the book club will meet during lunch, making participation accessible to students without required them to stay after school or arrange alternative transportation. Providing food and drinks will help create a welcoming atmosphere and encourage students to use their lunch period as an opportunity for literacy, conversation and community building.
The goal of this projects is not just to simply complete 3-4 novels, but to establish a sustainable culture of reading and students engagement in the Media Center. Therefore, the three main areas we are budgeting for is the purchase of at least 10 copies of each novel for the students, funding for food and drink refreshments since the meetings will be held during lunch time and funding for decorations and incentives that will help make the meetings visually appealing, create an excitement around each book and recognize students for their engagement.
900.00
10 Novels "Falling Like Leaves" by Misty Wilson
85.00
10 Novels "Remarkably Bright Creatures" by Shelby Van Pelt
120.00
10 Novels "Sunrise on the Reaping" by Suzanne Collins
By utilizing the Kahoot! online program, students will be engaged in their learning for an increase in academic success.
Kahoot! is a game-based platform that makes it easy to engage and motivate students. I will create games, quizzes, polls, and puzzles for various content areas in an entertaining and appealing way. My students will work individually or collaborate in teams to increase learning, participation, and have fun. I will be able to personalize their learning and view data reports to analyze my student data and progress throughout the school year.
Kahoot! focuses on improving learning outcomes by boosting participation, engagement, and motivation through competitive, game-based learning experiences. This program helps students build confidence and retain information. All students are able to participate in a safe environment with a variety of question formats to reach all learning styles.
This request is for a one-year subscription for a Kahoot!+ Max Teacher for Individuals.
95.09
Kahoot Subscription
95.09
Gather, Grow, Give: Inspiring Students to Lead, Encourage and Give Back
The non-profit, student-run club, The Fellowship of Christian Athletes (FCA) is seeking funding to support students gatherings, special events, outreach projects and service opportunities throughout the school year. This club is open to all students and provides a welcoming environment where students can gather with their peers, build positive relationships, encourage one another, hear inspiring guest speakers and put their faith into action through service to others. The club seeks to create an atmosphere of respect, encouragement and positive relationships within the school community.
Each week, students will gather for the FCA club meeting during lunch. The meetings will either be a special guest speaker, a service project or school engaging project, small groups or fellowship day. FCA give students the opportunity to come together with a shared purpose and that is to encourage one another, grow in character and faith and use their influence to make a positive difference in the lives of others. FCA's influence extends beyond membership as well as classroom experience. Students are encouraged to share positive messages and acts of kindness with others through the school. They learn that being a part of a school community carries the responsibility to contribute positively to the larger community. The students will hear from positive role models in the community who demonstrate how faith, character, leadership can work together. Through guest speakers, group discussions, service and fellowship, students are encouraged to understand that leadership is not simply about performance or winning. It is also about how they treat others, respond to challenges and use their influence to make a positive difference.
*Provides students with positive peer support as they face academic, social, athletic and personal pressures throughout the year. FCA gives students a consistent place where they can find encouragement from peers who want to support one another and make positive choices.
*Develops student leadership by providing opportunities for students to take responsibility for meetings, service projects, special events and outreach activities while not being burdened by financial restrictions. These experiences help students develop leadership, communication, organization and teamwork skills that can benefit them well beyond high school.
*Promotes positive character development through qualities the club encourages such as integrity, compassion, perseverance, humility, responsibility and service. These characteristics are valuable not only in athletics but also in the classroom, workplace, family and community.
*Encourages serving others through community outreach opportunities like Operation Christmas Child. Students have the chance to volunteer their time and resources outside of the students' immediate circle and recognizing opportunities to help others.
*Strengthens the school community through small acts of encouragement that can make meaningful impact.
*Encourages students to become servant leaders as they will have opportunities to consider what they can give to others rather than what they can receive from the club. The service projects will teach students to recognize needs and respond with compassion and action.
The club plans to host at least five special guest meetings (with school approval), with $200 allocated for pizza and refreshments at each of those meetings. These gatherings will meet during the lunch period and will give student an opportunity to share a meal while listening to guest speakers who can encourage them in areas such as leadership, character, perseverance, integrity, athletics and making positive choices.
Additionally, we are requesting $400 to support activities throughout the year including:
*Providing club shirts to those who cannot afford to buy one
*Cookie exchange around winter break
*Supplies to invite students to join the club at Club Rush
*Small trinkets or encouraging items that club members can share with members of the school community
*Cards, notes and other materials designed to communicate positive and encouraging messages
*Supplies for volunteer and service projects, include the club's annual participation in Operation Christmas Child.
These activities allow FCA to move beyond weekly meetings and demonstrate the commitment to serving the broader school community in a positive and impactful way.
1400
Pizzas for special guest events (at least 5)
1000.00
Supplies for outreach, service projects and other events
The purpose of my project is to provide engaging, self-checking math resources that students can use independently or with a partner during our daily math time. These resources align with first grade math goals in the areas of number sense, addition, money, and place value. The variety of resources will provide meaningful practice for students who need additional support with these concepts while also offering opportunities for students who are ready to be challenged with more complex problems.
In addition to our whole group daily math instruction, students are given opportunities throughout the week to practice the math concepts during our small group math rotations as well as when they complete their math work early. Students will be introduced to these games and activities during our small group math time as they correlate to the current learning goals. They will be taught how to use the activity and how to check their answers. These resources will then be made available to students to use independently or with a partner. By providing activities at different levels of difficulty, I can better meet the individual learning needs of my students while helping them build confidence, understanding, and fluency in math.
My students will benefit from these hands-on activities because they provide engaging, targeted practice while promoting independence. Since the activities are self-checking, students can check their own work independently and learn to identify and correct mistakes as they work. This will give students more focused time to practice important math concepts and skills while I work with other students. These activities will help students strengthen their mathematical understanding and fluency while making learning fun and engaging. Each self-contained activity is ready to use and quick to clean up, maximizing instructional time and allowing students to spend more time learning and practicing math.
Requested funds will be used to purchase math activities that directly support student learning as students work toward mastery of multiple first grade math learning goals. These math games include sequencing puzzles, addition and place value dominoes, place value, money and operations equivalency puzzles, as well as other number sense and addition engaging, hands-on resources. These will all provide students with meaningful opportunities to practice, apply, and strengthen essential math skills. The investment in these resources will have a lasting impact on students' understanding and achievement in mathematics.
326.37
Lakeshore Shake and Add! Number Boxes
29.99
Lakeshore Sequencing Numbers 1-30 Puzzles - Set of 3
The goal of Building a Classroom of Readers is to strengthen reading comprehension, vocabulary, fluency, and overall reading engagement by expanding students’ access to high-quality, age-appropriate texts. By providing a variety of fiction and nonfiction reading materials, this project will encourage students to read more frequently, explore different genres and topics, and develop the habits and confidence needed to become lifelong readers.
This project will expand our third-grade classroom library with current Sunshine State Young Readers Award (SSYRA) books, titles from the Collier Classics reading list, and popular boxed book sets that encourage students to continue reading books within a favorite series. Students will have regular opportunities to select books based on their interests and reading goals for independent reading, classroom discussions, and literacy activities.
A classroom subscription to Scholastic News will provide students with engaging, grade-level informational texts connected to science, social studies, current events, and real-world topics. Students will use these articles to practice essential reading skills such as identifying central ideas and relevant details, building vocabulary, making inferences, analyzing text features, and discussing information with their peers.
Together, these resources will provide students with greater choice and variety while creating a classroom environment in which reading is an important and enjoyable part of every day.
Students will benefit from increased access to engaging books and informational texts that appeal to a wide range of interests and reading preferences. SSYRA and Collier Classics titles will expose students to high-quality literature and encourage participation in school and schoolwide reading initiatives, while popular boxed sets will help build reading stamina by motivating students to continue reading within series they enjoy.
Scholastic News will strengthen students’ ability to comprehend informational text while also building background knowledge about science, social studies, current events, and the world around them. Having a wider selection of relevant and appealing texts readily available in the classroom will encourage independent reading, support vocabulary and comprehension development, and help students grow into more confident, enthusiastic readers.
Grant funds will be used to purchase SSYRA titles, books from the Collier Classics list, popular boxed book sets, and a classroom subscription to Scholastic News. These resources will expand our classroom library and provide students with greater access to engaging, high-quality fiction and nonfiction texts. Funding will help ensure that students have a variety of books and reading materials available to support both independent reading and classroom instruction.
Our goal is to raise enough to purchase 60 t-shirts at $7 each — a total of $420 — so that every NJHS member can receive one. Your donation, no matter the size, brings us closer to outfitting our entire chapter and helping every student feel like part of a team dedicated to making a difference. These students have already shown outstanding character and commitment to service — helping them dress the part is a small way our community can say we see their hard work and we're proud of them.
Our NJHS members work hard to embody the five pillars of scholarship, service, leadership, character, and citizenship, and we'd love for them to have matching t-shirts to wear proudly at community service events, school functions, and induction ceremonies. A simple shirt goes a long way in building unity and pride among our students as they represent our school and this incredible organization.
Our NJHS members work hard to embody the five pillars of scholarship, service, leadership, character, and citizenship, and we'd love for them to have matching t-shirts to wear proudly at community service events, school functions, and induction ceremonies. A simple shirt goes a long way in building unity and pride among our students as they represent our school and this incredible organization.
Every contribution helps us reach our $420 goal and celebrate these students' achievements while giving them a visible, shared identity as they continue serving our school and community. We're grateful for your generosity!
420
Customized T-shirts
420
"Bring It Around Town:" Driving Speech & Language Skills Home
“I’m ready! I’m ready! I’m ready!” My students are as ready as SpongeBob SquarePants to increase their speech, language, literacy, and social skills. Many students can demonstrate a skill during structured speech-language therapy, but have difficulty applying it independently in the classroom, at home, or within the community. "'Bring It Around Town:' Driving Speech & Language Skills Home" will support a town-themed, community-focused framework where students can practice skills through meaningful, functional, and academically relevant experiences that mirror life beyond the therapy room. Throughout the school year, approximately 35 kindergarten - 5th grade students will make "stops around town" to generalize skills in articulation, comprehension, vocabulary, grammar, describing, sequencing, storytelling, inferencing, problem-solving, social communication, and literacy. The project supports the school district's priority of student access to enriching learning, self-sufficiency, and high achievement.
Each month of the school year, students will get to "visit" various places - home, beach, school, hospital, grocery store, restaurant, bank, post office, library, park, fire station, police station, train station, airport, mall, theatre, zoo, farm, museum, and stadium. Students will use developmentally appropriate materials - such as pretend money, menus, mail, grocery items, and medical devices, as well as storytelling cards, problem-solving tasks, and literary prompts - to develop their speech and language skills. This project addresses multiple areas of need based on students’ individualized communication goals outlined in their Individualized Education Programs (IEPs): intelligibility, morphology, syntax, answering "WH" questions (i.e., who, what, where, when, why), and retelling stories. Strategies will include explicit instruction, modeling, guided practice, repetition, visual supports, hands-on learning, role-play, structured conversations, and collaborative problem-solving.
Students can:
- Read a menu at a restaurant and place an order while practicing their articulation skills.
- Answer “WH” questions about professions or vehicles around town.
- Sequence and tell the steps involved in visiting a library.
- Compare and contrast animals at the zoo.
- Identify the main idea and supporting details after listening to a description of a movie or play at the theatre.
- Make predictions based on scenarios at a beach or park.
- Solve a problem involving a missed train or flight.
Moreover, the project directly supports classroom instruction by providing students with opportunities to strengthen academic language skills.
For example, students will likely be better equipped to generalize their skills across:
- Reading (schedules, signs, menus, and short informational texts)
- Writing (letters, shopping lists, and explanations)
- Math (money, prices, quantities, time, schedules, and comparisons)
- Social Studies (community roles and civic participation)
- Interpersonal Relationships (perspective-taking, problem-solving, and self-advocacy)
This approach allows students to see that the skills they practice in speech-language therapy are not isolated - they are skills they need to communicate, lead, and succeed in the world.
Students will demonstrate improved ability to learn and apply speech-language skills featured in their IEPs, such as:
- Articulate the “l” and “r” sounds at the conversational level.
- Answer and ask “WH” questions.
- Formulate increasingly complex sentences.
- Make predictions and explain reasoning.
- Sequence events and communicate organized timelines.
The project's success can be measured through a combination of speech-language data, student work, observations, and input from the entire team.
Evidence may include:
- Progress toward IEP speech-language goals
- Speech or language samples
- Student work samples
- Speech-language pathologist and teacher observations
- Caregiver input
- Student self-reflections
- Quality and quantity of student participation
Ultimately, student success will be demonstrated by measurable improvement in their ability to use targeted skills with greater accuracy, independence, and generalization.
"'Bring It Around Town:' Driving Speech & Language Skills Home" aims to link communication skill development with real-life application. The grant funds will provide approximately 35 kindergarten - 5th grade students receiving speech-language services with high-quality, long-lasting, town-themed materials that will engage them in functional, meaningful, and engaging therapy activities targeting a variety of speech and language concepts. Through an organized roadmap, mission-driven locations, and effective learning aids, students will increase their ability to be active and confident members of their community.
Requested resources include:
- Academic speech and language resources
- Practical literacy materials
- Interactive educational games and activities
- Pretend play items and manipulatives
The tools will be reused across small-group therapy sessions for the entire school year and subsequent years, ensuring a sustained impact on students and maximizing the value of the funding.
The ultimate goal is: Learn it. Practice it. "Now, it's time to bring it around town."
630.76
Skillmatics Guess in 10: All Around the Town
19.97
Skillmatics Guess in 10: Inspiring Professions
19.97
Skillmatics Guess in 10: Things That Go!
19.97
Barefoot Books Build-a-Story Cards: Community Helpers
12.99
Super Duper Publications Webber Inferencing Big Photo Flash Cards
49.00
Bjorem Speech® Teaching Idioms in Context
35.99
Scholastic 100 Task Cards in a Box: Literary Text
33.99
Scholastic 100 Task Cards in a Box: Informational Text
33.99
Scholastic 100 Task Cards in a Box: Context Clues
33.99
Scholastic 100 Task Cards in a Box: Figurative Language
33.99
Melissa & Doug Seek & Find Sticker Pad – Around Town
8.99
Atoylink Wooden Community Helpers Pretend Play Toys
25.99
Learning Resources A to Z Alphabet Groceries
58.99
Learning Resources Pretend & Play Calculator Cash Register
47.99
Melissa & Doug Star Diner Restaurant
41.99
Melissa & Doug Laundry Play Set
30.99
Melissa & Doug School Time! Classroom Play Set
41.99
Melissa & Doug Stamp & Sort Mailbox Play Set
49.99
Melissa & Doug Get Well Doctor Kit Play Set
29.99
Chomp Into Reading: Top Gator Reader Award - Barnes & Noble Field Trip for Title 1 Middle School Students
The goal of Chomp Into Reading: Top Gator Reader Field Trip is to challenge middle school students to strive for the highest level of reading excellence by reading a significant number of books and taking comprehension quizzes to prove mastery throughout the year. The ultimate goal is to create a positive reading culture where students are excited to participate, monitor their progress, and take pride in their accomplishments as readers.
Students will earn points as they complete reading comprehension assessments and work toward increasingly exciting gator-themed rewards. Students who reach 200 or more points will earn a field trip to Barnes & Noble to choose a free book of their choice. This special experience will allow students to browse a bookstore, explore different genres and interests, and personally select a book that they are excited to read. The field trip transforms reading achievement into an authentic and memorable experience while giving students the opportunity to take ownership of their reading choices.
This project will provide students with immediate encouragement while also promoting long-term reading habits. More importantly, the program will help students connect effort and achievement with positive experiences. The Barnes & Noble field trip provides an especially meaningful benefit because students will not simple receive a prize-they will choose a book for themselves.
Funding is requested to provide bus transportation and the purchase of one book per students while shopping at Barnes & Noble. By investing in this field trip experience, donors will help East Naples Middle School encourage students to chomp into reading, celebrate achievement, and develop a lasting love of books. If there are remaining funds from this grant than what is needed, then the balance will be used to purchase high interest books for our school library circulation.
900.00
Barnes & Noble Field Trip (bus transportation & one book per student)
The goal of this grant is to expand students’ exposure to literature while developing more independent, engaged, and thoughtful readers. After studying core classic novels as a class, students will choose from related texts and participate in small, student-led book clubs that extend the themes, genres, authors, or ideas explored in the anchor text. Through choice, collaborative discussion, and comparative analysis, students will strengthen their ability to interpret literature, support ideas with textual evidence, make meaningful connections across texts, and communicate their thinking with peers. This project will provide students with opportunities to move beyond teacher-directed reading and take greater ownership of their learning while continuing to develop the reading, analysis, communication, and critical-thinking skills central to 10th-grade English.
Throughout the year, students will read four core classic works as a class. Following selected whole-class novels, students will extend their learning through small, student-led literary book clubs. Students will choose from four to five related titles that connect to the anchor text through theme, genre, author, historical context, or a shared essential question. Sets of approximately five copies of each title will allow students to read and collaborate in small groups.
During each book club cycle, students will take greater responsibility for the reading process by establishing reading goals, preparing for discussions, developing questions, analyzing important passages and literary elements, and participating in student-led conversations. Rather than relying on the teacher to direct the analysis, students will work collaboratively to interpret their selected text, support their ideas with evidence, listen and respond to different perspectives, and make meaningful connections to the literature previously studied as a class.
Book club cycles will culminate in opportunities for students to compare their selected novels with the anchor text and share their interpretations through discussion, writing, or other literary analysis activities. The purchased novels will become a reusable classroom collection, allowing the book club model to continue and expand with future groups of 10th-grade students.
This project will increase student ownership of reading by giving students meaningful choice in what they read while maintaining strong connections to course content and learning goals. After completing an assigned whole-class novel, students will select a book that interests them from several related titles. This balance of shared reading and student choice will expose students to a wider variety of literature while encouraging them to see reading as an opportunity for exploration rather than simply an assignment to complete.
Student-led book clubs will also strengthen independence, collaboration, critical thinking, and literary analysis. As students take responsibility for preparing for and leading discussions, they will practice asking thoughtful questions, supporting ideas with textual evidence, responding to different perspectives, and making connections across texts. Success will be measured through student discussion preparation and participation, written literary responses, comparative analysis activities, and student reflections. Growth will be evident as students demonstrate greater independence in discussing and analyzing literature and increased confidence in communicating their ideas without relying on teacher-led interpretation.
Because the book sets will remain in the classroom and be used year after year, the project will continue to provide future 10th-grade students with greater access to high-quality literature, student choice, and collaborative reading experiences.
Grant funding will be used to purchase small sets of novels for student-led literary book clubs in 10th-grade English. Approximately five copies of each selected title will be purchased, allowing students to read and discuss the same text in groups of four to five. Each book club round will offer multiple titles connected to a core class novel through theme, genre, author, historical context, or a shared essential question, giving students meaningful choice while keeping their reading connected to course learning goals.
The requested books are essential to making the project accessible to all students without requiring families to purchase additional novels beyond the core texts already required for the course. Having classroom sets will also allow the books to be used flexibly with different classes and groups throughout the school year.
Unlike consumable materials, these books will become part of a permanent classroom collection and can be reused with future 10th-grade students. Funding this project will therefore provide both an immediate benefit to current students and a sustainable resource that can support student choice, collaborative reading, and literary analysis for years to come.
Our goal is to promote completion of projects that are based around the 7 Habits with students and their families.
Each month a newsletter is sent home titled "Habits at Home". Each newsletter focuses on a habit and how families can work and integrate this habit into their life at home. Each month there is a project attached like creating a family mission statement, sharing what is important to your family and showing what your family does to take care of themselves. Each time a student and their family completes a project, they receive a small incentive like a keychain, sticker etc.
The benefit is that this will inspire students to take these newsletters back to their families and spread the excitement of the 7 habits at home.
The funding will provide for the incentives for students who complete the projects each month.
The goal of the 3rd Grade Multiplication Bee is to enhance math fluency, engagement, and academic confidence by helping students build automaticity with multiplication facts (0–12) in alignment with 3rd grade standards. By securing essential funding for certificates, trophies, and rewards, this initiative will ensure an equitable learning experience where every child feels supported. Ultimately, the project aims to foster a positive, motivating environment that encourages goal-setting, celebrates effort across all skill levels, and inspires a lasting enthusiasm for math.
Throughout the school year, 3rd grade students will engage in ongoing multiplication practice to earn a spot as one of the top five representatives from their respective classrooms. This multi stage effort will culminate in an end of year grade level championship, bringing together the top qualifiers to compete for 1st, 2nd, and 3rd place honors.
Year-long practice helps students master basic multiplication facts, giving them a strong foundation for harder math topics like division and fractions. The competition structure keeps students motivated throughout the school year, encouraging daily practice as they work toward becoming a top-five representative for their class. Finally, the end-of-year championship brings the whole grade level together to celebrate academic success, building math confidence and making learning fun.
Student Prizes & Incentives — To motivate students and reward top performers, funds will be used to gift incentives. This will recognize the 1st, 2nd, and 3rd place grade-level winners.
Medals & Trophies — Custom medals and trophies will honor top-achieving participants during the end-of-year championship. Medals will be awarded to all classroom top-five qualifiers to celebrate their milestone, while top trophies will be presented to the overall 1st, 2nd, and 3rd place winners.
Certificates & Paper Stock — High-quality certificate paper and holders will be purchased to recognize every 3rd-grade student who participates in the competition, reinforcing a culture of effort and growth for all learners regardless of final placement.
Packaging & Event Supplies —To present awards professionally during the culmination event and organize materials for each classroom, funds will cover award packaging, gift bags, and presentation envelopes.
332.49
Hasbro Gaming Connect 4 Classic Grid
15.44
Medals & Trophies
100.00
Certificates & Paper Stock
30.00
Packaging & Event Supplies
50.00
126 Pcs DIY Slime Making Kit for Girls Boys, Ultimate Supplies for Kid
23.98
Magnetic Blocks for Kids, Creative Magnetic Cube Building Toy
49.99
Mattel Minecraft Bee Character Plush,
15.33
Official Hasbro Games Jenga Game
14.97
Mattel Games UNO
12.79
Squishmallows 14-Inch Junie Yellow Banana
19.99
From Data to Action: Driving Instruction with Purpose
The goal of this grant is to secure stable funding for a GradeCam subscription through the end of the 2026–27 school year. Our current subscription will expire in December 2026, and continued access will ensure teachers can efficiently assess student learning, analyze data, and use results to drive instruction.
A school-wide GradeCam subscription benefits all 2nd–5th grade students by providing teachers with an essential tool for using student data to make informed instructional decisions. Teachers use GradeCam across subject areas to monitor student progress, identify areas of need, and provide targeted interventions based on data that is collected and analyzed.
Parkside has maintained a school-wide GradeCam subscription since August 2018. The subscription was initially funded through grant funding and, for the past two years, through Title I. Due to a decrease in Title I funding, we are unable to renew the subscription this year without additional financial support. Securing grant funding will allow Parkside to continue using this valuable resource to support data-driven instruction and improve student outcomes.
Students benefit from a GradeCam subscription because the data collected and analyzed helps teachers plan more effective lessons, identify learning gaps, and create targeted activities that address individual student needs. GradeCam also streamlines the grading of assignments and assessments, allowing teachers to spend less time on grading and more time using data to plan meaningful instruction and provide timely support to students.
All funding will be used to purchase a school-wide subscription to GradeCam for the rest of the 26-27 school year.
700
1/2 Year school-wide GradeCam Subscription-January 1, 2027 - June 30, 2027 (6-month quote): $700
To make learning more accessible for all students. The ultimate goal is to get all of the 10th grade students to pass the FAST test. By giving them direct access to anchor charts, literature portfolios, and writing portfolios; the students will feel comfortable taking accountability for their learning while meeting the gains needed to pass their FAST test for graduation and learn life long skills.
The students will be able to create portfolios that give them direct access to the knowledge required to pass their FAST test and succeed throughout their future.
The benefits for this grant are limitless. This will give the students the confidence to pass their State Test with a score required for graduation. This will also ensure that students have a resource that they can take with them to use throughout their post-secondary lives.
In my teaching career, the one thing I have found to work the best is that students have a resource that they can turn to. One place where they know that they will get all the information they need. Those are the literary and writing portfolios. These organized portfolios have allowed students to have a place they can go, whether they are with the teacher or not, where they can get all the information they need to succeed. In a world of misinformation and learned helplessness this creates a world of growth and self dependence. These portfolios are created as we continue to go through the units and test prep. Anytime a new standard or skill is introduced the students are able to utilize the created anchor charts and the breakdown of the standard to have an exemplar of what is needed for success. At the end of the year, the students will leave with 2 folders that have a multitude of resources that will benefit them far beyond high school. When utilized in the past, 96% of students made enough gains to pass the, then, FSA test to meet the graduation requirement. Those students who I run into after graduation, have expressed that even in college, they use these to help them get a grasp on what they need to do to be successful on their assignments. Ultimately, the student success and confidence is astronomical when these are utilized.
The goal of this project is to implement sensory tools and self-regulation resources that support students with exceptionalities in developing attention, self-regulation, and active participation within the educational environment. Through access to appropriate sensory supports, students will increase engagement in learning activities, improve their ability to maintain focus, manage sensory needs, and participate more successfully in classroom routines and academic tasks.
Students with exceptionalities will be provided access to a variety of sensory tools and self-regulation supports based on their individual needs. The occupational therapist, teacher and educational support staff will teach students how and when to appropriately use sensory tools, such as fidgets, flexible seating, resistance bands, movement breaks, and noise-reducing headphones to support attention, regulation, and participation. Students will be given opportunities to practice self-regulation strategies throughout the school day and learn to identify tools that help them remain focused, engaged, and ready to learn. The effectiveness of these supports will continuously be monitored and will be adjusted as needed to promote successful participation in classroom activities and access to the curriculum.
The implementation of sensory tools and self-regulation resources is expected to increase students' ability to maintain attention, regulate their emotions and behaviors, and actively engage in classroom activities. By providing access to appropriate sensory supports, students with exceptionalities will have improved opportunities to participate in instruction, complete academic tasks, and interact successfully within the school environment. These supports will promote greater independence, reduce barriers to learning, and enhance access to the curriculum. As a result, students are expected to demonstrate increased on-task behavior, improved classroom participation, and progress toward their individual educational goals.
As the occupational therapist serving a newly opened CCPS school, my goal is to provide students, teachers, and support staff with the resources necessary to create a supportive and inclusive learning environment where all students can thrive. The school serves a diverse student population with a wide range of developmental, neurological, sensory, behavioral, and self-regulation needs. Since the elementary school is new, there are limited sensory resources currently available to adequately support all students who would benefit from these tools. This grant will fund the expansion of the school's Sensory Toolbox by purchasing evidence-based sensory supports and self-regulation resources. Requested items include fidgets, flexible seating options, resistance bands, sensory cushions, noise-reducing headphones, visual regulation supports, movement-based tools, and other sensory materials designed to help students regulate their emotions, maintain attention, and actively participate in classroom activities. These resources will be available for use by students throughout the school day and will support teachers and staff in implementing effective strategies that promote positive behavior, increased engagement, and improved access to learning. Ultimately, these sensory resources will help create an environment where every student has the opportunity to shine and reach their full potential.
The goal of this grant is to strengthen our Positive Behavior Interventions and Supports (PBIS) program in the art classroom by providing meaningful incentives, celebrations, and enrichment opportunities that encourage positive behavior, responsibility, and student engagement. Through rewards such as Star Artist recognition, stickers, class celebrations, and early finisher activities, students will be motivated to demonstrate respect, follow directions, work cooperatively, and take pride in their learning. This funding will help create a positive classroom culture where students feel valued, recognized for their efforts, and excited to participate in art while developing lifelong social and behavioral skills.
Funding will be used to provide rewards and celebration opportunities for students who consistently demonstrate positive behavior. Students who earn the title of "Star Artist" are selected from their class for being exceptional listeners, following directions, showing kindness, and demonstrating positive participation in art.
The project will also provide:
• Stickers for students in grades K-3 as positive reinforcement for cleaning up responsibly and lining up appropriately at the end of class.
• Books, toys, and educational activities for an Early Finishers Station, allowing students who complete assignments responsibly to remain engaged in meaningful and creative experiences.
• Supplies and materials for Art Parties, which classes earn after receiving six stars on their classroom star chart. When a class reaches this goal, students vote on a special art activity or celebration for their next art class, encouraging teamwork and shared responsibility.
This grant will help create a positive and motivating learning environment where students are recognized and celebrated for their efforts and achievements. By reinforcing positive behaviors, students learn responsibility, self-discipline, cooperation, and respect for others. The rewards system also promotes engagement, encourages students to take pride in their work, and fosters a sense of community within the art room.
Additionally, the Early Finishers Station provides enrichment opportunities that support creativity, problem-solving, and independent learning. PBIS celebrations give students something meaningful to work toward while helping establish a classroom culture that is supportive, welcoming, and focused on student success.
Through these incentives and celebrations, students will be encouraged to make positive choices, build confidence, and develop habits that contribute to both academic and personal growth.
PBIS (Positive Behavior Interventions and Supports) is a school-wide approach that encourages and reinforces positive student behavior. The purpose of this funding is to support classroom celebrations, rewards, and incentives that recognize students for making positive choices, demonstrating good citizenship, following directions, and showing respect in the art classroom.
The goal of this project is to bridge classroom learning with real-life skill practice for Adult Workforce Education students enrolled in the Integrated Education and Training (IET) Nursing Assistant program. We plan to do this by creating a classroom-based clinical skills simulation lab that enables these students to develop, practice, and master the hands-on clinical competencies required for success on the Florida Certified Nursing Assistant (CNA) certification exam and entry into the healthcare workforce.
This project addresses a critical need within our newly launched morning IET Nursing Assistant program. While students receive foundational instruction in healthcare concepts, medical terminology, infection control, safety procedures, and patient care techniques, many CNA skills require repeated hands-on practice using specialized equipment and patient-care models. Without access to these learning aids, students have limited opportunities to develop confidence, accuracy, and procedural fluency before taking the Florida CNA Prometric examination.
Our adult learners face an additional challenge as many are simultaneously developing English language proficiency while learning complex healthcare terminology and procedures. Visual supports, simulation experiences, and collaborative practice opportunities are essential instructional tools that help bridge language barriers while reinforcing critical clinical skills.
The project supports the learning outcomes and competencies outlined for Florida Nursing Assistant programs, including infection control, patient safety, personal care skills, restorative care, communication, and resident-centered care. Students will develop both the academic knowledge and psychomotor skills necessary to successfully complete the written and clinical components of the Florida CNA examination.
This project directly aligns with school and district priorities by:
• Expanding workforce education opportunities in high-demand career fields.
• Supporting career and technical education pathways that lead to industry-recognized credentials.
• Increasing student completion, certification attainment, and employment outcomes.
• Providing equitable access to high-quality learning experiences for adult learners, including English language learners.
• Strengthening the local healthcare workforce by preparing qualified entry-level nursing assistants.
By transforming a traditional classroom into a hands-on clinical learning environment, this project will help students move beyond memorization and develop the competence, confidence, and professionalism needed for successful workforce entry.
This project directly supports district priorities related to expanding Integrated Education and Training (IET) programs, increasing workforce credential attainment, and preparing students for employment in high-demand career fields. By creating an in-classroom clinical simulation lab, the program removes barriers to skill development, increases access to industry-aligned training, and strengthens the pipeline of qualified healthcare workers entering the local workforce. The project also supports adult learners and English language learners by integrating career preparation, academic instruction, language development, and industry-specific skills into a single workforce pathway. Although this will presently impact 14 students, as the IET CNA program grows, these resources will allow Adult Workforce Education to serve additional cohorts of students while maintaining high-quality instruction and certification preparation.
Students will actively participate in a structured cycle of instruction, demonstration, guided practice, peer collaboration, simulation, reflection, and assessment throughout the 15-week IET Nursing Assistant program.
Each clinical skill will begin with classroom instruction where students learn foundational concepts, healthcare terminology, safety procedures, and step-by-step care processes through readings, discussions, videos, demonstrations, and instructor modeling. Students will then immediately apply their learning in the classroom-based simulation lab.
Many Prometric-tested skills can be practiced on classmates; however, numerous essential CNA procedures require a full-body training mannequin. The mannequin and practice kits will allow students to repeatedly practice skills such as:
• Partial and complete bed baths
• Male and female perineal care
• Catheter care
• Positioning and transferring residents
• Measuring intake and output
• Range-of-motion exercises
• Bedpan placement and removal
• Infection control procedures
Visual instructional supports, including Principles Banners and Care Plan Practice Cards, will remain displayed throughout the simulation lab to provide constant reinforcement of proper procedures and testing expectations. Students will use these resources as reference tools while practicing independently and collaboratively.
Instructional strategies will include:
• Clinical simulation
• Demonstration and modeling
• Peer coaching and feedback
• Collaborative learning
• Skills checklists and self-assessment
• Reflective discussions
• Repeated deliberate practice
• Immediate corrective feedback
As students perform clinical skills, classmates will observe using standardized checklists and visual guides to identify strengths, provide constructive feedback, and support peer learning. This process promotes active engagement, critical thinking, communication, and self-correction.
A particularly innovative component of the project involves using Glo Germ gel and a UV light to demonstrate infection-control concepts. Students will visually observe contamination that remains after ineffective handwashing, transforming an abstract concept into a memorable learning experience.
Because the materials are durable and reusable, this simulation lab will serve future IET Nursing Assistant cohorts, creating a sustainable instructional resource that can be replicated and expanded as the program grows.
Expected Outcomes
This project will improve student learning by increasing clinical competence, confidence, certification readiness, and workforce preparedness.
Students will benefit from:
• Increased hands-on practice opportunities.
• Improved retention of healthcare concepts and procedures.
• Greater confidence when performing clinical skills.
• Enhanced understanding of infection control and patient safety.
• Increased success on written and clinical CNA examinations.
• Improved readiness for employment in healthcare settings.
The simulation lab will provide students with repeated opportunities to apply classroom learning in realistic patient-care scenarios. Through practice, reflection, and feedback, students will develop muscle memory and procedural accuracy that are essential for successful clinical performance.
The project will be considered successful if the following measurable outcomes are achieved:
• 100% of enrolled IET CNA students participate in simulation lab activities.
• 100% of students demonstrate proficiency in all Prometric-tested clinical skills using program assessment rubrics.
• 100% of students apply for the Florida CNA state certification examination before completing the 15-week program.
• Students score 80% or higher on CNA written practice assessments.
• The program achieves a 90% first-attempt pass rate on the clinical skills portion of the Florida CNA examination.
• The program maintains a 100% course completion rate for enrolled students.
Evidence of impact will include:
• Skills competency checklists
• Clinical skills performance assessments
• Written practice test results
• Student reflections and self-assessments
• Instructor observations
• Certification application data
• CNA examination pass-rate data
• Employment and workforce-entry outcomes when available
These measures will provide both quantitative and qualitative evidence that students are developing the knowledge, technical skills, and confidence necessary to succeed in healthcare careers.
Purpose of Funding
The requested funding of $950.11 will establish a cost-effective clinical skills simulation lab that directly supports student learning, certification attainment, and workforce readiness. The sources for this items include 4yourCNA.com ($605.21 of the total) and Amazon.com (the remaining $344.90). Although the initial cohort includes 14 adult learners, all requested materials are durable, reusable resources that will continue to benefit future IET Nursing Assistant classes for years to come, significantly increasing the long-term impact of the investment.
Each requested item serves a specific instructional purpose:
Principles Banners ($225.00)
• Provide permanent visual reinforcement of CNA procedures and testing requirements.
• Support visual learners and English language learners.
• Promote independent learning and self-correction during practice sessions.
Care Plan Practice Cards ($45.99)
• Reinforce patient-care procedures and critical thinking.
• Support collaborative learning, review activities, and skills practice.
Four Practice Kits ($299.96)
• Provide authentic patient-care supplies necessary for repeated practice of Prometric-tested skills.
• Allow students to develop proficiency using the same types of materials they will encounter during certification testing and employment.
UV Flashlight ($8.99) and Glo Germ Gel ($35.92)
• Create engaging, hands-on infection-control demonstrations.
• Increase student understanding of proper handwashing techniques and disease prevention.
Full-Body Medical Training Mannequin ($299.99)
• Serves as the cornerstone of the simulation lab.
• Allows students to safely practice sensitive and complex procedures that cannot be performed on classmates.
• Builds confidence and competency in real-world patient-care situations.
The total investment represents an approximate cost of $68 per current student, while also creating a REUSABLE instructional resource that will benefit future cohorts and significantly expand the impact of the grant over time. By providing authentic clinical learning experiences within the classroom, these materials will directly support student achievement, CNA certification success, and entry into high-demand healthcare careers.
Alternative Schools Naples: Beacon, Pheonix, New Beginnings, TAP
6-8
Other
Additional Details
The goal of this project is to expand access to books and learning resources for students in grades 6–8. By creating a welcoming and engaging alternative library, we will give students opportunities to strengthen their literacy skills, explore their curiosity, build confidence, and develop a lifelong love of learning. Our goal is to make sure every student has access to resources that inspire them to read, discover, and grow.
Through regular opportunities to read independently, discover new topics, and share their interests with peers, students will develop stronger reading habits and greater enthusiasm for learning. The project will create an inviting space where students can explore, ask questions, discover new ideas, and develop a lifelong love of reading and learning.
The project will benefit students in grades 6–8 by increasing access to engaging books and learning resources that support their academic and personal growth. Students will have more opportunities to strengthen reading and comprehension skills, expand their vocabulary, explore new interests, and build confidence as learners. The welcoming environment will also encourage students to read for enjoyment, discover topics they are curious about, and develop positive reading habits. Ultimately, the project will help create a stronger culture of literacy and learning while ensuring that all students have access to resources that inspire them to read, discover, and grow.
Purpose:
The purpose of this budget is to purchase books through Amazon and book bins to create an organized, accessible, and engaging book collection. The books will support literacy, reading development, educational enrichment, and a positive reading environment for the individuals we serve.
Budget Narrative:
Funds will be used to purchase a variety of books through Amazon based on the reading interests, educational needs, and developmental levels of participants. The book collection will provide access to age-appropriate and engaging materials that encourage reading, learning, and literacy development.
In addition to the books, funds will be used to purchase book bins for storage and organization. The bins will provide a designated, easy-to-access space for the books and help keep the collection organized, protected, and readily available for participants.
Together, the books and storage bins will create a well-organized literacy resource that can be used on an ongoing basis. This investment will maximize the usefulness of the materials while creating an inviting and accessible reading environment.
928.02
Harry Potter Collection
60.41
Book Bins
50.99
Middle School Mystery
43.68
Who Was? and What Is? America Collection
129.99
Wings of Fire Set and Graphic Novels
122.5
Tree House Collection
55.88
Dork Diaries
47.14
Non-Fiction Middle School
110.93
SSYRA Middle School Books
107.28
Alan Gratz Collection
43.95
Wimpy Kid 1-22
58.58
Operation Kinderspion
35.97
Taxes
60.72
Listen, Learn, Succeed: Headphones for Special Education Students
Goal: To provide noise-reducing headphones to students with special needs to support focus, reduce sensory distractions, improve engagement, and create a more accessible and successful learning environment.
The classroom grant will give students access to individual headphones for independent work, computer activities, testing, and instructional videos.
These headphones provide many benefits such as improving focus, reducing sensory overload, and support self regulation. It also improves access to instruction which can allow students to listen, follow directions, and encourage independence.
15 headphones @ $12.99 each = $194.85 plus 6% sales tax = $206.55
My goal is to add high quality reading materials to my classroom library. I hope to create an environment that fosters a love for reading and learning. Right now, I don’t have enough books at different levels and interests for all of my students. Adding Sunshine State Readers and other high-quality books will give them more choices and support our second-grade reading goals, especially fluency, comprehension, and daily independent reading.
These books will be available to students during school hours. They will have a variety of genres and levels of Sunshine State Readers and have the freedom to pick the books they are interested in. Students will use them during independent reading, small groups, and when they finish other work. I will help them choose books that are a good fit and check in with them as they read.
These books will give my students more options and encourage independent reading. It will help them stay engaged and spend more time reading. It will also help build their confidence and stamina. I will look at their reading time and the AR quizzes our library uses to encourage and reward kids to see how it’s working.
The funding will be used to purchase high-quality books for our classroom library, including Sunshine State Readers at a variety of levels and genres. These books are not provided through our regular school budget, and I need them so my 15 students have more choices they can actually read and enjoy.
254.85
The Great Dinosaur Sleepover
18.99
Bored Panda
18.99
There’s Something Odd About the Babysitter
18.99
Oh Deer!
18.99
The Bakery Dragon
18.99
Zombie and Brain Are Friends
18.99
Vampire Jam Sandwich
18.99
No More Gnomes
18.99
Don’t Trust Fish
18.99
Anonymoose
18.99
Box Tales: Grow Strawberries Grow!
12.99
Fairy Scout Friends: No Rain, No Rainbows
12.99
The Faraway Forest: Wally’s Route
12.99
Katrina Hyena, Stand-Up Comedian
12.99
Max, a Little Axolotl
12.99
Equipping Students for Success with Essential Classroom Materials
This proposal requests funding to purchase essential classroom supplies that support daily learning and ensure all students have access to the materials needed to participate fully in classroom activities. Grant funds will be used to provide items such as pencils, pens, paper, notebooks, Sharpies, dry-erase markers, highlighters, sticky notes, folders, and other instructional supplies that are consumed throughout the school year.
Funding will ensure that students have consistent access to materials necessary for daily instruction and academic success. Students will be better prepared to complete assignments, participate in classroom activities, and engage in meaningful learning experiences. The project will help maximize instructional time and foster a classroom environment where every learner has the tools needed to succeed.
The goals of this project are to:
Ensure all students have access to essential classroom materials.
Increase student participation in writing, reading, and collaborative activities.
Reduce disruptions caused by shortages of classroom supplies.
Create an equitable and supportive learning environment for all learners.
By investing in essential classroom supplies, this grant will have an immediate and lasting impact on student learning. These materials will remove barriers to participation, support academic achievement, and help create a well-equipped classroom where all students can thriv
The purpose of this funding request is to provide essential classroom supplies that support daily instruction, student engagement, and academic success in the English classroom. These materials will ensure that all students have equitable access to the basic tools needed for reading, writing, note-taking, group work, and project-based learning activities.
Many classroom supplies are consumed throughout the school year and must be replenished regularly. By securing funding for these necessities, students will be able to fully participate in learning activities without interruptions caused by a lack of materials. This project will help create a positive, organized, and inclusive learning environment where every student has the resources needed to succeed academically and develop critical literacy skills.
he requested funding of $1,300 will be used to purchase essential instructional and classroom supplies that directly support student learning throughout the academic year.
Pencils and Pens ($250):
These materials will be provided to students for daily writing assignments, note-taking, assessments, and classroom activities. Having an adequate supply ensures that all students can actively participate regardless of their ability to provide their own materials.
Notebook Paper and Composition Books ($300):
Students will use these materials for journaling, essay writing, reading responses, class notes, and other literacy-based assignments that support English Language Arts instruction.
Sharpies, Highlighters, and Markers ($200):
These supplies will support annotation activities, text analysis, collaborative projects, presentations, and organizational strategies that enhance reading comprehension and critical thinking skills.
Dry-Erase Markers and Presentation Supplies ($150):
These materials will be used for classroom instruction, student collaboration, visual learning activities, and interactive lessons that increase engagement and participation.
Sticky Notes and Index Cards ($100):
Students will use these supplies for annotations, vocabulary development, study aids, brainstorming activities, and formative assessments.
Folders and Organizational Materials ($150):
These materials will help students organize assignments, track progress, and maintain important course documents throughout the school year.
General Classroom Supplies ($150):
Items such as tissues, hand sanitizer, tape, and other frequently used classroom necessities will help maintain a productive, healthy, and well-equipped learning environment.
Total Funding Requested: $1,300
This investment will directly benefit students by providing the essential materials needed to maximize instructional time, support literacy development, and ensure equitable access to learning resources throughout the school year.
At Sea Gate Elementary, we have a valued PBIS system that uses Spirit Sticks to recognize and reinforce positive student behaviors, including kindness, responsibility, respect, perseverance, and school pride. The goal of the Spirit Stick program is to initially provide extrinsic motivation through meaningful, tangible recognition while intentionally guiding students toward intrinsic motivation. As students experience consistent recognition and understand the impact of their positive choices, we want them to develop an internal desire to demonstrate these behaviors because they are the right thing to do and contribute to a positive school community. Over time, Spirit Sticks will become a tool for strengthening and celebrating our school culture, with the ultimate goal of students demonstrating positive behaviors not because they expect a reward, but because they take pride in who they are and the community they help create.
Students at Sea Gate Elementary will have multiple opportunities to earn Spirit Sticks by demonstrating positive behaviors and meeting school-wide expectations. Students may earn a Spirit Stick by receiving a Positive Referral for demonstrating behaviors such as kindness, responsibility, respect, perseverance, or school pride. Students recognized as Student of the Month will also receive a Spirit Stick in recognition of their positive contributions and character. In addition, students who receive a Super Seahorse Card for demonstrating exceptional positive behavior will have their names entered into a weekly drawing. Each Friday, five students from every grade level will be selected and recognized on the school news. Students whose names are drawn will receive a Spirit Stick as a tangible celebration of their positive choices.
Students will collect their Spirit Sticks throughout the school year and attach them to their backpacks. This allows students to proudly display their accomplishments and provides a visible reminder of the positive behaviors they have demonstrated. Spirit Sticks also create opportunities for students, families, teachers, and other adults on campus to recognize and celebrate students' accomplishments. By making positive behavior visible and celebrated throughout the school, the program will help reinforce a culture where kindness, responsibility, respect, perseverance, and school pride are valued by the entire Sea Gate Elementary community.
The Spirit Stick program will directly impact all 621 students at Sea Gate Elementary by creating consistent, meaningful opportunities for students to be recognized for positive choices and contributions to our school community. The program will help students understand that behaviors such as kindness, responsibility, respect, perseverance, and school pride are valued and appreciated.
Students will benefit from receiving positive reinforcement and recognition for their accomplishments, which can increase their sense of confidence, belonging, and connection to their school. Because students can earn Spirit Sticks in multiple ways, the program provides opportunities for students with different strengths and abilities to experience success and recognition.
The visible display of Spirit Sticks on students' backpacks will also help create a positive school-wide culture. As students see their peers being recognized, they will have opportunities to celebrate one another's accomplishments and be encouraged to make positive choices themselves. Parents, teachers, and other adults on campus will also be able to recognize students' achievements and reinforce these behaviors.
Most importantly, the program is designed to have an impact beyond the tangible reward. While the Spirit Stick initially provides extrinsic motivation, the consistent recognition and celebration of positive behaviors will help students develop an internal understanding of why kindness, responsibility, respect, perseverance, and school pride matter. Over time, we hope students will demonstrate these behaviors because they take pride in themselves and their school community, even when there is no reward attached.
Grant funds will be used directly to purchase Spirit Sticks for the 621 students at Sea Gate Elementary. These tangible recognition items will be distributed throughout the school year to students who demonstrate positive behaviors, earn Positive Referrals, are selected as Student of the Month, or are recognized through the Super Seahorse Card weekly drawing. Funding will ensure that we have an adequate supply of Spirit Sticks to consistently recognize and celebrate student accomplishments throughout the school year. By investing directly in Spirit Sticks, the grant will support our PBIS initiative and help create a positive school culture where students are encouraged to demonstrate kindness, responsibility, respect, perseverance, and school pride.
Spirit sticks run about .65 cents per spirit stick. Discounts are usually applied when bought wholesale, which I will buy wholesale. I am requesting 800.00 dollars to ensure I have an adequate number of spirit sticks for the year. The goal is for students to earn many spirits sticks throughout the year to continue to reinforce our Sea Gate Expectations and positive behavior.
To give students at the middle school a sense of belonging to a fun crafting club.
Students will learn how to craft with textiles. Instruction will include sewing, needlepoint, cross stitch and other forms of crafting with thread.
Benefits include refining motor skills, exercising the brain through troubleshooting structural mistakes, and learning patience. Sewing and stitching also relieves stress through repetitive motions and lowers cortisol levels. Boosting confidence is also a benefit because students are completing a tangible product. As students learn to sew and stitch, they are fostering their self expression by choosing fabrics and patterns that represent them.
For this sewing club, I will need $500.00 to purchase 6 sewing machines. I have found beginner machines on Amazon for $60.00 each. I will also need to buy fabric, thread, embroidery hoops. I am hoping that when we get this project running and community members hear about it, they will begin donating to our club.
I am an occupational therapist who provides daily services to exceptional student education (ESE) students in modified curriculum classrooms. My students benefit from opportunities to develop hand strength, fine motor coordination, and dexterity through meaningful, hands-on play activities. These foundational skills are essential for increasing independence and reducing the level of assistance students require with activities of daily living and functional classroom tasks.
Durable, high-quality materials would provide students with engaging opportunities to practice these skills during daily center rotations. Activities that involve manipulating small pieces, constructing designs, and pushing or connecting pieces together encourage students to use both hands simultaneously while developing hand strength, hand-eye coordination, and precise motor control. These skills directly support functional tasks such as managing clothing fasteners, opening containers, using classroom tools, and participating in self-care routines.
Through consistent use of these materials, students will have opportunities to strengthen bilateral coordination, midline awareness, and opposition while increasing their ability to coordinate and control their hands. Most importantly, these hands-on activities will promote active participation, confidence, and greater independence both in the classroom and in everyday life.
Exceptional students will use a variety of durable, hands-on materials and toys to develop the hand strength, fine motor coordination, and dexterity needed to complete everyday tasks at school. These activities will provide meaningful opportunities for students to practice functional skills such as grasping, manipulating, pushing, pulling, and assembling objects.
The new materials will also offer engaging and motivating activities designed to sustain students’ attention and encourage longer periods of active participation. By incorporating these materials into daily classroom routines and center rotations, students will have repeated opportunities to strengthen their hands, improve coordination, and build greater independence with functional tasks.
Developing fine motor coordination, bilateral coordination, and hand-eye coordination is essential for helping our exceptional students build greater independence in their activities of daily living. Engaging in hands-on activities provides meaningful opportunities for students to strengthen these skills while practicing the motor abilities needed to participate more independently in everyday tasks.
These activities also support important cognitive skills, including problem-solving, spatial awareness, planning, and creative thinking. By combining motor and cognitive skill development through engaging, hands-on experiences, students can build confidence, increase participation, and establish a strong foundation for continued academic and functional success.
The grant money will be used to purchase durable FM activities and manipulatives that can be used during times of therapy and during center rotations. Because the items are durable they can be used for many years to come. This will cover the cost of taxes and shipping.
