Public School Proud Grant Winners

The Sioux Falls Public Schools Education Foundation has begun announcing the 2024-2025 Public School Proud (PSP) Grant recipients! PSP Grants provide educators with funding to bring innovative projects to life, enhancing student engagement and enriching classroom experiences across the district.

This year marks a record breaking year for the Education Foundation—more grants awarded than ever before, more educators recognized, more students impacted, and the highest total investment in creative and impactful learning opportunities. Help us celebrate these outstanding educators and their visionary ideas for students!

This list is updated weekly from now until the end of the school year!

With grant dollars, she plans to purchase a garden grow bed, raft boards, fish food, fish trays, an aerator, plug trays, seeds, topsoil, and manure. In the application, she wrote, “This project will include growing plants in a variety of conditions for students to compare agricultural methods. Industrial agriculture methods will model the use of machinery, soil compaction, pesticides, and fertilizers for students to study their effect on native ecosystems and crop yields. Students will then compare these methods to sustainable agriculture, which will include an aquaponics system where students can also study nutrient cycles as fish waste is used to fertilize plants grown in water. Additionally, students can compare aquaculture as a solution to overfishing.”

With grant funds, she plans to purchase drying racks, a Cricut maker and supply bundle, plant supplies, a light tracing box, watercolor paints, brush markers, fake fruits and vegetables for still life drawings, and more. In the application, she wrote, “Not only will this grant benefit the students in my art classroom, but it will benefit the rest of the art department as a whole. Additionally, it will create an educational greenhouse space that can be utilized by the entirety of the high school. Simply put, this grant has three main objectives: First, students with cognitive impairments will be able to create art at a higher level. Various materials and supplies will be purchased to help bridge the gap between what they are naturally able to do and what they are seeing their peers creating. Second, advanced level art students will be able to explore art using various professional mediums and materials. Lastly, with an educational greenhouse ‘studio’ and upgraded still-life supplies, students will make the connection that not all art must be done in a classroom setting. They will explore that art is something that can always be with them and enrich their life experiences.”

With grant funds, she plans to purchase translucent tracing paper, stencils, portable LED photography lights, a Cricut maker and Cricut papers, blades, wood, and vinyls, a gel press monoprint plate and printmaking supplies, digital camera USB cables, and more. In the application, she wrote, “For the photo class, the acquisition of both handheld and portable studio lights, props, and diverse drawing and printmaking formats will empower students to develop experimentation with various styles and compositions while encouraging them to express personal voice and synthesis. The supplies for both classes create an environment where students can push boundaries, develop critical thinking skills, and foster a deeper understanding of the materials. By integrating these resources, the curriculum becomes more dynamic.”

With funds, she plans to purchase wall-mounted corkboard displays. In the application, she wrote, “Currently, our classroom lacks adequate facilities to present student artwork. The project aims to enhance artistic confidence, celebrate creativity, and provide opportunities for connection between artists in different classes. It will enhance artistic presentation skills by teaching students how to showcase their work and will allow students to see different processes in real time as students from different classes plan, sketch, and create each day.”

With grant funds, they plan to purchase a matte cutter to frame student artwork. In the application, they wrote, “Every year our department submits numerous art pieces to various shows, competitions, and displays. Artwork needs to be matted for it to look nice and presentable. On any given year, we spend between $600-900 on matte requests. If we can matte ourselves, the savings is ten-fold. In addition, the matte cutter will give students the opportunity to matte their own work and take responsibility for its presentation.”

With grant funds, Cassie plans to purchase seven food processors and one Kitchen Aide mixer. In the application, she wrote, “Due to limited class time, we often must prepare food for one day and finish cooking them the following day. Having food processors would allow students to do more prepping in the time we are allotted. We hope to purchase a stand mixer, which would provide us with the proper tools to prepare baked goods and other foods. New food processors means being able to make more food and prep more items for labs. The less time students spend on prepping the food, the more time they have to learn cooking and baking techniques of the food or dish they are making.”

She plans to purchase a Cricut EasyPress 3, heat transfer vinyl rolls, and an iPad that will be used by students in the Fashion Design and Interior Design classes. In the application, she wrote, “With these materials, students will have hands-on experiences with design using skills like design layout and color enhancement. In Fashion Design classes, students demonstrate sewing skills while creating practical projects. Students will be able to take their designs further and create one-of-a-kind projects. Using the Cricut, students will learn about creative expression, production processes in graphic design, and connect their content knowledge to real-world design experiences.”

She plans to purchase 13 3D human body, skeleton, and heart models. She also plans to buy a human torso model and a ring-mounted skeleton. In the application, she wrote, “Students learn the basics of the human body systems with limited English skills. Having 3D models to understand how each system works would be an excellent tool to solidify their vocabulary. Students currently use paper models and printed pictures as guides to understanding different organs. However, having 3D models would give students the opportunity to engage in beneficial real-life learning. Current emergent EL students will be able to practice their speaking, listening, and writing skills with these tools.”

With grant funds, she will purchase camera bags, card readers, UV lens protectors, photo props, light stands, and a light painting kit that will be used by 130 students in Photo 1 and 2. In the application, she wrote, “I teach using the Teaching for Artistic Behavior (TAB) model. With this, students are able to explore photography at their own pace. They are encouraged to go more in-depth into areas of interest. These supplies will allow students more options to deepen their understanding and allow them to be practicing artists.”

She plans to purchase supplies for paper quilling, cross stitch, weaving, drawing and painting, needle felting, card making, origami, and calligraphy. In the application, she wrote, “Each one of these items fits into a higher order thinking art. Students are still able to work through the process of creation and share their imaginative ideas, but now they will get to use new materials. With each new art form that students try, they might discover something that they really love or something at which they excel. When young minds discover new art forms that they can take into adulthood, they have a higher chance of continuing to be creative throughout their life.”

She plans to purchase wood blocks. In the proposal, she wrote, “Students will be able to experiment with a different printmaking medium that is not accessible to many students outside of the classroom. They will design artwork and then physically carve their work into wood. It can be reused to print many times or stand alone as an art piece. Most students have already used linoleum as a printmaking medium, and this will give them a new option to try.”

He plans to purchase a compressor, grinder, kiln shelf and posts, and gloss glazes that will be used by 350 students. In the application, he wrote, “The goal is to rebuild the ceramic studio at Roosevelt. We had an air compressor, but it recently broke down. This has prevented students from creating work at the highest level possible. By purchasing a new air compressor, angle grinder, kiln shelves, posts, and glazes, students will have the means to create highly functional and decorative ceramics that meet industry and university standards. Furthermore, the angle grinder and kiln shelves will help prolong the lifespan of the kiln.”

She plans to purchase 40 heart rate monitors. In the application, she wrote, “Homeostasis is a continuous thread throughout biology. However, students struggle with understanding its importance and involvement within living organisms. A reinforcement activity like a heart rate lab will allow students to witness and observe how homeostatic processes maintain equilibrium. By using heart rate monitors, students will track the changes of their heart rate continuously and precisely under varying conditions. By accurately monitoring the changes a body experiences, specifically during and immediately following exercise, students can analyze how body systems like the respiratory and circulatory system overlap and function to maintain internal body conditions.”

She plans to purchase white boards, magnetic strip tape, and laminating sheets. In the application, she wrote, “The project will allow students to use magnetic pieces with numbers and labels to set up stoichiometric problems (reactional and molar conversions). With the manipulatives, students can mimic setting up a problem by putting in labels first then numbers. Students will solve for the correct answers and then find that answer among the pieces provided.”

With grant funds, she will purchase an aquaponic system that can grow lettuce and other leafy greens and also includes a fish farming component. In the application, she wrote, “The aquaponic system enhances the AP Environmental Science curriculum by allowing students to have hands-on immersive learning while managing a closed-loop ecosystem. Students will study nutrient cycles, interaction between species, biodiversity and food webs, water quality, different agriculture practices, sustainable food production, and fish farming. A large part of the AP curriculum is experimental design as well as scientific inquiry. Students will be able to conduct experiments and analyze data to better understand this standard.”

She plans to purchase needle felting, rulers, printmaking barens, inking plates, quilting kits, a heat press table, and star clay cutters. In the application, she wrote, “Art is inherently hands-on and through the supplies I’m requesting, students will be able to learn and experience different ways art can be created. By completing class sets of items, all students will be able to create at the same time instead of having to share supplies and materials or teaching more than one project at a time. Having a variety of tools available for students will allow them to experiment with different media and learn new ways to create art. These experiences will help students be successful in the art-making process, promote a life-long love to create, and allow students to find their niche in the art world.”

Tyler plans to purchase STEM materials to explore geological, astronomical, and physics concepts. More than 300 students will use Galileoscopes, projectile launchers, bouncing darts, air puck physics, tectonics models, and rotary tumblers. In his proposal, he wrote, “The Galileoscope allows students to discover how Galileo made his initial observations, and they will get to use a device similar to his original design. The bouncing dart and projectile launcher are used to demonstrate STEM and physics concepts. The density flow tank allows students to better understand how convection cells work and how we can visualize the process of how the ocean flows. We will use the pendulum kit and air puck physics to demonstrate conservation of energy and to help students get hands-on in their physical science understanding.”

She plans to purchase a sound and light panel for the sensory room. In the application, she wrote, “A light and sound panel is beneficial for students with autism, because it provides a visually engaging and interactive way to stimulate their senses, often helping to calm them, improve focus, and encourage communication by creating a direct link between sound and visual feedback. Not only will a light and sound panel help to calm and regulate students with autism, but it will also encourage the user to be more vocal, understand cause and effect, and allows students to control their environment.”

They plan to purchase 3D models of the human heart, skeleton, and torso, a cross section foam brain model, a pumping heart model, a cross section of the Earth model, a giant magnetic solar system, a cross section of a plant cell, geometric solids, magnetic fraction tiles, and a weather science lab. In the application, they wrote, “Realia is the use of authentic objects to teach specific content. These materials can be everyday items, physical or virtual, that bring learning to life for those who need to visualize an idea or concept. Our core curriculum for our newcomer students is taught at grade level when they come to our classrooms. We teach all the science, social studies, math, and language arts standards. Being able to have the materials will assist their connections to their home language(s). Many students know the vocabulary words but making that correlation to English when it is not visual slows down the learning process. The materials from this grant would give our English Learner students the chance to experience vocabulary words in a more memorable way.”

With grant funds, Amy plans to purchase reusable mass casualty injury equipment for her EMT class. In the application, she wrote, “Each year we host a large, mass casualty event with local first responders and our EMT students. We do not have any mock injuries, and grant funds would allow us to buy different tools that students can use when acting, allowing a more realistic experience for both students and first responders.” With the new materials, students will be able to simulate burns, eviscerated intestines, ankle dislocation, major muscle lacerations, denture avulsions, skull fractures, rib fractures, wrist fractures, severed fingers, and more. In addition to this equipment, Amy also plans to purchase a loading rail for CTE’s Stryker Cot stretcher. Amy continued, “EMT is all about critical thinking and applying your knowledge in emergent situations. If I can make experiences more realistic, this will help students prepare and perfect their skills prior to being in an actual crisis.” In addition to the students from CTE, Sioux Falls Fire Rescue, Patient Care EMS staff, and Sioux Falls Police participate in the training, making this project a collaborative effort.

With grant funds, she plans to purchase watercolor paint sets, tempera paint sets, paint scrapers, hand presses, and art books. In the application, she wrote, “In the art room, I am committed to fostering creativity, critical thinking, and self-expression in my students through the art making process. I strive to engage my artists with hands-on, interactive experiences that encourage the exploration of different materials. This grant will support my efforts to enhance students' understanding of color theory by providing essential resources including painting supplies, printmaking tools, and color theory materials. This project will allow students in grades K-5 to explore the world of color through painting and printmaking, encouraging critical thinking, problem-solving, and innovative expression.”

With grant funds, she plans to purchase stamps, ink pads, paint daubers, finger paint, paintbrushes, crayons, activity pads, glue sticks, pom poms, pipe cleaners, markers, and more. In the application, Jill wrote, “The curriculum I use is called Highscope, and it is all child-led. We provide materials to the students, and then they choose which materials they would like to use. Students need the opportunity to be creative. This grant allows them to explore different ways to showcase their imagination. These materials also give students an opportunity to strengthen their fine motor skills, an indicator for kindergarten readiness.”

With grant funds, she plans to purchase coloring books, Play Doh, art drying racks, watercolor and oil pastel paints, “How to Draw” books, jumbo crayons, origami paper, stencils, and markers. Some of the materials will be used to restock the art classroom, and some of the supplies will be used by students who finish their projects early. In the application, Gabriele wrote, “These materials will ensure we have enough supplies for hands-on activities that align with the curriculum. I will also create a station where students can go if they finish early. In this space, they can work independently, exploring and creating on their own.”

She plans to purchase a planetarium projection dome tent and star projector. In the application, she wrote, “The memorable experience will start the moment the students step into the inflatable planetarium. By bringing ‘far away’ just a bit closer, students will be able to experience the night’s sky like never before. Why don’t we see a lot of stars in the daytime? Using the star projector, students will gather data about the size and distance of objects in space relative to Earth, create a physical model demonstrating the distances of various stars and the sun from Earth, and conclude that it is the immense distance of Earth from other stars and the sun’s proximity to Earth that creates the illusion of other stars being much smaller than the sun.”

With grant funds, she plans to purchase social emotional learning manipulatives that promote emotional awareness, empathy, self-regulation, and positive social interactions. In the application, she wrote, “The SEL materials will provide hands-on, immersive experiences to help students develop key social and emotional skills. Interactive tools like emotion cards and games will allow children to identify and express their feelings, while role-playing with puppets and storybooks will foster empathy and conflict resolution. These activities engage children in meaningful conversations, helping them learn to manage and understand their feelings in a fun and relatable way.”

With grant funds, she plans to purchase bass bars for the music room. In the application, she wrote, “We are requesting funds to acquire bass bars to provide a richer, more dynamic musical experience. The bass bars will add an essential lower register to the ensemble, helping balance the sound and create a fuller, more vibrant tone. This addition will deepen students' understanding of music by giving them hands-on experience with pitch, melody, and harmony. Bass bars will also provide a practical and engaging way to teach concepts such as the role of the bass section. Students will learn how bass tones support and anchor the melody, reinforcing the importance of teamwork and coordination in group performance. Additionally, by incorporating bass bars, students will have opportunities to develop their rhythm and timing, as the larger mallets required for playing will help improve dexterity and hand-eye coordination.”

With grant funds, she plans to purchase handwriting workbooks, magnetic letters, puzzles, sorting trays, and matching games. In the application, she wrote, “Fine motor skills are important to the development of the whole child and are a priority in kindergarten readiness skills. Many students today lack the fine motor control and finger strength necessary to hold a pencil, and without those skills, they struggle to master other requirements. These skills do not develop overnight, they require continued work and practice over time. I am requesting funds to purchase tools that will strengthen the muscles in students’ fingers and hands to build control and stamina for fine motor tasks in the classroom, like writing and cutting. With these materials, students will also strengthen hand-eye coordination, a skill that is imperative to their development.”

With grant funds, she plans to purchase paper punches, painting texture tools, watercolor paints, paint trays, rubbing plates and mats, Kwik Stix tempera paint, paper crimpers, rubber brayers, paint markers, paint scrapers, goo spreaders, paintbrushes, and more. These supplies will be used by 575 students.

With the funds, Kris plans to purchase adaptive PE equipment to help students with disabilities learn tennis, pickleball, and basketball skills. She will also help students learn how to ride a bike. In the application, you wrote, “The equipment is hands-on and allows students to learn using equipment that is sized, weighted, and created just for them to be successful and ‘in reach’ of activities in which their peers are participating. The footprints and large dots will be used for balance activities. Using the lightweight paddles, students will hit a balloon first and then transition to various other balls while learning tennis and pickleball style play. Shorter basketball hoops will allow the students to learn the correct way to shoot without the frustration of not making it into the tall hoop. Lastly, students will use a strider to help them learn how to ride a bike. Having this modified equipment will create a positive learning environment for RISE students. As they find success with these adaptive materials, students will be motivated to try new things.”

Kimberly plans to purchase task boxes that will be used by 100 students. In the application, she wrote, “Task boxes are fine motor activities that are designed to promote the development of early math concepts, early literacy concepts, and fine motor skills. Organized into pencil boxes, these transportable learning tools can be utilized across academic settings to allow students more opportunities to demonstrate their content knowledge. In math, task boxes will be created to give students additional practice with counting, before and after numbers, basic addition and subtraction, patterns, and greater than/less than. For reading content, I will create task boxes to help students practice letter recognition, CVC words, letter and word blending, sight words, and reading comprehension strategies. When writing, students will use task boxes to trace letters, numbers, and words.”

Megan plans to purchase interactive games that teach students about the power to choose, growth mindset, and self-esteem, sensory kits with sand, feather, clay, and color beads, and exploding emotions flash cards. In the application, she wrote, “With tools like this, students can practice identifying and managing emotions in a way that aligns with their developmental levels and abilities. These resources would not only empower our students to self-regulate but would also foster a more empathetic classroom culture. By incorporating accessible social emotional learning materials, I aim to offer students a personalized approach to expression, setting them up for future success both in school and in their everyday interactions.”

Kaylie plans to purchase 60 tubs of red, yellow, and blue Crayola Dough for 100 kindergarten students. In the application, she wrote, “I want to purchase Crayola Dough in the primary colors. It would allow kindergarten students to actively visualize mixing colors together while using fine motor skills to build muscle strength. After using the primary colors Crayola Dough, students will mix two together to make the secondary colors. After they have done that, students will use all of the colors to create a personal piece of art they can take home.”

With grant funds, they plan to purchase puzzles, pattern blocks, doodle boards, color paddles, wooden toys, kinetic sand, giant stampers, and maze boards that will be used by 40 students. In the application, they wrote, “Tactile and visual elements—such as textured surfaces, interactive, and color-based activities—will provide alternative ways to understand and retain information, supporting learning pathways that some students rely on more than traditional methods like paper and pencil. These interactive objects align with curricular goals by enhancing skill-building in areas like language, numeracy, fine motor skills, and social interaction. The grant materials are not only engaging but also provide opportunities for students to practice problem-solving, critical thinking, and cooperation. By making learning hands-on and adaptable, these resources create an educational experience where students of all abilities can thrive, strengthening core curriculum outcomes and reinforcing essential life skills in a meaningful, engaging way.”

She plans to purchase a laundry center, wooden ironing board, and clothes for her dramatic play area. In the application, she wrote, “These materials would allow my students to pretend to do laundry and other household chores. This will help my students understand the importance of responsibility, which plays a big role in social emotional skills. I would model pretend play and then allow the students to try using the washer, dryer, and ironing board. Students love to be in the dramatic play area, and some of their favorite things to play with are the housekeeping supplies. This would be a great addition, and these activities will help students develop fine motor skills and problem solving abilities.”

With grant funds, she plans to purchase Inventables, drying racks, and art supplies that will be used by 530 K-5 students. In the application, she wrote, “This project will expand the tools and storage in the art room to allow students to experiment with a wide variety of materials, develop a sense of autonomy and ownership in their learning, and promote creativity and independence. Teaching for Artistic Behavior (TAB) centers the child as the artist and driver of their education. The art classroom functions as the studio and must be highly varied and structured to allow the students to practice as artists. The ability to cut cardboard safely will expand sculpture to include younger grades. The Inventable is a kid-safe power tool for cutting cardboard. This will give students the opportunity to create with 3D artwork and bring their ideas to life without the safety concerns and frustrations of cutting through thick cardboard with scissors. With the addition of clay drying storage, multiple classes can create clay works at one time. Allowing more opportunity for materials and choice will enrich the hands-on experience of creating in art class.”

With grant funds, Maggie plans to purchase dot markers, Kwik Stix tempera painters, Crayola watercolor and oil pastels, foam sensory paint, crafting hole punches, Mosaic Creations magnetic designers, line markers, motorized spin art centers, and more. These materials will be used by 200 students at Horace Mann Elementary and JFK Elementary. In the application, Maggie wrote, “These materials will allow students of all abilities to create art giving them different options so they can be more autonomous over their work and take more ownership. The more supplies the students have access to, the more confident they will be, and the more creative they will become.”

With grant funds, Molly plans to purchase sets of Picasso Tiles building blocks, MindWare imagination patterns, Picasso Tiles construction building chips, and Picasso magnetic puzzle cubes. In the application, she wrote, “This initiative aims to provide a classroom set of non-consumable creative tools and manipulatives that encourages students to build their ‘imagination muscles.’ Imagination is a powerful tool, intricately linked to both the artistic process and problem-solving skills. It is truly at the heart of art. Encouraging students to exercise their imagination not only enhances their well-being but also positively impacts their learning across various subjects. Students will build, create, collaborate, generate ideas, and connect through immersive play, and these activities will be connected to district art standards and art project creation.”

With grant funds, she plants to purchase Sphero Indi robots, Dash robotics kits, and four Dash launchers that will be used by 450 students. In the application, she wrote, “The Spero Indi robot is a great beginning robot for kids in kindergarten through second grade. With this robot, students will learn to solve complex problems creatively and will gain knowledge in abstract thinking as they solve codes and puzzles. The Dash robot is better suited for students in third through fifth grades. Dash can be driven with an app on an iPad or coded using Blockly language. Robots provide a unique, hands-on experience and spark students’ curiosity in ways that computers cannot. Students are applying all the STEM concepts without even thinking about it. They can construct a basketball hoop with building materials and then program their robot to launch a ball into the hoop. Students can code a robot through a maze or use it to retell a story. These activities will all require collaboration, teamwork, problem solving, trial and error, and critical thinking skills.”

Tessa will use $1,236.31 for her proposal, “Enhanced Still Life Drawings.” With grant funds, she plans to purchase faux fruit and vegetables for still life drawings, plastic vases, construction paper, faux greenery, paint refills, and print making materials. In the application, she wrote, “Students will utilize new materials and objects to set up their own unique still life. They will use observation and realism drawing skills to perfect their still life over a period of time. With the new paints, students will add color to their creations. Through this lesson, students can study value, since having actual objects would allow them to see how light and shadows fall. In addition to the still life lessons, students will utilize safety-cut block printing materials to enhance their knowledge of printmaking. These materials will also help them better understand positive and negative space.”

With grant funds, he plans to purchase an aero garden farm. In the application, he wrote, “This project will teach students about science, sustainability, and growing food in small spaces. We will use a prefabricated hydroponic system that is easy to set up and manage, making it perfect for introducing this innovative method in the classroom. The system will include containers for the nutrient solution, water pumps for circulation, and LED grow lights. This setup will provide a controlled environment where students can closely observe how plants grow without soil. We will cultivate plants like lettuce, tomatoes, peppers, and herbs. The project will not only reinforce scientific concepts such as the plant life cycle and nutrition but also promote values like responsibility, teamwork, and sustainability. At the end of the project, students will enjoy a fresh harvest while gaining knowledge about modern agriculture. In a Spanish immersion school, these materials will also provide an opportunity for students to expand their academic vocabulary in both Spanish and English, strengthening language skills through practical applications.”

With grant funds, she plans to purchase multiple drones, radio controllers, safety glasses, and flight simulators that will be used by third, fourth, and fifth graders in gifted education. In the application, she wrote, “Using drones, students can explore a wide range of educational concepts like engineering and design, physics and math, geometry, programming, geographic mapping, and mechanics. Drones offer interactive coding experiences, and students will program the drones to control flight patterns and complete challenges. This hands-on approach helps bridge the gap between abstract concepts and tangible outcomes. Lastly, when using flight simulators, students gain knowledge of aerodynamics and spatial awareness, while collaborating with a team to create flight missions. This type of cooperation also enhances teamwork and communication.”

With grant funds, they plan to purchase letter and number manipulatives, sensory activity boards, marble mazes, sentence building sets, and Montessori games that will be used by students with autism, students with limited to no verbal communication skills, and students who have cognitive delays. These classroom supports provide active practice rather than paper and pencil tasks. In the application, they wrote, “The materials will focus on students’ strengths and provide them with hands-on materials to learn and practice new skills. The tasks will be incorporated into instruction and then moved to independent practice using the Structure Teach work system. Tasks promote student independence and skill retention. All tasks will be first taught and practiced with the students. When a student demonstrates competency with tasks, they will be added to the student’s structured work system.”

She plans to purchase printing blocks, ink, brayers, and inking plates for 460 students. In the application, she wrote, “Students will learn what relief sculpture is through linoleum printmaking. They will create designs while considering positive and negative space. Students will transfer their designs to soft cut linoleum and use cutting tools to extract pieces of their design. They will then use brayers to apply printing ink to create the first prints. Students will continue to extract pieces of linoleum to build layers of colors on the prints already made. Through this process, they will learn the areas that are extracted will not print, and the remaining areas will. Students will essentially understand that they are creating a low relief style sculpture where any extracted areas will create negative space areas on their prints.”

With grant funds, they plan to purchase math games that will reinforce grade-level content and review key principles. In the application, they wrote, “These games will provide real-world context to the math concepts we are teaching, helping students better understand the practical applications of what they are learning. Many students underestimate the amount of practice required to master math skills, and traditional worksheets alone are not sufficient. Our goal is to encourage more peer interaction and collaboration, reducing the reliance on Chromebooks. Furthermore, we are excited to incorporate Hands on Equations to bring algebraic concepts to life. This approach allows students to visually and physically engage with the steps involved in solving equations, leading to improved retention and long-term mathematical success.”

She plans to purchase sumi ink, marbling trays, and high-quality paper. In the application, she wrote, “The requested funds will support a project focused on Suminagashi, a traditional Japanese art form of marbling. The term Suminagashi translates to ‘floating ink,’ reflecting the process of gently dropping ink onto the surface of water, where it spreads to create organic, swirling patterns. Using brushes, droppers, and toothpicks, students will manipulate the ink to form unique designs before transferring them onto paper. This activity will introduce students to a culturally rich and visually stunning art form while fostering creativity and hands-on learning. Through this project students will then have the opportunity to experiment with their patterns, adding their personal artistic touch. With the materials provided by the grant, each student will produce their own marbled artwork.”

They plan to purchase liquid floor tiles, tap-tap touch lights, fidget tubes, foam puzzle mats, flip fabric, magnetic blocks and tiles, marble maze mats, Wikki Stix, and a breathing lamp for guided visual meditations. In the application, they wrote, “We want students to be focused and engaged, and teaching them self-regulation strategies will help students to be successful. We will use funds to convert a small room into a sensory space with various supports; students can explore what materials will help them stay regulated so that they can return to the classroom. By observing them in the sensory space, we will learn what strategies work best for each student, and then we can implement those strategies in the classroom.”

She plans to purchase a large paper cutter, drying racks, clay, paint, and new drawing mannequins that will be used by all 265 students. In the application, she wrote, “The paper cutter and the drying rack are both essential tools that we use daily to prep paper for projects and to allow said projects to dry. Clay, paint, and the mannequins are for exploration and creative expression. For example, the mannequins are to learn about figure drawing and body proportions. A variety of paint such as tempera liquid, tempera cakes, watercolor, and tempera sticks will give students an opportunity to work with different textures. I do not have a kiln, but air-dry clay and oven baked clay are a huge hit with the students to explore 3D art and functionality.”

She plans to purchase letter and number manipulatives, literacy puzzles, and word building tiles. In the application, she wrote, “I have the amazing opportunity to teach students who are in their first year in our country. My students are new to the English language, and the standards are set high. I teach my students the same grade level curriculum as any other teacher in the district. Letter activities and phonics manipulatives would help students learn letters, spelling, and writing in English in a fun and engaging way. Math manipulatives would help students learn basic principles and further support students in the areas of operations and algebraic thinking. Students will take ownership as they engage with these hands-on manipulatives.”

She plans to purchase math board games, math fidget spinners, and mini self-assessment flip charts that will be used by 100 students. In the application, she wrote, “Mastering math facts is a cornerstone of mathematical success, providing a strong foundation for future learning and critical problem-solving skills. Research shows that fluency in basic math facts frees up cognitive resources, enabling students to easily tackle more complex mathematical concepts. By ensuring students internalize these core skills early, we can equip them with the confidence and competence needed for advanced topics like fractions, algebraic equations, and geometry. Investing in math fact fluency benefits individual learners and strengthens the broader educational community, fostering a generation equipped to excel in an increasingly data-driven world.”

She plans to purchase games, activities, and supplies that will be used by third grade students and residents at Dow Rummel Nursing Home. In the application, she wrote, “The goal of this project is to foster intergenerational relationships through cooperative games, educational activities, and shared experiences. Each month we will visit the residents and provide a holiday decoration. We will then complete a hands-on activity which encourages communication and teamwork. By interacting with residents, students learn to listen attentively, ask thoughtful questions, and engage in meaningful conversations. My goal is that students will build empathy and respect.”

She plans to purchase makerspace task cards, a math dice board, dominoes, road building sets, gears, and card games that will be used by 230 students. In the application, she wrote, “Funding for Pioneering STEAM Excellence will provide students with hands-on, immersive materials that bring STEAM concepts to life. Each element of the program is designed to engage students directly, allowing them to learn by doing, exploring, and creating. Through these experiences, students will build resilience, collaboration, and critical thinking—skills essential for the future. In addition to core STEM activities, arts integration will enhance creativity and broaden understanding. Materials like Pattern Play allow students to see the artistic aspects of STEAM, merging logic with creativity to develop well-rounded skills.”

She plans to create an employment-based lab that will use more than 40 job training tasks to teach students vocational skills. In the proposal, she wrote, “This project would allow staff to set up an employment-based lab used to expose young-adult learners to a broad range of hands-on, generalizable work skills. Participants would clock in and ‘go to work,’ exploring jobs that are similar to those at our community-based job sites. We will have individual workstations in the fields of Construction, Industrial, Consumer Services, and Processing Production. Activities will include, but are not limited to, kitchen clean-up, food preparation, food measurement, housekeeping, custodial work, visual perception, sorting and assembly, identification and filing. Because this population is so diverse in cognitive, medical, and personal care needs, they are often unable to explore multiple job opportunities and receive skills training. This lab would bring the experiences to the students and allow staff to adjust and differentiate to accommodate individual needs.”

They plan to purchase and create work task boxes for students with autism. In the application, they wrote, “The Sioux Falls School District serves more than 700 students who qualify for special education services under the category of autism. The district has demonstrated a commitment to train and support staff in using a structured teaching approach. A large component of this teaching method is to advance independence for our students by creating work baskets for them to utilize. These systems help students independently practice mastered skills, assist in the generalization of these skills, and expose students to learning with a variety of materials. Work baskets often contain colorful items, task folders, and hands-on prevocational tasks. And now, with the creation of the Lending Library, students at the Community Campus are getting experience in running all parts of a ‘business’. They help create the visuals and instructions for the work baskets, fill/deliver/pick up orders from the online check out system, and reorganize, clean, and inventory materials ensuring that the supplies are ready for the next student.”

She plans to purchase an aquaponics kit, garden product, and aquarium lights that will be used by 100 students. In the application, she wrote, “We seek funding to create an aquaponics system using a 29-gallon fish tank and a grow bed. This project will integrate science, sustainability, and hands-on learning, engaging students in a real-world application of biology, chemistry, and environmental science principles. The system will function as a closed-loop ecosystem: fish in the tank produce waste, which is converted into nutrients by beneficial bacteria. These nutrients are then used to grow plants in the bed above the tank. The plants, in turn, filter the water, creating a sustainable, symbiotic relationship between aquatic and terrestrial systems. Students will be actively involved in designing, building, and maintaining the system, learning about nutrient cycles, water quality, and ecosystem dynamics. The aquaponics system will provide opportunities for inquiry-based learning, encouraging students to observe, hypothesize, and experiment.”

With the funds, she plans to purchase eight boxes of air dry clay that will be used by 420 students. Each student will have an opportunity to make their own clay project and then they will be able to take their creations home.

he plans to purchase a variety of items, like busy board sensory boxes, pop up puppets, alphabet and number bots, puzzles, fine motor rainbow cones, LCD doodle boards, and calming sensory tubes. In the application, she wrote, “The tactile items requested would allow our students the ability to explore literacy and STEM supports in a way that is reflective of their abilities. Sensory and developmentally appropriate resources will be shared with students to capture attention, making learning more dynamic and reinforcing understanding and comprehension.”

Kayla plans to purchase magna tiles, card games, Play Doh, building bricks, puzzles, and board games. In the application, she wrote, “Many students do not have a lot of experience with cooperative play, like board games and puzzles, or do not have access to hands-on building toys, like LEGOs and magna tiles. Children are used to using screens, but hands-on play can teach them social skills that transfer to school and home. Most importantly, having access to these materials will give students time to foster genuine experiences with their peers and adults.”

With the funds, they plan to purchase basic and advanced curriculum task boxes that will be used by RISE students. In the application, they wrote, “Each task is designed to engage students in practical, meaningful activities that align with their individual abilities and needs. By using tactile materials that are easy to manipulate, students will have the opportunity to practice motor skills, problem-solving, and task completion in a real-world context.”

Megan will purchase acrylic paint sets, table-top easels, and canvases that will be used by 141 students. In the application, she wrote, “My vision is to transform the art room into a painting studio and to give my fourth and fifth graders the opportunity to create paintings on canvas. Students will paint on a table-top easel, practice techniques with acrylic paint, review color mixing, and create a personally satisfying piece of art that they can take and display in their home. The grant funding would bridge that gap for the students at EFA+ so that all students have an opportunity to paint using this method.”

She plans to purchase a variety of board games that she will use during her counseling and full class lessons with 450 students. In the proposal, she wrote, “Planned instruction begins with identifying key social skills such as communication, teamwork, and conflict resolution. Rather than competing against each other, students learn how to work together toward a common goal, which leads to improved relationships, increased confidence, and positive social interactions.”

With grant funds, she plans to purchase a variety of math games, puzzles, and manipulatives that will be used by 75 students. In the application, she wrote, “The materials will provide hands-on opportunities for kindergarteners to experience math in meaningful ways. There are tactile and tracing activities meant to make number formation and number writing practice fun, experiencing that skill in a unique way from what the curriculum provides. Several of the materials provide engaging ways for students to practice matching numbers to number words, numbers to dots, or numbers to tens frames, all key concepts taught in kindergarten. 3D shape blocks will make our geometry unit come to life as students get to build large structures. Each activity chosen is a developmentally appropriate way for kindergarteners to immerse themselves in math, while also developing fine motor, gross motor, and problem-solving skills.”

She plans to purchase a new sound and light board that will enhance the school’s musical performances. In the proposal, she wrote, “Every year, more than 80 students participate in our school musical. Throughout the years, different pieces of sound equipment and stage lighting have been donated to enhance our school musical. These items are becoming outdated, and some are no longer compatible with technology. Our students work tirelessly to provide a Broadway-caliber product and new sound equipment would be an incredible upgrade. These resources would provide our students and audience the performance experience that they deserve.”

With the funds, she plans to purchase giant sight and sound tubes, activity balls, bead lacing sets, light-up musical shape sorters, See Inside rain sticks, spinning stacking toys, sensory fidgets, a rainbow stack ball track, and a cuddle box that will be used by 75 Early Childhood students. In the application, she wrote, “Within my classroom, and fellow Early Childhood classrooms, there are a number of students with a variety of disabilities. These students also come to school with a wide range of sensory needs. The materials I have requested include items that spin, make noise, have different textures, allow for movement, and provide a feeling of security. While using the sensory toys, students will work closely with school staff to use appropriate play skills. Many students come into my classroom with atypical behaviors and a lack of appropriate social skills. These materials will help to teach them those skills as well as filling the need for sensory input. Repetitive movement, sounds, and fidgets can help people with autism stay calm, relieve stress, and block out uncomfortable sensory input.”

With grant funds, Beau plans to purchase materials that will support social emotional learning, address challenging behaviors, and build inclusive classrooms at 13 Early Childhood sites, affecting 862 students throughout the district. In the application, he wrote, “The Pyramid Model Preschool Classroom Kit will provide students with engaging, hands-on experiences to develop crucial social-emotional skills. Through interactive tools like emotion cards, puppets, and visual prompts, children will learn to identify and express their feelings, recognize emotions in others, and practice empathy. The kit also includes materials for role-play and problem-solving activities, allowing students to navigate social situations and resolve conflicts. These materials immerse students in real-world scenarios, making abstract concepts tangible and approachable. These tools provide a foundation for lifelong skills, building confidence and resilience that will support them through school and beyond.”

With the funds, Kathy plans to purchase watercolor pencils, acrylic paint, gelli printing materials, shape hole punchers, paintbrushes, embroidery hoops, cardstock, and figurines for photo projects that will be used by 300 K-5 students. In the application, she wrote, “I would like to purchase a variety of art making materials to help increase curiosity and imagination. The elementary art curriculum covers a wide range of art themes and concepts. This grant would help me to encourage hands-on learning in a variety of mediums and would provide the interest and novelty in art materials to keep my students engaged, creating, and imagining. I truly believe that first our students need to learn the foundational skills to create, and then they can start being imaginative through the art-making process. Being able to sustain activity and think outside the box are crucial skills for all students to cultivate at a young age.”

She plans to purchase weaving looms, crochet thread, pony beads, yarn, and other fiber arts supplies. In the application, she wrote, “The standing loom and tabletop loom will provide students with a hands-on opportunity to practice and apply learned weaving skills. The cups and crochet thread will be used to enhance small-scale weaving and sewing projects, such as 3D cup weaving and pillow-making projects. Students will incorporate the beads and pom pom markers into existing sewing and weaving projects.”

She plans to purchase animal and bug specimens, including mice, frogs, leeches, cuttlefish, butterflies, honeybees, and dragon flies, for preschool science lessons. In the application, she wrote, “Preschoolers are primarily hands-on learners. These objects will allow students to touch and feel different kinds of animals and insects that they would not normally be exposed to in their daily lives. They will be able to examine the specimens and hold them in their hands, which will allow them to observe and document various traits for different species.”

Lindsey will purchase Sphero Indi programmable robots, dash robotics kits, and dash launchers that will be used by 625 students. In the application, she wrote, “The goal is to acquire different types of robots and related materials that will enhance STEM lessons in the library and be available for classroom use. When students work with robots and coding applications, they can see how STEM concepts apply to real-world problems. Robots and other STEM materials capture students’ attention and motivate them to actively participate in their learning. This will also encourage exploration and experimentation and promote critical thinking and problem-solving skills. Robotics provides a tangible way to apply theoretical concepts. Teamwork, collaboration, and communication are also required.”

She plans to purchase manipulatives, puzzles, matching games, and pattern boards that will be used by 100 students. In the application, she wrote, “By using a structured teach format, we are allowing our youngest and less-exposed learners to gain access to our general education curriculum through the support of scaffolding. By meeting them where they are, we create the building blocks they need to reach their highest level of success, and we are able to highlight the curriculum standards in the process. By giving students hands on, predictable, educational activities, we create an immersed environment where students are positively and willingly engaged in learning.”

With grant funds, she plans to purchase nontraditional PE equipment for differentiated instruction. In the application, she wrote, “Research shows that children are more likely to attend school and engage with learning when they find it exciting and fun, as positive emotions like enjoyment are linked to better motivation, memory retention, and overall academic performance. All of these materials can be used in multiple ways. For example, kindergarteners can practice volleyball skills by hitting a balloon or beach ball over a net. Using a pop-it fidget to count laps or points is more motivating and fun than counting in our heads. Glow sticks and disco lights make learning dances extra memorable. This equipment will ensure my storage room has a nice selection of adapted PE equipment that is easy to use, textured, visually interesting, and safe for all learners.”

Chris and Mary plan to purchase sensory kits, adaptive grips and tools, manipulatives, puzzles, and cause-and-effect toys. In the application, they wrote, “Children diagnosed with autism, global developmental delays, and cognitive impairments face significant challenges in developing fine motor skills. These delays impact motor, cognitive, language, and social skills, making it difficult for children to engage in typical classroom activities. Specialized tools are essential to support hand-eye coordination, sensory integration, and cognitive processing. This proposal aims to address these gaps by providing materials to assist fine motor development, enhance cognitive and problem-solving skills, and equip educators with resources to implement effective developmental activities.”

They plan to purchase building blocks, Brain Flakes, magnetic puzzle cubes, Lincoln Logs, K’NEX, and programmable robots. In the application, they wrote, “Our curriculum is becoming more rigorous, and students need time to tap into their creativity and imagination. These STEM materials allow students to think freely. Working with their peers, they will create, analyze, problem solve, and communicate to reach a common goal. Students need something to engage their brains in a fun way that is different than pencil and paper, and these activities facilitate a diverse way of learning.”

They plan to purchase animal footprint matching games, life cycle figures, palm pipes, prisms, space theme boxes, and color and light kits that will be used by 125 first graders. In the application, they wrote, “These materials will enhance the curriculum by providing hands-on and experimental activities. Students will have an opportunity to engage in science exploration that will facilitate the learning process. The tools are multisensory, and this will aid students’ ability to process information, promote critical thinking, and develop problem-solving skills. Also, experimental activities will help students retain information.”

She plans to purchase weaving looms, embroidery hoops, basketry kits, canvas sheets, and fabric that will be used by 800 K-5 students. In the application, she wrote, “Due to the nature of visual arts, all lessons in the art room are hands-on and immersive. However, the fiber arts lessons give students a unique experience. Fine motor skills and hand-eye coordination are strengthened through fiber arts activities. Threading a needle, putting the needle through fabric or a loom, and utilizing different stitching and weaving techniques are skills students will learn.”

She plans to purchase alphabet card sets, word mapping paddles, phonics games, reading rods, base 10 and number charts, number lines, and math games. In the application, she wrote, “These manipulatives provide many opportunities to learn a concept like decoding, spelling, and segmenting sounds. Some of our readers need hands-on practice to ‘see’ how sounds go together and to build and break apart words. The math games allow students to use base 10 blocks which teach 2nd grade concepts of counting by 10s, place value, adding and subtracting, and using an algorithm, an extension concept for those who are ready. Students can use these screen-free tools multiple times throughout the day, depending on their need and differentiated learning levels.”

She will purchase board games, activity cards, posters, flash cards, and huddle decks that promote a positive mindset, interpersonal skills, empathy, active listening, positive communication, and social emotional learning. These supports will enhance the 7 Mindsets curriculum. In the application, she wrote, “The 7 Mindsets—Everything is Possible, Passion First, We Are Connected, 100% Accountable, Attitude of Gratitude, Live to Give, and The Time is Now—are helping our students see that they can do anything. Using this framework, we teach students not only what it means to be a good student and a good person, but we also show them what it means to be a successful learner.”

She plans to purchase a Cricut, tumbler heat press machine, consumables, and blank apparel items that will be used by more than 150 students each year. In the application, she wrote, “Cricut machines and heat presses are commonly used in industries such as apparel design, crafting, and small-scale production. By providing students with access to these tools, you bridge the gap between idea and practice, giving them experience that is relevant in the real world. The students will gain skills in digital design, cutting, and printing, which are applicable to various careers. This includes learning how to create personalized items, such as t-shirts, signs, and stickers. The hands-on nature of using a Cricut and heat press adds an element of excitement and accomplishment that can make the learning process more enjoyable and rewarding.”

With the grant, she plans to purchase engraving pens, wood burning tools, and a laser engraving and cutting machine. In the application, she wrote, “I would like to create a woodworking unit in my 8th grade art classes that would introduce students to a variety of projects. With these tools, students could learn how to use a laser cutter and engraving pen; they will also learn about wood burning. The engraving tools and the laser tool could also be used on glass, leather, and plastic, which would provide various opportunities for students to be creative. I hope that by adding woodworking to our 3D art unit and drawing and painting, students will learn timeless skills that could also become a lifelong hobby.”

She will purchase multiple four-foot, medically accurate human body floor puzzles that will be used in science classes when they are studying the systems of the body. In the application, Carmen wrote, “A priority standard in life science is to understand the functions of various human body systems and how they interact with one another. Being exposed to the body organs will help students become familiar with each system and its parts and learn how they function. Students will gain anatomical knowledge while also using critical thinking, problem-solving, and communication skills, all traits that are important for taking on challenges and working with a team.”

She plans to purchase a variety of LEGO sets that will be used by 250 7th graders to demonstrate cell models, Punnett squares, photosynthesis, cellular respiration, and ecosystems. In the application, she wrote, “It can be hard to find engaging, hands-on lab activities for life science lessons. This grant would help fill the gap and provide better enhancement opportunities for students with a fun twist. Working with LEGOs, the lessons will help students to think critically, collaborate, and communicate. Cells are something that are difficult to make hands-on, and with the LEGOs, students will work as a group to build a cell model. They will also construct Punnett Squares and use the LEGOs to show cellular respiration and photosynthesis, helping students visualize concepts that are often hard to grasp.”

He plans to purchase a wall mount cutter, replacement blades, and mat board sheets to create a more professional way for students to present and display their artwork. In the application, he wrote, “This system will transform our hallways and classroom windows into dynamic exhibition spaces, fostering creativity and self-expression. Students will take pride in showcasing their work like professional artists while building confidence. By participating in the process of creating and presenting art, students will develop skills essential for future success in the arts and beyond. The gallery display space will serve as a platform for students to share their work with the broader community, fostering connections and appreciation for the arts.”

She will purchase hanging backdrops, black lights, neon colored pencil sets, fluorescent paper, acrylic paint, and brushes. In the application, Lisa wrote, “The goal of the Glow Up Unity Project is to have a school-wide collaboration of individual art that comes together as a black light installation. Each student will create a piece of art that aligns with the content standards of that class and that is enhanced with the media of fluorescent paint, marker, watercolor, paper, or colored pencil. In addition to each class creating a portion of the installation, the whole school can get involved as they will be invited to walk through the exhibit to view the unique creations of their peers.”

With the funds, Mariya plans to design a creative space with a dedicated weaving station. She will purchase a loom frame, shed stick, cotton thread, and yarn of various colors. In the application, she wrote, “This hands-on experience will inspire creativity, teach practical skills, and encourage mindfulness through the meditative rhythm of weaving. Weaving allows students to touch, feel, and manipulate raw materials like yarn, threads, and textiles. It also offers a hands-on approach to understanding complex concepts in an accessible way and immerses students in a practice steeped in history and tradition.

Part I of her grant focuses on students creating handmade paper by reusing wastepaper scraps. In the second phase, students will select a variety of engaging still-life objects as subjects to draw from observation. In the proposal, she wrote, “Paper-making will make students aware of the environmental impacts of artmaking and introduce students to new, innovative ways to create. Drawing using still life subjects will help expand students’ fundamental drawing skills. Our curriculum focuses on students seeing and recording visual information in a precise way. Drawing from life helps students more accurately observe form, value, color, and light.”

Emelia will purchase a variety of board games that can be used by 1,800 students in the library. In the application, she wrote, " By providing board games, we aim to encourage students to step away from their screens and engage in face-to-face interactions that promote positive socialization. Libraries across the world have embraced board games as an effective way to build community and offer patrons meaningful ways to connect. Playing games fosters critical thinking, enhances strategic decision-making, and builds interpersonal skills in a relaxed and enjoyable setting. These opportunities allow students to de-stress, connect with peers, and practice essential life skills.”

With the funds, Malle plans to purchase five sewing machines, accessory kits, and male and female dress form mannequins. In the application, she wrote, “I would love to first teach mending and alterations. I imagine a class period where I give students a costume and walk down the line and ‘ruin’ each costume in a way that is common for last minute mending before a show. I would then spend time having each student build a costume from scratch using the adjustable mannequins for draping and sizing. This activity will give them a head start for pursuing theatre beyond high school.”

She plans to purchase a variety of math games and manipulatives that will be used by 230 6th grade students. In the application, she wrote, “I would like to get math games to help make learning more exciting and accessible for students. This would help increase engagement and reinforce math strategies. Using both basic and advanced math, students will work on learning concepts and improving their critical thinking and problem solving skills.”

With grant funds, he plans to purchase a 3D printer and filament so that 7th and 8th grade students can make 3D sculptures. In the application, he wrote, “In my 7th classes, students will work digitally to sculpt ‘clay.’ In my 8th grade classes, students will create more advanced 3D models. Our world is rapidly changing, and 3D digital-created products are starting to become normal. Giving our students the opportunity to gain experience designing and printing these products and 3D sculptures will allow them to combine technology and art in a way that they utilize later in their education and even in future employment. Using this tool will also help students to see the connection between art and the real world in a more relevant way.”

Joy plans to purchase LCD writing tablets that combine traditional writing with digital interactivity. In the application, she wrote, “The project focuses on providing students with a dynamic and interactive tool that supports language acquisition, literacy skills, and creative expression in a tactile, technology-enhanced format. This is a more engaging tool to use instead of a whiteboard, does not need markers, and is not dependent on paper. Unlike worksheets, these tablets allow quick revisions, fostering a growth mindset by reducing the fear of making mistakes. The bright screens and tactile feedback make learning more engaging, while the flexibility supports interactive games, peer reviews, and storytelling.”

With grant funds, they will purchase eight audio spectrum analyzer devices for music education classrooms throughout the district that have deaf or hard-of-hearing students. In the application, they wrote, “The audio spectrum analyzer will enhance the music class experience for students who are deaf or hard of hearing by creating access to what was previously only an auditory stimulus. A light display that incorporates both pitch and rhythm provides the most complete visual representation of music, as it captures the full essence of a melody through both its tonal variations and temporal structure. Music education is especially important for students with any level of hearing loss because it improves their language acquisition and detection of word rhythmic regularity. By incorporating these devices, we aim to create a more inclusive and engaging musical environment for all students.”

With the funds, she plans to purchase magnetic bingo chips and game pieces, game spinners and buzzers, and task card activities for 130 ELA students. In the application, she wrote, “The project aims to enhance student engagement by integrating hands-on manipulatives and game-based learning into classroom instruction. By acquiring a variety of educational materials, the project will transform traditional lessons into interactive experiences that capture students’ attention and deepen their understanding of core concepts. These manipulatives can also support differentiated learning, which fosters a more inclusive environment where various learning styles are addressed. Converting lessons or review activities into a game format makes learning more enjoyable and promotes critical thinking, collaboration, and healthy competition among students. This approach can lead to more intrinsic motivation which makes students more eager to participate and persist through challenges.”

With the funds, she plans to purchase grocery items, tea party sets, camping sets, bowling sets, fishing sets, barbershop sets, a doctor and dentist set, a pet grooming set, pretend play costumes, and felt story boards for 68 Early Childhood students. In the application, she wrote, “Dramatic play toys are invaluable tools for preschoolers' development. They provide rich opportunities for cognitive, social, language, and emotional growth, laying a strong foundation for future learning and development. Through imaginative play, children not only have fun but also build essential skills that will benefit them throughout their lives. Felt story boards provide creativity through students’ imagination and by recreating what they learn in books. Social development is another key area where dramatic play makes a significant impact. Through role-playing, children learn to navigate social interactions, practice empathy, and understand different perspectives. Interactions are essential for developing social skills such as cooperation, negotiation, and conflict resolution. Dramatic play provides a safe space for children to experiment with social roles and relationships, which is vital for their social-emotional growth.”

With the funds, she plans to purchase light and sound shape sorters, SpinnyPins, Dimpl Duos, learning cubes, color fun talking fish, rainbow pebbles, and a fine motor tool set to teach early development skills for RISE students. In the application, she wrote, “The students in Early Childhood RISE are faced with various challenges, including autism spectrum disorder, traumatic brain injuries, Down's Syndrome, deafness, blindness, speech delays, as well as sensory impairments. My goal is to create a specialized and inclusive educational setting that caters to the diverse and intricate needs of these young learners. The resources purchased will consist of cause-and-effect toys that promote hands-on engagement. These manipulatives enable students to explore their environment, experiment with new activities, take turns, and provide them with a sense of control. Some students may not have the ability to engage in play yet, which is an essential aspect of early development. These materials with be an effective tool for teaching this skill while also enhancing creativity and problem-solving abilities.”

Kristi will purchase protractors, polygon sets, a Math Stacks game, and geometry manipulatives. In the proposal, she wrote, “Students will use the materials to gain a better understanding of lines, shapes, angles, perimeter, and area. This project will give them hands-on tools to use. With the swing arm protractor, students will be better able to measure angles accurately and be able to check with a digital protractor for their group. With the Power Polygon resources, each child will have enough for their own set of each shape. The AngLegs starter kit will allow students to make their own angles with manipulatives to measure. The Math Stacks game will help students review geometry vocabulary with words and pictures.”

With the funds, she will purchase watercolor art supplies that will be used by 600 K-5 students. In the application, she wrote, “Because Crayola has recently halted the production of watercolor refills, it is necessary to find different brands and media alternatives to fill the traditional watercolor practices of the past. I’m looking to fill this void with multi-color water sets, tempera cakes, watercolor pencils, and Kwik Stix. In addition, I need quality watercolor paper, brushes, and masking material to elevate our painting practices. Students will learn about color mixing, painting techniques, and creating with various watercolor media, and then they will apply their skills.”

She plans to purchase cupstacking materials, wood-lacing sneakers, and dice games that will be used by 600 students when she has to relocate out of the gym to teach PE in a classroom or when inclement weather prevents students from staying active outside. In the application, she wrote, “Cupstacking will develop hand-eye coordination and has connections to academic growth as it uses both sides of the brain. The rock, paper, scissors dice offer a new twist on a popular game but can help eliminate some of the controversy of the timing when students show the symbols with their hands or feet. Using the wooden sneakers, students can practice tying their shoes. All of these items can be used in the gym, but also when I have to teach PE in a classroom setting.”

With the grant, she plans to purchase 16 STEM bins, a VersaTiles math kit, and a VersaTiles reading kit for second grade students. In the application, she wrote, “STEM bins will allow students to use creative thinking and build fine motor skills by designing structures with manipulatives. These open concept activities provide ample opportunities for students to think divergently, inventively, and imaginatively. They can apply structures to real-word designs and solve a problem within specific constraints. The VersaTiles will allow students to improve their math and reading skills through the hands-on approach of moving tiles to answer and check questions. These activities are based on content standards, but they will reinforce skills from our curriculum in a new, immersive, and engaging format. Students will gain self-confidence and academic readiness skills while using these supports.”

She will purchase puzzles, logic games, fast stacking building block games, STEM Explorers Brainometry, and a magna tiles construction set for her kindergarten students. In the proposal, she wrote, “I strive to create a classroom environment where children have opportunities to learn and grow. These tools will provide my students with hands-on ways to build skills such as critical thinking, fine motor development, and cooperation. Puzzles and visual-spatial games foster persistence and focus. Building blocks allow children to explore patterns, shapes, and construction concepts. Tactile materials and activities are perfect for young learners. Children are growing up in a world where so much is done with technology, and these resources will provide screen-free learning in ways that feel like play.”

Sara was unable to be at the meeting, so Jeff Heavlin accepted the award on her behalf.

They plan to purchase a variety of math and critical thinking games that will be used by 120 third graders. In the application, they wrote, “For all students to have equitable access to math activities that are at their level and engaging, we need to supplement and enhance our curriculum. We have selected games that complement our standards and its focus on inquiry-based math and problem-solving. In addition, we have chosen some activities to enhance visual-spatial memory building and critical thinking which are necessary components for success with math at any level. These materials will empower our kids to work with peers and develop crucial social skills while incorporating math in a non-intimidating setting. It also allows students to utilize content-specific vocabulary, creating a greater understanding of the concepts in a new, fun way.”

Casie will purchase word building puzzles, touch and read phonics word matching games, magnetic letter kits, story sequencing cards, vowel sound magnets, and more. In the application, she wrote, “My request is for items that will help motivate students to practice reading and writing skills. These materials can be utilized during small group, large group, and independent work practice. A variety of tools will help differentiate lessons and activities for groups of students to meet them at their individual learning levels to ensure that they are able to make progress on their goals. Students will gain practice working on their own while utilizing materials that will make their class time effective and productive, and we will do this without adding more screen time to their day.”

With the grant, she plans to purchase monster math balance scales, magnetic counting rods, flash cards, number line slider boards, and pattern blocks activity cards for 85 first graders. In the proposal, she wrote, “These manipulatives will help students visualize and understand various math concepts. They will utilize a variety of materials that facilitate learning and demonstrate a deeper understanding of skills. These hands-on tools will turn an abstract concept into a concrete skill which can help meet the diverse needs of our students. Introducing math games and activities will make learning fun and interactive while reinforcing addition, subtraction, and number sense.”

Hannah will purchase four pottery wheels, stacking stools, clay, and glazes. In the application, she wrote, “These materials will give students the opportunity to collaborate on art projects, practice new techniques, and build fine motor skills. Success will be measured through student engagement as well as unique criteria for grade level projects.”

With the grant, Angie plans to purchase a set of programmable robots and accessories that will be used by 850 students. Ozobots are mini robots that can be coded with screens using Ozobot Blockly or without screens through the use of color or accessory kits. In the application, she wrote, “Ozobots provide opportunities for students to collaborate and communicate as a team as they plan, implement, and problem solve their way through various projects. As students program the robots and observe their movements, they receive immediate feedback on their coding efforts. Customizable challenges allow students to show their creativity and choose their own codes to achieve their desired outcomes. The ability to program the robots through apps or color offers a balanced hands-on/screen-free and digital-based coding experience. With many professional jobs using technology to enhance their work, these coding skills will prepare students for the future workforce from both a technological and a creativity/grit/perseverance standpoint.”

Justin Stanford from Discovery Elementary received one of the largest Public School Proud Grants we will award this year! The Maker Cart 2.0 is a mobile STEM activity center that brings hands-on learning to life. It is packed with tools, materials, and resources that let students explore, investigate, and learn in fun and creative ways. From coding and robotics to 3D printing and drafting, the Maker Cart 2.0 makes it easy for students to design, experiment, and problem-solve. The cart is flexible and can be used for individual projects, small groups, or full-class activities. The activities align with Next Generation Science Standards and help students build critical thinking, collaboration, and real-world problem-solving skills. In the application, Justin wrote, “With its wide variety of tools, students can engage in activities like building robots, coding programs, designing 3D models, and conducting experiments. These experiences go beyond textbooks, allowing students to actively create, explore, and problem-solve in a way that fosters deeper understanding and retention of concepts. The activities encourage inquiry-based learning, where students can ask questions, test ideas, and find solutions through trial and error. The cart promotes critical thinking, collaboration, and creativity, all essential 21st century skills.”

She plans to purchase paper lanterns, tissue paper, paint brushes and other art supplies to make hot air balloons that are connected to the book, The World Needs Who You Were Made to Be by Joanna Gaines. The illustrations in this book beautifully capture the individuality of a group of children who set out to make one-of-a-kind hot air balloons. In the proposal, Cait wrote, “The book shows the different steps the children go through to plan (or not plan) prior to starting their project. Some of the children approach their balloon with science, math, or arts. Some work in groups, others alone. My kindergarteners and I read the book, focusing on how we are all different, unique, and special. We discuss that despite our differences, we are at school with a common goal: to learn socially, academically, and emotionally, and no matter how different we are, we need to support one another. After reading and discussing this book several times, each student, with the help of a fifth-grade friend, will make their own hot air balloon. The balloons will hang in our hall and classroom for the whole year creating a welcoming and warm atmosphere.”

With the grant funds, she will purchase kinetic sand, Play-Doh, sponge roller brushes, monkey foam, noodle boards, Doodlejamz jelly boards, wooden building blocks with acrylic gem windows, and Picasso tiles that will be used by more than 600 students. In the application, she wrote, “Students will be able to manipulate unique textures, build structures, and roll and smear paint with the use of these materials. They can continue to learn about shapes, textures, and colors, which are part of the visual art curriculum standards, all while using new manipulatives to explore in a sensory-rich way. In addition, students with a short attention span and quick finishers can benefit from an extra activity beyond the planned project.”

She plans to purchase blacklight flashlights, paintbrushes, premium brush pens, Kwik Stix paint sticks, and a weaving loom craft kit that will be used by 478 students. In the application, she wrote, “Our new elementary art curriculum was adopted in 2024. Each quarter focuses on the different Elements of Art. We are exploring line, shape, color, space, value, form, and texture. I want students to have access to a variety of art mediums and supplies that will help them explore the creative process while connecting it to our new curriculum. I will determine success by observing students’ craftsmanship and original ideas they present in their completed work.”

She plans to purchase a sensory swing, mini trampoline, sensory pads, and floor mats. In the application, she wrote, “Sensory activity and heavy-work equipment improves students’ engagement and motivation by providing safe input for energy and sensory needs and helps students gain a better understanding of where their body is and what it should be doing. Students with sensory processing challenges might need more physical input than they would receive, and heavy-work activities can provide these supports. I will determine the success through observations and documentation of improved work outcomes and an increase in positive behaviors and self-regulation skills.”

Alexandra was unable to attend the grant presentation, so Jaci Pesicka, the assistant principal at SBA, accepted on her behalf.

She plans to use the funds to purchase a light table, literacy trays, math manipulatives, a sand and water table, and sensory floor tiles that will be used by 60 Early Childhood students. In the application, she wrote, “Sensory play enhances the curriculum by providing a foundation for learning through exploration and engagement of multiple senses, which supports the development of cognitive, motor, language, and social skills, allowing children to better understand and interact with their environment. These materials also foster creativity and support brain development.”

With these funds, she will purchase costumes for dramatic play, puppets, floor puzzles, rocket ships, space figurines, farm animals, tractors and construction vehicles, dinosaur fossil skeletons, toy tools, and more. In the proposal, she wrote, “Dramatic play has a vast number of opportunities for hands-on and immersive learning experiences. When a dramatic play area is rich with materials, the teacher can create literacy, writing, math, and motor skill practice with these items. Students will also be able to use social emotional and critical thinking skills when playing with their peers, and they can immerse themselves in scenarios that apply to real world situations.”