The project aims to obtain materials to create “Take a Break” spaces. This structure provides students with a developmentally appropriate space in the classroom where they can learn to recognize and react to emotions in a healthy & productive way. In order for students to be engaged in learning, self-regulation, a sense of belonging and safety is crucial. “Take a Break” spaces are designated areas in classrooms that help facilitate a safe learning environment for all students. This Tier 1 classroom structure is part of the puzzle that promotes belonging and connectedness for all students. Having an organized binder and bin of materials & explicitly teaching how to use this calming, regulating space is key to its effectiveness.

Applicant: Lisa LaCava

Schools: Mason Rice

Date Approved: Fall 2023

Amount: $ 780.92

We want to purchase 17 licenses for Freckle Math & Read Live so that students in our ACHIEVE program (students with dyslexia) have access to rigorous, research-based, scaffolded reading & math intervention that also provides actionable progress data. Read Naturally is used in NPS for reading assessment & fluency intervention. Read Live is the online extension of Read Naturally. Read Live is particularly helpful for students who have reading disabilities because it reads content to students and provides actionable progress data for teachers. Freckle Math provides scaffolded standards-based math intervention to students, with problems read aloud if needed for students with dyslexia, and provides actionable progress data to teachers.

Applicant: Suzanne Griffin & Orla Higgins Averill

Schools: Angier

Date Approved: Fall 2023

Amount: $760.75

This project aims to obtain materials to support “Take a Break” spaces and to provide students with sensory tools to help them self-regulate to better be able to attend to classroom lessons and work. Though many classroom teachers are open to implementing SEL tools, there has never been a budget for these materials. Many teachers have not been trained in tools that may help students exhibiting certain behaviors. Implementing tools to help students self-regulate is both a recent innovation in education, as well as an avenue to promote equity in that all students will have access to what they need to help them do their best learning.

Applicant: Jen Terrazzino

Schools: Lincoln Eliot

Date Approved: Fall 2023

Amount: $693

The L is a system of subway lines, markers, and signage. Designed to be developmentally appropriate for students and ADA compliant, this UDL supports the science of wayfinding which increases independence, reduces anxiety, and improves library usage. As part of my professional goal, I’m to visit public and school libraries to learn about the impact of wayfinding. A design for The L has been made and supplies must be ordered. Collaboration with NNHS Ed Tech program and Graphics Department will result in signage that allows students to navigate their space, meeting the required library outcomes for research and reading for leisure in NPS. By March, the system should be in place and lessons K-5 will be taught to introduce their new environment.

Applicant: Liz Donovan

Schools: Angier

Date Approved: Fall 2023

Amount: $2,400

The project aims to obtain materials to update “Take a Break” spaces. The spaces help to promote emotional regulation in a developmentally appropriate way. In order for students to be highly engaged in academic content and instruction in their classrooms, self-regulation and a sense of belonging and safety is crucial. “Take a Break” spaces are a small, designated area in classrooms that help to facilitate a safe learning environment for all students. This tier one classroom structure is part of the puzzle that promotes strong belonging and connectedness for all students in our elementary classrooms. 

Applicant: Melissa Vigliotti

Schools: Williams

Date Approved: Fall 2023

Amount: $1,000