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Goal

Glowing & Growing Together: Every Piece Matters

Project Goal

Imagine stepping into my classroom and seeing a light table illuminating the faces of students gathered around it. One student is carefully counting colorful, translucent objects and matching them to the correct number. Another is arranging letters to build a word. Beside them, a student is sequencing pictures to retell a story. Across the table, a student uses an augmentative and alternative communication (AAC) device to share an answer. Nearby, two classmates are exploring materials together, practicing communication, sharing, and taking turns.

Every student is learning. Every student is participating. Every student is experiencing success in a way that is meaningful to them.

They are glowing with excitement, growing through learning, and discovering that every piece matters.

This is the vision behind my project.

The goal of this project is to increase student achievement, academic proficiency, engagement, communication, and independence for kindergarten through third-grade students in a self-contained Exceptional Student Education (ESE) classroom. My students receive instruction through Access Points, Florida's alternate academic achievement standards that provide students with significant cognitive disabilities meaningful access to grade-level academic content at an appropriate level of complexity.

My students have diverse academic, communication, sensory, social-emotional, and fine-motor needs. Meaningful academic gains require explicit, systematic, and differentiated instruction that includes direct teacher modeling, guided practice, visual supports, manipulatives, repeated learning opportunities, adapted materials, and individualized feedback. Instruction is differentiated according to each student's current skill level, communication abilities, learning needs, and individual IEP goals.

The light table and instructional accessories will strengthen this approach by providing a multisensory learning environment for direct instruction, guided practice, independent application, and purposeful exploration. I will model targeted skills, provide structured opportunities for practice, and gradually encourage greater independence as students demonstrate understanding. Activities will be differentiated by adjusting task complexity, answer choices, materials, response methods, and levels of adult prompting.

Current classroom progress-monitoring data demonstrates the need for individualized instruction and additional opportunities to strengthen foundational academic skills. In ELA, one student currently identifies 7 out of 26 uppercase letters (27%) and 7 out of 26 lowercase letters (27%), while another identifies 15 out of 26 uppercase letters (58%) and 16 out of 26 lowercase letters (62%). In math, one student recognizes numbers 0–7, another has mastered numbers 0–20 and is progressing to numbers 21–30, and another can orally count to 12 but continues to have difficulty identifying written numerals.

Although my students are enrolled in different grade levels and demonstrate varying levels of academic proficiency, each requires individualized instruction to develop foundational skills and achieve measurable learning gains. These data demonstrate why instruction must be accessible, engaging, and responsive to individual learning needs.

Imagine the possibilities throughout the school day. During ELA instruction, students will use illuminated letters, pictures, and words to strengthen letter recognition, phonics, vocabulary, comprehension, and sequencing. During math, they will manipulate colorful objects to practice counting, number recognition, one-to-one correspondence, sorting, patterns, shapes, comparing quantities, and beginning addition and subtraction.

In science, concepts such as life cycles and the differences between living and nonliving things can be particularly challenging for students who need concrete, visual, and repeated learning experiences. A life cycle presented on a worksheet may be difficult for a student to understand, but imagine that same student placing translucent images of a butterfly's life cycle onto an illuminated surface, arranging each stage in sequence, and watching the process come to life. Students will also have opportunities to examine X-ray images of animal skeletal structures, compare living and nonliving things, and sort objects into categories. Through explicit teacher modeling, guided practice, and differentiated activities, students will be able to see, manipulate, compare, sequence, and explore concepts that might otherwise remain abstract. The light table will provide another accessible pathway for developing understanding and demonstrating learning.

During social studies, students will explore families, communities, community helpers, maps, rules, and the world around them through illuminated pictures, matching tasks, sorting activities, and interactive materials.

One table. Multiple subjects. Different abilities. Endless opportunities to learn.

Perhaps the greatest strength of this project is that students do not have to learn, communicate, or demonstrate understanding in the same way to participate together. One student may match two objects while another sorts objects into categories. One may count with adult assistance while another completes an activity independently. One may answer verbally while another points, selects a picture, manipulates materials, or communicates through an AAC device. Each student can work toward individual IEP goals and greater proficiency with Access Points standards while participating in a shared learning experience.

Many of my students require repeated practice to acquire, maintain, and generalize new skills. The light table will allow instructional objectives to remain consistent while materials, themes, and activities change. Students can practice familiar skills in new ways, maintaining opportunities for curiosity, discovery, and purposeful play while reinforcing essential academic concepts.

The benefits will also extend beyond academics. The light table will create opportunities for sensory exploration, creativity, fine-motor development, communication, self-regulation, and social-emotional learning. Students will practice making choices, requesting materials, sharing, taking turns, interacting with peers, solving problems, and completing tasks with increasing independence.

This is where the “growing” becomes measurable.

Throughout the 2026–27 school year, the primary academic objectives of this project will be to improve student accuracy and proficiency in targeted ELA, math, science, and social studies skills aligned with Access Points standards and individual IEP goals. Additional objectives will include increasing active participation, strengthening functional communication, improving independent task completion, and reducing adult prompting when appropriate.

Using existing IEP progress-monitoring data and teacher-developed assessments as baseline measures, I will evaluate student growth through ongoing assessments, work samples, documented observations, and performance during instructional activities. Progress will be measured by comparing students' current performance with subsequent data, including changes in academic accuracy, successful responses, participation, communication, independence, and the level of adult support required. These findings will guide instructional adjustments and help determine how light-table activities contribute to students' learning gains.

Success will not be measured by expecting every student to reach the same level of proficiency. Instead, it will be measured by the meaningful progress each student makes from their individual starting point. For one student, growth may mean recognizing additional letters. For another, it may mean identifying numbers more accurately, sequencing a life cycle, answering a question through AAC, or completing an activity with fewer prompts. Every newly acquired skill is evidence of growth, and every student's progress matters.

The light table will also be a sustainable investment that continues benefiting students beyond the 2026–27 school year. Accessories and activities can be adapted as students master skills, progress to new standards, develop new interests, and begin working toward new IEP goals. One instructional resource can support multiple subjects, grade levels, and learning needs for years to come.

At the end of the 2026–27 school year, I do not want the success of this project to be defined by how brightly the table glowed. I want it to be defined by how much my students grew around it.

I want to see the student who once needed repeated prompting complete a task more independently. I want to hear a student use an AAC device to communicate an answer. I want to watch two classmates share materials, interact, and learn together. I want to see students recognize numbers, build words, sequence stories, explore scientific concepts, solve problems, create something new, and proudly discover, “I can do this!”

Every student brings different strengths, abilities, and possibilities to the classroom. Every accomplishment, regardless of its size, contributes to a greater picture of learning and growth.

They will glow through engagement.
They will grow through meaningful learning.
They will learn together because every piece matters.

The light table is the resource. The true investment is in giving every student another opportunity to shine. 

 

Category

Electronics - WCSD Approved Electronics 

 

What will be done with my students

Glowing & Growing Together: Every Piece Matters

What Will Be Done With My Students

The TickiT Discovery Glow Water Table will become a dedicated, hands-on instructional center incorporated into daily classroom routines. Throughout the remainder of the 2026–27 school year, students will use the light table and its accessories during explicit teacher-directed instruction, differentiated small-group lessons, guided practice, independent activities, cooperative learning, and supervised sensory exploration. Each activity will be intentionally planned around Florida's Access Points standards, individual IEP goals, and students' academic, communication, sensory, fine-motor, and social-emotional needs.

Rather than providing the same activity at the same level for every student, I will prepare differentiated learning opportunities that allow students to practice targeted skills according to their current abilities. Instruction will follow a structured approach: teacher modeling, guided practice, supported application, and opportunities for increasingly independent responses. Student performance will be documented to measure learning gains and guide instructional decisions.

Project Activities and Use of Budgeted Materials

English Language Arts: Building Foundational Literacy Skills

The hand2mind Phonics Kit, hand2mind MarbleTracers Letter Tracers, translucent uppercase letters, and translucent lowercase letters will support letter recognition, uppercase-to-lowercase matching, letter-sound correspondence, beginning-sound identification, word building, and letter formation.

Students will participate in letter hunts, matching activities, phonics practice, tactile tracing, and word-building tasks. Activities will be differentiated by adjusting the number of answer choices, the complexity of the skill, and the level of adult support.

For example, during a letter-recognition lesson, I will explicitly model a target letter and its corresponding sound. Students will practice locating the letter among translucent letter tiles, matching uppercase and lowercase forms, and tracing the letter using the MarbleTracers. A student developing early letter recognition may select the correct letter from two choices, while another may identify its beginning sound or use the letters to build a word. Students will respond verbally, by pointing, selecting materials, or using AAC devices.

Student progress will be measured through letter-identification accuracy, letter-sound responses, and the level of prompting required.

Mathematics: Developing Number Sense and Problem-Solving

The hand2mind Sensory Number Trays, translucent numbers and symbols, 100 translucent linking cubes, Learning Resources View-Thru Geometric Solids, rainbow acrylic blocks, and translucent building block sets will support number recognition, counting, one-to-one correspondence, quantity matching, sorting, patterns, shape recognition, spatial reasoning, and beginning addition and subtraction.

Students will complete number hunts, counting collections, numeral-to-quantity matching activities, pattern-building challenges, shape investigations, and hands-on mathematical operations.

For example, during a number-recognition lesson, I will place a translucent numeral on the light table, explicitly identify it, and model counting the corresponding number of linking cubes. Students will then practice matching numerals to quantities with appropriate guidance. As they demonstrate understanding, they will complete additional problems with fewer prompts or work with larger numbers.

During subtraction instruction, students will physically remove manipulatives from a group and count the remaining objects. The View-Thru Geometric Solids will support investigations of three-dimensional shapes, while rainbow acrylic blocks and translucent building materials will provide opportunities for sorting, comparing, constructing, and recognizing patterns.

Student progress will be documented through numeral-identification accuracy, counting performance, correct responses, problem-solving, and increasing independence.

Science: Investigating Concepts Through Light and Exploration

The X-ray Science Education Package for Human Anatomy and Bone Parts, 16-piece Insect X-ray Science Kit, translucent building materials, and adjustable light settings will support science investigations involving anatomy, insects, living and nonliving things, light, color, and observable properties.

Students will place X-ray images onto the illuminated surface to examine skeletal structures, identify body parts, and compare the characteristics of insects and other living things. Teacher-prepared transparent picture cards will be used to investigate life cycles, weather, seasons, and classification.

During a butterfly life-cycle lesson, I will model the sequence of development using translucent images. Students will then arrange the stages in order, identify what happens first, next, and last, and demonstrate their understanding through verbal responses, pointing, picture selection, or AAC.

During lessons on living and nonliving things, students will use the Discovery Trays to sort pictures and objects into categories. The table's 20 light settings and translucent acrylic materials will also provide opportunities to observe how light affects colors and the appearance of objects.

Student learning will be evaluated through identification, matching, sorting, sequencing, classification, and documented responses during science activities.

Social Studies: Exploring Communities and Everyday Life

The rainbow acrylic blocks, translucent building sets, Discovery Trays, and teacher-prepared visual materials will support lessons involving families, community helpers, community locations, classroom rules, and maps.

Students will match community helpers to the tools they use, sort pictures of familiar places, identify appropriate classroom and community behaviors, and construct simple models of communities using translucent blocks.

For example, students may build a small neighborhood, identify buildings and community locations, and practice vocabulary related to places and people in their community.

Student understanding will be monitored through matching, identification, classification, participation, and communication during targeted activities.

Sensory Exploration, Fine-Motor Development, and Creativity

The Jumbo Liquid Light Table Insert, light-up WATT ball, TickiT Discovery Trays, translucent linking cubes, rainbow acrylic blocks, and building sets will support supervised sensory exploration, visual attention, fine-motor development, cause-and-effect learning, and creative expression.

Students will explore light, movement, colors, shapes, and patterns while practicing grasping, stacking, connecting, sorting, and manipulating materials. Activities will include building towers, constructing designs, creating color patterns, sorting loose parts, and exploring illuminated sensory materials.

The Discovery Trays will provide designated workspaces and help contain materials during sensory and instructional activities. Activities will be individualized according to students' sensory preferences, developmental needs, and instructional goals.

Students will also practice following directions, making choices, requesting materials, completing tasks, and cleaning up their workspaces.

Communication, Social-Emotional Learning, and Cooperative Activities

Communication and social-emotional instruction will be embedded throughout all learning activities.

Students will practice requesting materials, making choices, sharing, waiting, taking turns, following directions, and participating with peers. Students who use AAC devices will receive modeling and opportunities to request objects, answer questions, describe materials, and communicate during partner activities.

For example, two students may work together to construct a building using translucent blocks. One student may request a particular color through AAC while another locates and passes the requested piece. Both students will practice communication, cooperation, and problem-solving while completing a shared activity.

Student participation, successful communication attempts, independence, and levels of adult prompting will be documented when aligned with targeted IEP goals.

Creating an Organized and Accessible Instructional Space

The TickiT Discovery Glow Water Table will serve as the central instructional surface. Its rechargeable design will allow flexible placement within the classroom, while the raised outer rim will help contain manipulatives and sensory materials.

The six plastic stools will provide seating for small-group participation and allow students to work comfortably around the table, with individual seating and accessibility needs considered.

The toy storage solution will organize the accessories by instructional purpose, helping protect materials, streamline lesson preparation, and support students in learning to select, retrieve, and return materials.

The six TickiT Discovery Trays will allow multiple differentiated activities to be prepared and organized in advance. Students may work on separate targeted skills using designated trays while participating in the same instructional setting.

The large digital timer will provide visual time cues for instructional rotations, transitions, turn-taking, and task completion. It will help establish predictable routines and support students who benefit from clear expectations and structured activity periods.

Together, these items will help create an organized instructional environment that supports accessibility, participation, independence, and efficient daily use.

Project Timeline: 2026–27 School Year

Phase 1: Preparation and Baseline Review — Upon Receipt of Funding and Materials

I will organize the instructional center, prepare differentiated activities, and establish procedures for safe and appropriate use. I will review existing IEP progress-monitoring data and teacher-developed assessments to identify baseline performance on selected academic and functional skills.

Students will be introduced to the equipment through explicit modeling, guided exploration, and structured activities.

Phase 2: Initial Implementation — First Two Weeks Following Setup

Students will begin participating in targeted ELA and math lessons, introductory science activities, communication opportunities, and supervised exploration.

During this phase, I will monitor students' responses to the materials, identify appropriate levels of instructional support, and document initial performance during light-table activities.

Activities will be adjusted according to individual learning needs.

Phase 3: Daily Instruction and Progress Monitoring — Weeks 3–6 Following Setup

The light table will become part of daily instructional rotations. Students will participate in differentiated ELA and math activities, with science and social studies lessons incorporated according to the classroom instructional schedule.

I will monitor academic accuracy, successful responses, communication, participation, and levels of prompting during targeted activities.

Data will be used to determine when students need additional practice, adapted materials, or more challenging tasks.

Phase 4: Continued Instruction and Skill Development — Following Weeks Through Spring 2027

Students will continue participating in explicit instruction, guided practice, independent application, and collaborative learning.

Activities will be modified as students acquire new skills. Previously introduced concepts will be revisited using different materials and themes to support retention and generalization.

Progress will continue to be documented through IEP progress-monitoring procedures, teacher-developed assessments, work samples, and observations.

Phase 5: Final Evaluation — By May 2027

By May 2027, I will evaluate student performance using available baseline and follow-up data collected during the 2026–27 school year. Results will document individual learning gains, changes in academic accuracy, increased independent responses, and progress toward targeted IEP goals and Access Points standards.

I will also review student performance in letter recognition, number identification, counting, mathematical problem-solving, science and social studies concept identification, functional communication, independent task completion, and levels of adult prompting.

A summary of student progress will identify documented learning gains and guide future instructional use of the light table and accessories.

If funding or materials arrive later than anticipated, the implementation schedule will begin upon receipt, with instruction and available progress monitoring completed before the end of the 2026–27 school year.

Expected Results During the 2026–27 School Year

By the end of the project period, students will have received repeated, differentiated opportunities to practice and apply targeted academic and functional skills through structured light-table activities.

I will evaluate student progress by comparing performance with individual baseline data and documenting increases in academic accuracy, successful responses, skill acquisition, functional communication, and independent participation, along with reductions in adult prompting when appropriate.

The light table and accessories will remain available for continued instructional use as students progress toward new IEP goals, develop additional academic skills, and encounter new learning objectives.

Every requested item will serve a specific instructional purpose, every activity will be connected to a learning objective, and student progress will be documented during the 2026–27 school year.

Through intentional planning, explicit and differentiated instruction, and ongoing progress monitoring, this project will transform the requested materials into a practical, sustainable instructional resource that supports measurable student achievement and meaningful participation. 

 

Benefits to my Students

Glowing & Growing Together: Every Piece Matters

Benefits to My Students

Statement of Need

In my self-contained K–3 Exceptional Student Education (ESE) classroom, the need for individualized, accessible instruction is evident in my students' daily performance and documented assessment data. My students are enrolled in different grade levels, yet their academic abilities, communication needs, developmental skills, and levels of independence vary significantly.

Initial classroom assessments illustrate these differences. One student identified only 7 of 26 uppercase letters (27%) and 7 of 26 lowercase letters (27%). Another identified 15 of 26 uppercase letters (58%) and 16 of 26 lowercase letters (62%). Although this student could orally count to 12, identifying written numerals remained challenging. In mathematics, one student recognized numerals 0–7, while another had mastered identifying numerals 0–20 and was progressing toward recognizing numbers 21–30.

These results represent more than differences in academic performance. They demonstrate the challenge of providing meaningful instruction to students who are learning similar foundational concepts at substantially different levels. A lesson that is appropriately challenging for one student may be too difficult for another or may not provide enough opportunities for continued growth.

My students are not starting from the same place, but each deserves access to instruction that helps them move forward.

Many of my students require explicit instruction, repeated practice, visual supports, concrete manipulatives, and individualized prompting to acquire and retain new skills. Traditional worksheets, printed materials, and verbal explanations alone may not provide sufficient opportunities for students to connect abstract concepts with meaningful experiences.

For example, recognizing a printed numeral requires more than reciting numbers in sequence. Students must learn to associate the written symbol with a quantity and demonstrate that understanding. Similarly, recognizing a letter does not automatically mean a student can identify its corresponding sound or apply that knowledge to early reading.

Students who experience communication challenges may understand more than they can express through speech alone. Without accessible response options, their academic abilities may be difficult to assess accurately. Students with fine-motor, attention, or sensory needs may also require adaptations to participate meaningfully in classroom instruction.

These needs create an instructional challenge: How can I provide students with different abilities meaningful access to the same curriculum while ensuring that each student is appropriately challenged, supported, and making measurable progress?

Glowing & Growing Together: Every Piece Matters is designed to address that challenge.

The requested light table and instructional accessories will provide an additional, adaptable approach to teaching foundational academic and functional skills. The funding will expand the classroom's ability to offer concrete, visually accessible, hands-on learning experiences that can be differentiated according to individual student needs.

The purpose is not to replace explicit instruction or established teaching practices. It is to strengthen those practices by providing additional ways for students to access information, practice skills, and demonstrate understanding.

Supporting Student Achievement and Learning Gains

The most important anticipated benefit of this project is increased access to meaningful instruction that supports measurable academic growth.

Foundational Literacy Development

Students who are still developing letter recognition and letter-sound correspondence need repeated, successful opportunities to practice these essential skills. The project will provide an additional instructional pathway for students to recognize, distinguish, and identify letters, connect letters with their corresponding sounds, and develop the foundational knowledge needed for early reading.

For a student currently identifying 7 uppercase and 7 lowercase letters, progress may be demonstrated by correctly identifying additional letters and beginning to associate them with their sounds. For a student who already recognizes more letters, progress may involve greater accuracy, improved letter-sound correspondence, and applying those skills to beginning phonics tasks.

The anticipated benefit is not simply increased exposure to letters. It is improved accuracy, retention, and application of foundational literacy skills.

Mathematical Understanding and Problem-Solving

Students will benefit from additional opportunities to connect written numerals with concrete quantities, strengthen one-to-one correspondence, recognize number relationships, and develop early mathematical reasoning.

This is particularly important for students who can orally count but have difficulty identifying written numerals or demonstrating quantity relationships.

A student currently recognizing numerals 0–7 may demonstrate growth by accurately identifying additional numerals. A student who has mastered 0–20 may continue progressing through higher numbers and more complex mathematical tasks.

Students developing addition and subtraction skills may demonstrate progress through improved accuracy when solving problems using concrete representations.

The anticipated benefit is stronger mathematical understanding that students can demonstrate through measurable performance, rather than relying on memorization or verbal responses alone.

Greater Access to Science and Social Studies

Students with significant learning needs may have difficulty understanding unfamiliar scientific and social studies concepts when instruction relies primarily on printed pictures, textbooks, or verbal explanations.

The project will provide additional opportunities for students to develop understanding of human and animal body structures, living things, life cycles, classification, community roles, and other concepts aligned with their instructional standards.

The intended academic benefits include improved identification, comparison, sequencing, classification, and understanding of targeted concepts.

Progress in these subjects will be evaluated through student responses and demonstrated understanding rather than assumed from participation in an activity.

Supporting Communication, Independence, and Meaningful Participation

Academic achievement is closely connected to a student's ability to access instruction, communicate responses, and participate in learning activities.

For students who use augmentative and alternative communication (AAC), the project will provide additional opportunities to express choices, request materials, answer academic questions, and communicate understanding.

A student who cannot consistently provide a verbal response may demonstrate knowledge by pointing, selecting an object, matching materials, or using an AAC device. These response options allow students to participate in instruction while reducing the likelihood that communication difficulties will be mistaken for a lack of academic understanding.

The project will also support the development of independence through opportunities to follow directions, complete instructional tasks, make choices, participate in routines, and use materials with appropriate levels of assistance.

For some students, meaningful progress may involve completing a familiar academic task with fewer adult prompts. For others, it may involve initiating a communication response, remaining engaged in a structured learning activity, or successfully participating with a peer.

These skills are important because they help students become more active participants in their own learning.

The light table's visual and tactile features will provide an additional way to present instruction for students who benefit from multisensory experiences. Activities will be selected and adapted according to individual needs so that sensory features support the learning objective rather than becoming the objective themselves.

The value of this project is not measured by whether students enjoy using the light table. Its value will be measured by what students learn, demonstrate, and become increasingly able to do.

Connection to the Project Goal

The goal of Glowing & Growing Together: Every Piece Matters is to improve student achievement, support measurable learning gains, and increase progress toward proficiency in targeted Florida Access Points standards and individualized IEP goals through explicit, differentiated, hands-on instruction.

This project supports that goal by addressing three essential needs: access to instruction, opportunities for meaningful skill development, and reliable measurement of individual progress.

Because students enter instruction with different abilities, success cannot reasonably be defined by expecting every student to reach the same academic level within the same timeframe.

Instead, success will be determined by whether students demonstrate measurable growth from their documented starting points.

A student who begins by identifying only a small number of letters may demonstrate progress by recognizing additional letters and their corresponding sounds. A student who struggles with written numerals may demonstrate growth through improved numeral identification and quantity matching. A student who requires substantial adult assistance may demonstrate progress by completing targeted tasks with greater independence.

Each of these outcomes represents an important step toward an individualized educational goal.

Equitable instruction does not mean expecting identical outcomes. It means providing each student with an appropriate opportunity to achieve meaningful growth.

Measurement and Evaluation Using Data

The project's effectiveness will be measured using individual baseline data, ongoing progress monitoring, and follow-up assessments collected during the 2026–27 school year.

Evaluation will focus on measurable changes in student performance rather than the number of activities completed or students' enjoyment of the materials.

Establishing Baseline Performance

Before beginning targeted instruction with the new materials, I will review existing IEP progress-monitoring records, curriculum-based assessments, and teacher-developed assessments to establish each student's current performance on selected skills.

Baseline data will identify what students can demonstrate independently, their accuracy on targeted tasks, and the instructional supports they require.

The existing letter- and number-recognition assessment results provide examples of the starting points that will be used to measure subsequent progress.

Ongoing Progress Monitoring

Student performance will be documented during structured instructional opportunities using measures appropriate to individual IEP goals and targeted Access Points standards.

Data will include:

Literacy: Correct identification of uppercase and lowercase letters, corresponding letter sounds, and accuracy on targeted phonics skills.

Mathematics: Correct numeral identification, counting and quantity matching, number sequencing, and accuracy when solving targeted mathematical problems.

Science and Social Studies: Correct identification, matching, sequencing, sorting, and classification of concepts taught during instruction.

Communication: Successful responses using verbal communication, pointing, picture selection, or AAC, including the level of support required when relevant to an individual goal.

Independence: Successful completion of targeted tasks and the amount of adult prompting or assistance needed.

When appropriate, results will be recorded as the number of correct responses out of the total opportunities provided, along with corresponding percentages. Prompting levels and response methods will be documented when relevant to interpreting student performance.

For example, if a student initially identifies 7 of 26 uppercase letters, follow-up assessments using the same letter set and comparable procedures will show whether the number and percentage of correctly identified letters have increased. Letter-sound knowledge will be measured separately so that improvement in letter recognition is not incorrectly reported as mastery of corresponding sounds.

Similarly, if a student is working on subtraction within 5, progress will be evaluated using the number of problems solved correctly out of the number presented, with the response method and instructional support documented as appropriate.

Using Data to Guide Instruction

Progress-monitoring results will inform instructional decisions throughout the project.

When data indicate that a student is not making expected progress, I will adjust instructional supports, task difficulty, response choices, prompting, or opportunities for practice. When data show increased accuracy and readiness, I will introduce more challenging objectives or reduce assistance when appropriate.

These decisions will be based on documented student performance rather than assumptions about what students should be able to accomplish.

Final Evaluation by May 2027

By May 2027, I will compare available baseline and follow-up assessment data collected during the 2026–27 school year to evaluate individual learning gains and progress toward targeted IEP goals and Access Points standards.

The final evaluation will examine changes in academic accuracy, number of skills demonstrated, successful communication responses, and independence during targeted instructional tasks.

I will also review whether students demonstrate improved performance across repeated assessment opportunities, using the specific mastery criteria established in their individual IEP goals when applicable.

Results will be summarized at the individual student level to reflect the different skills, starting points, and learning objectives represented in the classroom.

Increased engagement and participation will be valuable outcomes, but they will not be treated as proof of academic achievement. Academic learning gains will be documented through demonstrated changes in skill performance.

This approach will provide a clear, defensible measure of the project's educational impact while recognizing that students may progress at different rates.

Lasting Educational Benefits

The benefits of Glowing & Growing Together: Every Piece Matters will extend beyond the initial implementation period. The instructional materials will remain available as students acquire new skills, advance toward additional IEP goals, and encounter increasingly challenging academic concepts.

The project's lasting value will come from its adaptability. Materials used to support early letter recognition can later support phonics and word building. Materials used for basic counting can be adapted for number relationships and mathematical operations. Science and social studies resources can be incorporated into new units and individualized learning objectives.

Most importantly, the project will help create additional opportunities for students to demonstrate what they know and develop skills they have not yet mastered.

For one student, progress may be recognizing a letter that was previously unfamiliar. For another, it may be independently identifying a numeral, solving a mathematical problem, communicating an answer through AAC, or completing a task with less assistance.

These accomplishments may look different from student to student, but each represents meaningful educational growth.

In my classroom, every student begins at a different place. Every student has the capacity to make progress. And every measurable step forward deserves to count.

Glowing & Growing Together: Every Piece Matters is an investment in those steps forward. Through accessible instruction, individualized learning opportunities, and consistent data-based evaluation, this project will support student achievement while strengthening the communication, confidence, and independence students need for continued success.

Every piece matters because every student matters—and every opportunity to learn is an opportunity to grow. 

 

Budget Narrative

Glowing & Growing Together: Every Piece Matters

Summary of Requested Items and Their Impact on the Project Goal

The requested materials for Glowing & Growing Together: Every Piece Matters have been carefully selected to transform the TickiT Discovery Glow Water Table into a versatile, multisensory instructional center that supports student achievement across English language arts, mathematics, science, social studies, communication, and functional skill development.

Each item serves a specific educational purpose and will help address the diverse learning needs of students in my self-contained K–3 Exceptional Student Education (ESE) classroom. Together, these resources will provide opportunities for explicit instruction, differentiated practice, hands-on exploration, and meaningful participation aligned with Florida's Access Points standards and individualized IEP goals.

Light Table and Foundational Instructional Resource

The TickiT Discovery Glow Water Table will serve as the central instructional resource for the project. Its illuminated surface, adjustable light settings, and raised rim will provide a dedicated space for presenting and manipulating instructional materials. The table will support teacher-directed lessons, small-group instruction, and individualized learning activities that help students connect visual information with concrete experiences.

Foundational Literacy Materials

The hand2mind Phonics Kit, hand2mind MarbleTracers Letter Tracers, Translucent Capital Letters, and Translucent Lowercase Letters will support letter identification, uppercase-to-lowercase matching, letter-sound correspondence, beginning phonics, word building, and letter formation.

These materials are particularly important for students who are still developing foundational literacy skills. They will provide repeated opportunities to recognize, manipulate, and distinguish letters while allowing instruction to be adapted to individual learning levels. Student progress will be measured through improvements in letter-identification accuracy, corresponding letter sounds, and targeted phonics skills.

Mathematics and Problem-Solving Materials

The hand2mind Sensory Number Trays, Translucent Numbers & Symbols, 100-Piece Translucent Linking Cubes, Learning Resources View-Thru Geometric Solids, Rainbow Acrylic Blocks, 25-Piece Translucent Light Table Building Set, and Translucent Building Block Set will support number recognition, counting, one-to-one correspondence, numeral-to-quantity matching, sorting, patterning, shape identification, spatial reasoning, and beginning mathematical operations.

These resources will allow students to physically represent mathematical concepts that may be difficult to understand through printed numbers or worksheets alone. For example, students will be able to match a numeral to a quantity, construct a pattern, compare geometric shapes, or demonstrate subtraction by removing objects from a group.

The materials will accommodate students working on different mathematical skills, from recognizing their first numerals to identifying larger numbers and solving mathematical problems. Progress will be evaluated through documented improvements in accuracy, skill acquisition, and independence.

Science Exploration and Discovery Materials

The X-ray Science Education Package for Human Anatomy and Bone Parts and 16-Piece Insect X-ray Science Kit will support science instruction involving human anatomy, skeletal structures, insects, observable characteristics, and comparison of living things.

When placed on the illuminated surface, these materials will provide students with opportunities to examine structures that may be difficult to understand through traditional printed illustrations. Students will practice identifying, comparing, describing, and classifying scientific concepts using accessible response methods.

The Rainbow Acrylic Blocks and translucent building materials will also support investigations involving light, color, transparency, and observable properties.

These resources will strengthen access to science concepts while supporting academic vocabulary, observation, classification, and communication.

Organization, Sensory Exploration, and Fine-Motor Materials

The TickiT Discovery Trays (Set of 6) will provide designated workspaces for differentiated academic activities, sorting tasks, and supervised sensory exploration. The trays will help contain materials, reduce unnecessary distractions, and allow multiple activities to be prepared for students working at different instructional levels.

The Jumbo Liquid Light Table Insert and Light-Up WATT Ball will provide additional opportunities for supervised sensory exploration, visual attention, cause-and-effect learning, and fine-motor participation. These materials will be incorporated into purposeful activities that support students' individual learning needs.

The linking cubes, acrylic blocks, and building materials will also help students practice grasping, stacking, connecting, manipulating, and organizing objects while developing coordination and completing instructional tasks.

These resources will support access to instruction for students who benefit from visual and tactile learning experiences while encouraging appropriate participation and increasing independence.

Classroom Accessibility, Structure, and Storage

The Six-Pack Plastic Stools will provide seating around the light table for small-group instruction, cooperative learning, and guided activities, with individual accessibility and seating needs considered.

The Toy Storage Solution will keep instructional accessories organized, protected, and readily available. Organized storage will also support students in developing responsibility and independence through routines for selecting, using, and returning materials.

The Large Digital Timer will provide visual time cues to support instructional rotations, transitions, waiting, turn-taking, and task completion. Predictable routines will help students understand expectations and participate more independently during structured activities.

These supporting items are essential to establishing an organized, accessible, and sustainable instructional center rather than simply purchasing materials without a practical system for daily classroom use.

Impact on Student Achievement and the Project Goal

Every requested item contributes to the central goal of Glowing & Growing Together: Every Piece Matters: improving student achievement, supporting measurable learning gains, and increasing progress toward targeted Florida Access Points standards and individualized IEP goals through explicit, differentiated, hands-on instruction.

The literacy materials will support foundational reading development. The mathematics manipulatives will strengthen number sense and problem-solving. The science resources will make unfamiliar concepts more accessible. The sensory and fine-motor materials will provide additional pathways for participation, while the seating, storage, trays, and timer will help establish an organized learning environment that supports communication, independence, and successful classroom routines.

Students will have opportunities to demonstrate their understanding through verbal responses, pointing, manipulating materials, picture selection, or AAC devices, according to their individual needs.

The impact of these resources will be evaluated using baseline and follow-up assessments, IEP progress-monitoring data, teacher-developed assessments, work samples, and documented observations. By May 2027, I will review student performance to identify measurable changes in academic accuracy, skill acquisition, communication, and independence.

The materials are also designed for continued use. As students develop new skills and progress toward additional learning objectives, the same resources can be adapted to provide more challenging activities and support future students.

These purchases are not a collection of unrelated classroom supplies. They are carefully selected components of one instructional project, with each item contributing to meaningful opportunities for students to learn, practice, communicate, and demonstrate progress.

Glowing & Growing Together: Every Piece Matters reflects the belief that no single instructional approach meets every student's needs. By investing in adaptable resources that support different learning levels and response methods, this project will help ensure that every student has opportunities to make measurable progress.

Every piece has a purpose. Every skill gained represents growth. And every student deserves the opportunity to shine. 

 

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