2025-26 Mini-Grants Highlights

“Peace Corner”, Rachel Kipperman, APS Montessori School

“In the integrated Montessori PreK classroom there is so much energy; a hum and a buzz. Children are moving purposefully this way and that, carrying items they need for their work. Many children are head down and focused on the task at hand. Some are writing, some are counting small beads. Two children are at individual rugs writing stories with the cut out letters of the moveable alphabet material. Someone drops something, maybe a large box of shapes. It makes a big crash and shatter sound.  Some children look up and go back to work, most of them want to see what happened and get close, they want to help.
There is one child though who had a different reaction. She puts her hands over hers ears when she hears the noise. She does not like the unexpected commotion of the children, all asking about what broke and the teacher’s voice saying “ Go back to your work, please ” She doesn’t know where to go and she feels uncomfortable. 
Then she remembers the peace space. This area has soft candle lighting, where she can sit on pillows or in the hug chair for a gentle squeeze. She sees the liquid squares and makes some shapes by stepping on them. They feel good on her feet as she steps from one square to another.  She then sees the breath balls which help to regulate her breath as she makes the ball bigger and smaller. As she breathes in and out she notices the Yoga Bear books. She can easily follow positions by looking at the book which her teachers have read many times. She takes the last breath and feels more comfortable and calm. The classroom goes back to its usual hum as everyone goes back to work and the glass is cleaned up.  The child feels she can now go back to her own work and leave the quiet space for now. She knows she can come back any time she needs.”

---

“Enhanced Community Based Instruction”, Colette Holland, Wakefield High School 

“Steven (pseudonym) was a student who historically has a hard time making purchases and comprehending the idea of having enough money to buy a desired item. He went to Dunkin Donuts with his class as part of the Community Based Instruction where every student was given a $5 budget. He took the time to look through the menu and identify what was a potential purchase vs. what was too much. He ended up correcting the teacher who said that all breakfast sandwiches were too expensive. Steven said “But this one says $3.75! I’m going to get it.”. This was a breakthrough moment for him as a student and something he has been working on a lot in the classroom. This is a skill that greatly impacts your daily life as an adult so having the opportunity to practice it in a real restaurant with real money was memorable and beneficial to his ability to generalize the skills that he has been building at his desk. He has already been demonstrating an increased generalized knowledge of “do you have enough?” concepts within the classroom since his Community Based Instruction.”

---

“Sensory tools”, Megan Zelasko, Campbell Elementary School

I utilized the grant funding to implement sensory regulation tools, including flexible seating options and fidgets, to support student focus and engagement throughout the school day. These tools are available to all students, allowing them to independently choose supports that best meet their individual needs. They have been especially impactful for students with IEPs and those with attention challenges, providing appropriate outlets for movement and helping them sustain attention during instruction.
The impact has been significant. Students demonstrate increased on-task behavior, improved ability to self-regulate, and greater independence in managing their learning needs. I have observed a decrease in off-task behaviors and an increase in student engagement during both whole group and independent activities. Additionally, by normalizing the use of these tools for all students, the classroom environment has become more inclusive, reducing stigma and promoting a sense of belonging. Overall, these resources have positively contributed to both academic engagement and the social-emotional well-being of my students.

---

‘Sensory Centerstage!’, Hannah Geller, APS Vision Program

“Cogsworth” the clock from Beauty and the Beast greeted us with his perfect Disney character voice. Two dancers vividly described the setting of the show we would all see in a couple short hours. The actors from the show led us through a tour of the costumes, props, and set pieces that would be used on stage, and we were encouraged to touch and explore them all. A couple of hours later, we were met with the burst of the orchestra starting the overture and then the tunes that we know and love like, “Belle” and “Be Our Guest” as the actors we had just met performed on stage. The show came alive! The sensory experience we had with the actors, costumes, and props before the show deepened our understanding of a show that we cannot see but instead experience with our other senses. Rosie, a student with low vision, was able to enjoy this moment alongside her peers who are also blind and low vision. She is the only blind/low vision student that attends her home school, so these connections at community events with students like her are rare and priceless. The $500 SEPTA grant allowed Rosie and several other students the opportunity to attend a Touch Tour and a Broadway musical at the National Theatre! The grant allowed them to participate in this event, specifically curated for students who are blind or low vision. These students created lifelong memories while also learning a lot and additional experiences and exposure to Expanded Core Curriculum components such as Sensory Efficiency, Recreation & Leisure, Social Interaction, Compensatory Skills, Career Education, and Orientation & Mobility.

---

‘Shriver SPOT groups’; Rachel Robyn, Grace Bonilla, and Sarah Peters; Eunice Kennedy Shriver Program

The Shriver and Step Up to PEP OTs and SLP worked together to run groups within the classrooms. The focus of the groups was functional skill development and accessibility for all students in the classroom. This year the related service providers were able to run cooking groups as well as craft groups using the materials provided through the grant to make each activity accessible for all students. 
One of the most used items was the blender! We were able to use a switch interrupter to turn the blender into a switch adapted tool, meaning that students who did not have the ability to press an on button with their finger were able to use another part of their body (ex. hand, head, leg) to activate a switch which turned on the blender. One student in particular LOVED turning on the blender and would giggle and smile each time they activated the switch. We used the blender to make smoothies, mix together pancake batter, and blend anything that needed mixing. All students being able to participate is our top priority in groups, so the items provided by the grant helped us achieve that goal!