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Goal

Currently, only 47% of my 4th grade ELA students are scoring at a proficient level on the FAST PM 1 ELA assessment. In addition, I serve a high number of ESE students who require targeted, differentiated instruction to access grade-level standards. This highlights a strong need for resources and strategies that increase engagement, provide multiple entry points to learning, and support all learners in achieving success. My goal is for 80% of my students to be proficient by the end of year assessment.  

 

Category

Class Furniture - Carpets, choral risers, transitional seating/desks, etc. 

 

What will be done with my students

My basic timeline after purchasing items with the grant funds will be to:
1. Introduce flexible seating to students with clear expectations and routines.
Model how different seating choices can be used for reading, writing, group work, and independent practice.
2. Begin incorporating flexible seating into daily rotations and small group instruction.
3. Use flexible seating as a tool during small group ELA instruction, ensuring ESE students have seating that supports focus and movement needs.
4. Monitor student engagement and adjust seating options based on learning styles and behaviors. Collect anecdotal notes on student comfort, participation, and productivity.
Track progress through formative assessments (reading fluency, comprehension checks, and writing samples).
5. Adjust seating assignments as needed to ensure optimal learning gains. Survey students on how flexible seating impacts their ability to focus and learn.
Compare proficiency levels and learning gains to baseline data (47% proficient).
6. Reflect on how flexible seating supported differentiated instruction and ESE student needs. Share results with colleagues and administration to support possible expansion campus-wide 

 

Benefits to my students

This project will provide tools and structures that allow me to deliver instruction in flexible, student-centered ways. By incorporating differentiated activities and materials, I will be able to better meet the diverse needs in my classroom. This will help struggling students—including ESE learners—make learning gains, while also providing enrichment opportunities for students already on grade level. The major benefits will be:

1. Increase the number of students scoring proficient in reading and writing by providing resources that promote active engagement and multiple means of representation.

2. Support ESE students in making measurable learning gains through scaffolded instruction and accommodations tailored to their needs.

3. Foster a classroom environment where all students feel successful and capable, leading to higher motivation and stronger effort on academic tasks.

4. Narrow the achievement gap by ensuring that differentiated instruction is available daily, helping more students reach proficiency by the end of the year 

 

Budget Narrative

High Table and Chairs
The high table and chairs give students a structured, elevated workspace that promotes focus and on-task behavior. Students can use this space for small-group projects, partner work, or independent tasks where they need to stay attentive. I will use it as a designated area for targeted small-group instruction, giving me the ability to differentiate for ESE students by providing closer teacher support and clear sight lines for modeling.

Classroom Couch
The couch provides a comfortable and inviting space for students to read, collaborate, or engage in independent practice. Students will use it for partner reading, group discussions, or reflection activities that require a relaxed environment. For ESE students, the couch reduces stress and increases engagement, helping them persist in learning tasks. I can also use it as a flexible small-group meeting area where students feel safe and supported while working toward learning targets.

Swivel Chair
The swivel chair gives students movement while seated, which is especially important for students who need sensory input to stay focused. Students will use it as a choice seat for independent or small-group work, helping them remain engaged without becoming restless. For differentiation, I can assign this option to students who benefit from controlled movement breaks, supporting ESE students’ ability to regulate themselves while still working on learning tasks.

Floor Lamp
The floor lamp creates softer, more calming lighting that helps reduce distractions and sets a focused mood for learning. Students will benefit from a quieter, less stressful environment, especially during reading, writing, or test preparation. I can use lighting to differentiate by creating zones in the classroom—bright areas for group collaboration and calmer, softer-lit spaces for students who need reduced stimulation to focus, particularly ESE students.

Coffee Table
The coffee table provides a low, central workspace where students can gather to collaborate on projects, play learning games, or work on assignments in a less formal setting. It encourages teamwork and peer support, which helps students reach learning targets together. I will use it for differentiated small groups where students can practice skills in a relaxed setting that is less intimidating for ESE learners who may struggle in traditional desks.

Pillows
Pillows allow students to work on the floor comfortably, giving them the freedom to choose a position that helps them focus best. Students will use them during independent reading, partner work, or small-group discussions, which builds ownership of learning. For differentiation, I can provide this option to students who need more movement or nontraditional seating to stay engaged, supporting ESE students in regulating themselves and completing learning tasks. 

 

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