Grants
Testimonials
John Lohn & Dr. Sasha Slocum, McGinn,
Make a Dash for Coding (2024-25)
The Dash Robots we purchased through our grant have transformed STEM learning at McGinn. They’ve allowed us to design engaging coding sessions for students across multiple grade levels, where problem-solving is at the core. Each time students programmed the robots, they had to think critically, test their ideas, and refine their approach. Just as importantly, they collaborated—discussing strategies, sharing discoveries, and learning from one another.
Thanks to the EEF’s support, the Dash Robots have become a lasting part of our robotics curriculum, which continues to grow each year. Their sustainability ensures that even future McGinn students will benefit from these hands-on experiences. The EEF’s ongoing commitment has been instrumental in expanding our robotics program. Through their generous grants, students now have more choices, more exposure to STEM, and more opportunities to explore their creativity. On any given day, you’ll find multiple classrooms buzzing with excitement as dozens of students engage with robotics and materials made possible by the EEF’s dedication to education.
Jessica Prussman, Jaime Benson, Kristen Majaros, Kelsey Oakley, Rachel Sawyer, Evergreen,
Giving Our Students the Keys to Success to Self-Regulate (2024-25)
The grant provided flexible seating and fidgets for students with ADHD, autism, and learning disabilities. These items supported increased focus when students were able to choose a seating option they felt best supported their learning. If a student was unable to choose for themselves, a teacher would borrow a seating option or fidget for them to try. If it was not helpful, the item was exchanged or returned to my classroom.
Flexible seating and fidgets allowed students to sustain attention longer during academic lessons and to self-regulate more effectively. This grant had a positive impact on our special education classrooms as well as other classrooms (general education and inclusion). Students were able to self-regulate by selecting seating options that met their sensory and learning needs. By giving them choice in their learning environment, we saw a noticeable increase in on-task behavior and a reduction in disruptive incidents.
Marjorie Fitzgibbon & Bethany Henry, SPFHS,
Raider Traders (2024-25)
Thanks to the grant, we were able to purchase a heat press and bring the apparel-making process directly into the high school. Integrated into the Marketing II class, students designed and produced custom t-shirts, which they sold through DECA. This hands-on project gave them real-world experience in retail marketing, merchandising, and advertising.
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The heat press will continue to serve as a valuable learning tool in both Marketing I and II, allowing students to explore the full scope of retail marketing. The grant has empowered our Marketing classes to launch their own student-run apparel business—and it has been truly exciting to see them so engaged in creating designs and bringing their business plans to life.
Lauren Lukac, Nettingham,
Flexible and Small Group Seating (2024-25)
The addition of wobble stools, a standing desk, and a kidney-shaped table has made a meaningful impact on our classroom environment, providing students with movement breaks that help improve their stamina and focus throughout the Writing Workshop period. Since this workshop model involves extended independent drafting time, it can be challenging for students to sustain their writing energy. The wobble stools quickly became a favorite—they allow students to move without needing to leave the room. The mobile standing desk offered flexibility, enabling students to find the learning space that works best for them.
However, the greatest asset has been the kidney-shaped table. It has transformed the way I support my students. I’m able to meet with small groups or individuals throughout the period, and it provides a discreet, supportive space for those who may be struggling. It’s become a "safe place" for students to ask questions, take risks, and grow more confident in their writing. Several students had real breakthroughs this year simply because of the consistent and close proximity during our conference time.
One student in my 3rd period Writing Workshop class shared this powerful reflection:
“I never felt like I was good at writing, and I was always quiet in class. I never asked for help. When Mrs. Lukac would call on me for a conference before the conference table came (the kidney-shaped table), it would make my heart pound. But I feel better coming up for conferences now, and I even sit at the conference table on my own when I feel like I may need help.
Diane Ross & Gina Cammarano, Terrill,
Informative Podcasts About Disabilities (2024-25)
Thanks to the EEF grant, over 200 students had the opportunity to deepen their learning in a meaningful way—building skills, confidence, and inspiration for the future. The use of professional microphones greatly improved audio quality by reducing background noise and echo, allowing voices to be captured clearly. This made the podcast more engaging and easier to understand, helping listeners focus without distractions. Clear, professional recordings boosted students’ pride in their work and encouraged greater participation. The experience also introduced them to sound technology, media production, and effective speaking—skills with real-world applications. Students were able to review and edit their work with more precision and have even discussed starting a Podcast Club to share school updates with TMS and families.
This project has truly empowered students to find their voices and share them confidently with their community.
Zachary Rittner, SPFHS,
Native Habitat (2024-25)
The challenges facing our students today are enormous. In the area of environmental science alone they will need to contend with climate change, pollution, habitat loss, overpopulation and resource depletion. And in my experience, we do a great job of communicating that to them, too good of a job in fact. Students are bombarded with these kinds of reports everyday on social media, the news and just in talking with their peers. Many report they feel powerless to do anything about that and just want to give up. And frankly, that is heartbreaking. What I value much more than talking with students about the challenges they will need to overcome, is providing ways for them to do something meaningful and make a difference. That is why I am so grateful to the EEF for funding, not just the Native Ecosystem project, but our work with Trout, Terrapins and Quail in the Classroom. These projects give students a chance to do something tangibly beneficial for their environment. It instills in them the confidence that they CAN make a difference. That we as a species CAN tackle climate change or whatever obstacle we may face. So thank you to the EEF for all of their hard work in empowering my students to become the next generation of environmental stewards. You guys are awesome!
Lauren DeNicola, SPFHS,
Pear Deck (2020-21)
I have to tell you—Pear Deck has been a game changer. When we transitioned to remote learning last spring, I purchased a premium account so I could access all the features. Since then, I’ve been exploring its full potential, and it has completely transformed the way I teach and interact with my students.
Pear Deck allows me to provide individualized feedback to every student, which has made a big impact. It drives meaningful class discussions and keeps students actively engaged in scientific practices, like data interpretation and model analysis, especially through the drawing tools. Each time I create a new lesson, I find new ways to use Pear Deck to enhance learning—it’s like digging deeper into a treasure chest of teaching tools. What’s more, this tool has extended beyond my classroom. Over the summer, I led several professional development workshops for teachers across the country, helping them implement Pear Deck in their own classrooms. It’s rewarding to see how this technology can support so many educators and learners in such powerful ways. Pear Deck has become a cornerstone of my teaching. It helps me create an enriching, interactive, and personal learning community where every student feels seen and supported. For that, I am incredibly grateful. Thank you for giving me the opportunity to build something so meaningful with my students—and for supporting a tool that continues to evolve with us as educators. It’s made all the difference
John Lohn, McGinn,
Complete Coding (2019-20)
Since receiving the grant for Sphero robots, this addition to our technology toolkit has been a tremendous success. The Spheros were introduced to students right away, giving them the chance to see technology in action. They quickly became familiar with maneuvering the robots through mazes they designed, forming letters and numerals, and using a graph-paper function to move specific distances and create particular shapes.
Most notably, the Spheros played a key role in an interdisciplinary project —a project we plan to expand this year. I had the pleasure of collaborating with Barbara Prestridge and Amanda Marchica on an initiative that combined art, music, mindfulness, and technology.
In this project, students listened to various music selections and participated in mindfulness activities before guiding their Spheros through paint to create expressive artwork that reflected their emotions.
The final pieces beautifully illustrated how music and mindfulness can influence emotional states and how technology can serve as a powerful medium for self-expression. We plan to grow this project and share it with faculty through professional development sessions. We also hope to present it more broadly—at conferences or other educational events.The EEF’s generosity to the students and staff in our district is truly immeasurable. Through its continued grant support, the EEF opens doors to learning experiences that might not otherwise exist. It inspires SPF educators to think creatively and empowers us to bring innovative ideas to life. The partnership between SPF staff and the EEF is a true success story.
Justin Fiory, School One,
Sensory Hallway (2019-20)
"I am so thankful for the opportunity to bring the sensory hallway to the students at School One. It has made a wonderful impact on our students thus far. After receiving the grant my secretary and I spent the summer installing the kit and started the year by introducing it to the staff and students. Since then, students have been seen using it, as a group or individually for those students that need a "sensory break." I feel it has been very successful and we are seeing kids truly enjoy this opportunity. I can't thank you all enough for this addition to our school, as it has had a very positive impact on our students."
Zachary Rittner, SPFHS,
Bird Count (2019-20)
As promised, I wanted to share some pictures of my APES students learning about birding in preparation for the Great Backyard Bird Count. They loved using the equipment your grant helped provide and are eagerly awaiting this year’s official count on February 14.
Last year, we ran a small pilot program with the bird count materials. Unfortunately, our supplies arrived too late for us to participate in the Audubon Society’s official Great Backyard Bird Count, but we didn’t let that stop us—we created our own version here at the high school. The students loved the experience and were fully engaged throughout the process.
This year, we are excited to fully implement the program in conjunction with the Audubon Society. In February, my APES class will officially participate in the Great Backyard Bird Count after receiving special training at the Audubon Society’s Scherman-Hoffman Wildlife Preserve. This added experience will help students better understand birding, data collection, and the importance of citizen science projects.
The EEF means success and enrichment to me. You have given us the opportunity to participate in meaningful learning experiences that we never would have been able to access otherwise. The support from the EEF has not only enhanced the classroom experience, but has also inspired our students to explore the natural world in deeper, more thoughtful ways.
Thank you for all that you do to support innovative and impactful learning. You have truly enriched the lives of our high school students.
Zachary Rittner, SPFHS,
Trout Program (2018-19)
I just wanted to thank you all again for your incredible support in helping establish a New Jersey Trout in the Classroom program here at SPFHS. Last week, our 350 trout eggs arrived, and the students and I couldn’t be more excited! We’ve been documenting the experience and putting together videos with titles like Egg Day, Day 1, Eggs hatching, The First Fry, The First Feeding, Leaving the Breeder Cage, and Another Day in the Life. Please feel free to follow our journey on YouTube!
As of January, our trout are doing amazing! We currently have about 200 fry, most measuring around 1.5 inches in length. To put that into perspective, about 25 other schools registered in the program have unfortunately lost all of their fish. We’re feeling very grateful and proud of how well our students have cared for these delicate creatures.
Although it’s still January, we’re already looking ahead to May, when we will be releasing the trout into Seeley’s Pond, in accordance with New Jersey Fish and Wildlife Service regulations.
I’m thrilled to share that on May 31st, we successfully released 148 healthy fingerlings into Seeley’s Pond! It was a powerful culmination of months of student engagement, responsibility, and environmental learning.
Thank you again for making this experience possible. The EEF’s support has allowed our students to take part in something truly special—connecting classroom science to real-world conservation in a hands-on, meaningful way.
Michelle Arminio, Nettingham,
Reading Dashboard
(2018-19)
I wanted to provide you with an exciting update on the EEF grant awarded to the Nettingham ELA teachers last year for the Reading Data Dashboard project.
From September through December, our ELA team introduced students to the Google Book Tracker and actively encouraged independent reading. Throughout the fall, teachers collected reading data and monitored trends as students logged their books and progress. Thanks to this effort, we are thrilled to share that the Reading Data Dashboard in the Media Center is now live!
The dashboard has quickly become a hub of activity. Students are gathering around it, talking about books, and choosing what to read based on the real-time “Trending” chart. It has created an exciting and dynamic culture of reading that connects data to student choice in a fun and meaningful way. Watching students take ownership of their reading habits and share recommendations with one another has been incredibly rewarding.
We owe a huge thank you to the Technology Department, Dr. Dumaresq, Carla Herniter, and Lynn Biener for their support in bringing this idea to life. Their behind-the-scenes work helped ensure everything functioned smoothly and effectively.
Most of all, thank you to the Education Enrichment Foundation. This project simply would not have been possible without your funding and support. Your commitment to innovation and student engagement continues to have a powerful impact on our school community.
We look forward to keeping you updated as the project continues to grow and inspire more readers throughout the year!
Kanika Chopra, SPFHS,
Increasing Racial Literacy Through Book Clubs​
(2018-19)
After receiving a generous grant to expand book club options, I was able to order 25 compelling young adult novels for our students. We selected five different titles, each featuring a protagonist from an ethnocultural minority background. These thoughtfully chosen texts sparked rich classroom and small-group discussions, both in and out of class. The diverse experiences of the characters served as a powerful foundation for meaningful conversations around identity, inclusion, and social justice.
These books have done more than just enrich our curriculum—they’ve inspired students to think critically and empathetically about the world around them. The stories provided a launching pad for deeper inquiry into the social inequities and disparities that continue to affect our communities.
Currently, students are working on a research narrative project focused on perspective-taking. Many have chosen to write from the point of view of a character in their selected book, combining literary analysis with both qualitative and quantitative research. They are exploring the lived experiences of their characters and making connections to real-world data and historical context.
It has been incredibly powerful to see students approach these projects with curiosity, compassion, and a desire to understand perspectives outside of their own.
Thanks to the EEF, our students have been given the opportunity to challenge dominant narratives and explore voices that are too often underrepresented. Your support has allowed our students to grow not only as readers and writers but as thoughtful, socially aware individuals. We are truly grateful.
Kelly Bhatia, McGinn,
Vermicomposting (2018-19)
Thanks to your support, our students have been actively engaged in hands-on, meaningful exploration of environmental science and sustainability. The books and tools you provided have not only enhanced our curriculum but have also sparked curiosity, conversation, and critical thinking in the classroom.
One of the most exciting additions has been our compost bin, which is now fully active and constantly changing. Students have taken ownership of maintaining the compost, observing the decomposition process, and tracking changes over time. They’re learning firsthand about food waste, soil health, and the important role decomposition plays in the ecosystem.
We can’t wait to take this learning one step further by using the compost—fondly referred to as “worm poop” by the students—in the McGinn School garden this spring. Knowing they are contributing to a greener campus and a healthier environment has empowered our students to think about sustainability not just as a concept, but as a practice they can take part in every day.
Sonia Calamusa, SPFHS,
Flipgrid (2018-19)
Thank you for the grant for four subscriptions to Flipgrid. Flipgrid is an app that allows students to record their responses or create videos and then reply to one another. After receiving the grant, I quickly implemented it to create an online digital journal for each chapter of the novel we were reading in Spanish 4.
I also began using it in all of my classes because the app is incredibly versatile and can be adapted for all levels and learners. In addition, four members of my department also used the subscription, further expanding its impact.
Flipgrid has now become a regular part of my teaching repertoire, and students use it frequently. As a world language teacher, I’ve found it to be an invaluable tool—it encourages all of my students to speak in the target language and ensures that every voice is heard.
Thank you again for making this possible!
Dr. Dumaresq, Nettingham, Sensory Tools for Self Regulation (2018-19)
The EEF supported a co-grant for Terrill and Nettingham to purchase sensory tools for students. With this funding, we were able to buy items like fidget tools, thinking putty, and other tactile toys, which we placed in visible areas throughout offices across both schools.
Counselors and administrators have loved how these tools help create a more comfortable and welcoming environment for students. We’ve noticed that students often use the tools to self-soothe or distract themselves from stress, making them more willing to open up and talk about what’s on their minds.
These tools have quickly become a valuable resource, and we’re excited to continue expanding our collection. We look forward to purchasing more in the future!
Dr. Dumaresq, Nettingham, Garden Tools (2018-19)
The EEF has generously supported Nettingham’s growing garden over the past two years. This spring, we were finally able to get it up and running—thanks to the EEF’s incredible help!
We transformed an unused space (see picture below) into a place of beauty, learning, and excitement. Monarch butterflies arrived, giving students the rare chance to observe their full life cycle—from caterpillar to chrysalis to butterfly.
Through summer and fall, staff, students, and community members harvested fresh vegetables and used them to create delicious, healthy dishes. The garden has become a hub for hands-on learning, connection, and wellness.
Without the EEF’s support, this vision wouldn’t have come to life. Thank you for helping us create something so meaningful for our school community!
Amie Berlant, Ella Greenberg and Samantha Melworm, Brunner,
Mirrors and Windows
(2018-19)
The 4th graders at Brunner Elementary School have been diving into the guided reading books we received through our grant, Mirrors and Windows: High-Interest, Multicultural Guided Reading Books. With this grant, we were able to purchase eight different titles—a mix of fiction and nonfiction—offered at a variety of reading levels.
Highly relevant and appropriately challenging, these texts have engaged our 4th graders as they continue to develop their reading skills. Students have especially enjoyed seeing their own cultures and traditions reflected in the stories. At the same time, they’ve expanded their knowledge and curiosity about cultures different from their own.
As teachers, we’ve appreciated how these unique additions to our reading workshop have sparked meaningful and lasting cultural conversations in our classrooms—conversations that go far beyond what we had previously experienced.
Thank you for your continued support of the educators and students of SPF!
Dr. Slocum & John Lohn, McGinn,
Greenhouse and Code & Go Robot Mouse
(2018-19)
Our greenhouse grant has sparked greater participation and inspired new ideas to expand the fruits and vegetables thriving in our garden.
We built the greenhouse last spring and summer, adding a pine base for durability. Before planting, we’ll add gravel for drainage. This spring, students will learn about greenhouses' role in food production as they begin plantings. The strongest plants will start in the greenhouse in April, while a control group grows indoors for comparison.
This fall, parents and students continued an exciting experiment through NASA’s Tomatosphere program. McGinn grew mystery seeds—some from Earth, others from the International Space Station—and tracked their growth for 30 days. NASA has since revealed which seeds were which, but the Science Team hasn’t shared the results yet!
We’re continuing the experiment by growing both seed types in the greenhouse and indoors before transplanting them in May. Students will compare how they grow in each setting.
Additionally, the Mouse Coding games granted to our Media Specialist, Mr. John Lohn, are now a key part of McGinn’s coding program.
The EEF continues to inspire McGinn and our district. Your support fuels our creativity and passion for education—thank you!
Caren Comeau, Terrill, Google Glass
(2018-19)
Receiving an EEF grant allowed me to use a set of VR goggles with my 6th-grade class. We are exploring a manned mission to Mars, and using the goggles took the experience up a notch! The students were excited and energized to “feel” like they were on the surface of the red planet. When they created new spacesuits, habitats, and rockets for the mission, the goggles served as valuable research tools for their innovations.
Over the years, I have received several grants from the EEF. Each grant has elevated my curriculum and allowed me to bring 21st-century learning into my classroom. My QUEST program is unique and expanding thanks to your funds and generous support.
Jessica Cavaliere, School One & McGinn,
Morris Museum Loan Program
(2016-17)
Students from McGinn and School One actively engaged in viewing artifacts provided through the Museum Loan program. These authentic historical items serve as valuable inspiration for their classroom projects. Specifically, fourth-grade students are exploring ancient Greece as part of their curriculum, while third-grade students are immersing themselves in the fascinating history of ancient Egypt. The opportunity to examine real artifacts has enriched their understanding and sparked creativity, helping bring these ancient civilizations to life in meaningful and engaging ways.
Charlene Hall, Brunner,
LittleBits Science Materials
(2015-16)
My students had a wonderful time creating projects with their LittleBits electronics. These are modules with magnets that connect to batteries. They are building things with Legos and K’NEX, integrating electricity to make their creations come to life. It has been a highlight of our year together. I would welcome anyone who wants to visit and see what the children are making in the classroom. The students are going home to research and then returning to share their ideas with their classmates.
Ray Moskal, SPFHS,
Create a Podcast Space
(2015-16)
Receiving an EEF grant allowed me to use a set of VR goggles with my 6th-grade class. We are exploring a manned mission to Mars, and using the goggles took the experience up a notch! The students were excited and energized to “feel” like they were on the surface of the red planet. When they created new spacesuits, habitats, and rockets for the mission, the goggles served as valuable research tools for their innovations.
Over the years, I have received several grants from the EEF. Each grant has elevated my curriculum and allowed me to bring 21st-century learning into my classroom. My QUEST program is unique and expanding thanks to your funds and generous support.