2025 NCTA Grants

NCTA Grant Application 2025 is closed.

The NCTA rejoices in the successes of its members!

Application deadline was October 10, 2025 @11:59PM.

Below are examples of NCTA's 2025 Grant Recipients and information about their projects.

Ruthann Lawler, at Delaney Elementary School, in Wrentham writes:

I used this grant to purchase chair pockets and desk organizers to help the students keep their materials organized and easily accessible. A table-top timer for group work encouraged the students to stay on track and build their stamina. Sensory tools, including small sensory token fidgets and yoga chips for movement/brain breaks, enhanced student engagement.

Laura Schoonmaker, at BH Wood Elementary School, in Plainville writes:

VersaTilesprovide hands-on skills practice with a self-checking answer system. They are an engaging, screen-free, paper and pencil free alternative to traditional skills practice. VersaTiles allow for self-checking answer system which creates a safe learning environment that increases student confidence while improving their mathematical skills. These tiles allow students to answer/solve problems. When they are finished, they close the case and flip to see if their design matches the design for the answer code. They can then go back and fix the items they got incorrect. This will allow additional stress free practice for difficult skills .

Margaret Kwasnik, at Walpole High School, in Walpole writes:

We have a new library of children's books in the high school French classroom! These books will be used for projects, free reading, and to see the language in a context that is comprehensible and fun.

Thank you to the Norfolk County Teachers Association (NCTA) for the grant to fund the purchase of these wonderful books for the French students at the high school!

Kelly Tynan, at Balch Elementary School, in Norwood writes:

"Connecting Math to Our World' is a rigorous, project-based learning (PBL) project for students in Grades three and four. It is dedicated to making mathematics immediately relevant and tangible. Its core objective is to establish tangible connections between classroom concepts (like those found in ST Math) and their application in professional careers. This program is specifically structured to cultivate the five essential Norwood Public School Graduate Characteristics: Critical Thinkers and Problem Solvers, Communicators, Collaborators, Creators, and Citizens.

Sharon Smolcha, at Sharon Middle School, in Sharon writes:

My seventh grade Social Studies students enjoyed multiple books that supplement the world geography curriculum and room 209's classroom library. The majority of these books are middle grade novels set in areas such as Latin America, Asia, and Africa. These allow students to get a glimpse into the lives of young people around the world. Thank you to the NCTA for your support of this project. These books will continue to open the world to the students of SMS!

Stephanie Feeney, of Sharon Middle School, in Sharon writes:

This project was supported by the Norfolk County Teachers Association (NCTA).Their support made it possible for students in our sub-separate program to have access to cooking materials. These helped the students enhance essential life skills and build greater independence. Thank you!

Kristin Moses, at Boyden Elementary School, in Walpole writes:

This is a literacy initiative for the Boyden Media Center. It is designed to boost reading motivation and confidence among early readers by strategically connecting them with high-interest texts featuring popular characters (like LEGO, Marvel, Disney, and PBS Kids). With the grant from the NCTA the students enjoyed new and exciting early reader titles such as Lego, Ninjago, Lilo and Stitch, Pinkalicious, Pokemon, Black Panther and more. These books were specifically selected to appeal to our youngest readers.

KellyTashian, at Clyde Brown Elementary Schoo, in Millis writes:

The materials that I purchased support the development of cooperative play and social skills for my current students, as well as benefit future third-grade cohorts. Since the COVID-19 pandemic, many students have difficulties when working cooperatively, particularly during games and group activities. With these games students practice iessential skills such as turn-taking, communication, and teamwork. The games were selected to foster an inclusive environment that supports all students, including those with disabilities and English Language Learners (ELLs). The goal is to help children build stronger interpersonal skills through structured, engaging play now and in the years ahead.

Brittany Gamber, at Stoughton High School, in Stoughton writes:

I would like to extend my sincere thanks to the Norfolk Teachers Association for their generous grant, which made it possible to purchase class sets of Catching Fire for my 11th and 12th grade students. This support enriches our curriculum and provides students with the opportunity to engage deeply with a compelling and thought-provoking text. Your commitment to supporting educators and enhancing student learning is truly appreciated.

Michael Sutherby, at John F. Kennedy School, in Randolph writes:

Thank you Norfolk Country Teachers Association for your support in purchasing PE equipment for our RISE program! Equipment included a small trampoline, stepping stones, 2 tunnels, a folding wedge mat, fidget items and movement cards. Students have been staying active with these items which has also enhanced our obstacle course!

Liza Farquharson, at Walpole Middle School, in Walpole writes:

My students took a three day trip to Spain where they created their own paella recipe, went shopping for tapas, designed a promotional poster, and planned a two day trip to Barcelona. At the completion of their adventure they enjoyed churros at a Spanish restaurant. Thank you to the Norfolk County Teachers' Association. My students enjoyed this cultural and immersive experience with Spanish culture.

Nora Drabik, at Norfolk County Agricultural School, in Walpole writes:

Kahoot is a great interactive game that encourages student engagement. Prior to assessments, I utilize it to play review games. I am able to go in after the game and see how students did individually. This helps struggling students because I can meet with them one-on-one or re-teach a challenging topic. The students at the agricultural school thrive with hands on learning!

Carly Siebert, at H. Olive Day School, in Norfolk writes:

I purchased these books to help launch the Unified Young Readers club. The Unified Young Readers Program is a weekly initiative designed to nurture social-emotional learning (SEL) in children ages 2–7 through engaging, age-appropriate literature. Each week, we spotlight a thoughtfully selected book that promotes themes of acceptance, inclusion, and empowerment.

Lindsey Morris, at Old Post Road School, in Walpole writes:

Makedo tools empower students to design, build, and prototype using simple, recyclable materials like cardboard. My students used Makedo to apply engineering and design skills, like planning, measuring, and constructing. They developed creative solutions to solve real-world challenges. Makedo encouraged collaboration, hands-on problem solving, and sustainability. They were an engaging tool for fostering innovation and critical thinking skills for my STEM students.

Melissa Mascarenhas, at Donald Ross Elementary School, in Braintree writes:

Through the support and generosity of the Norfolk County Teachers Association, I purchased literacy tools to create multiple pathways for learning!! These tools increased my student’s engagement, build their confidence, and fueled their growth in literacy skills while making reading an accessible learning experience for all.

Thank you NCTA!

Kimberly Levis, of Elm Street School, in Walpole writes:

My goal was to increase my Kindergarten classroom's dramatic play area by adding community helper themed items. Students have daily opportunities to use this area during choice time. Some of the items included dress-up clothes for various community helper professions, themed printable for our dramatic play stand, and doctor/veterinarian kits. Dramatic play areas are vital to a young learners' growth and development. Students build foundational skills in all academic areas while also enhancing creativity and problem-solving abilities. They learn important social skills like communication, cooperation, turn-taking, and empathy while also building their confidence.

Linda Leger, of Ana Ware Jackson School, in Plainville, writes:

As a way to build parent communication and family connections, each student received a bag to take home every other week. Inside the bag, the students had an assignment to complete that aligned to the ELA curriculum. Students returned the bag with the completed assignment to share with their classmates. Additionally, students received a small prize for their participation and effort.

Mary Hachey, at C.J. Prescott School, in Norwood writes:

With the Grant from the Norfolk County Teachers Association, my students have been able to utilize Ono Rollers. These are high quality focus tools that help the learner convert anxious energy into focus through a rolling motion. These tools help my students remain focused during instruction.

Jill Levy, at H. Olive Day School, in Norfolk writes:

The dramatic play materials enhance our classrooms with new cooperative games and collaborative building sets. These support our ongoing commitment to fostering social development, imaginative play, and positive peer interactions for our youngest learners. Our students enjoy the new pie set in Mrs. Levy’s dramatic play area as she and her classmates pretend to be bakers in their very own “bakery.”

Allie Horne, at Delaney Elementary School, in Wrentham writes:

The goal of this project is to provide "calm time" for third graders to regulate body and mind after lunch/recess. My class has a block of time called "calm time". Students enter the room to calming music and low lights. These are a reminder to take a deep breath and choose a peaceful activity that will let them decompress from the volume and excitement of lunch and recess. Now students can access the classroom calm bin of fidgets and tools to support this regulation process. These items can be accessed during academic times for students who benefit from quiet fidgets to support attention and focus.

Hollyanne Fraser, at Ralph D. Butler Elementary School, in Avon writes:

Thanks to a grant provided by the NCTA, all grade levels received a basket of math game materials to use in their classrooms during math stations. Grades K-5 got dice, playing cards, and dominos to be used in math fluency game centers. These materials will help support active engagement in academic learning across the grade levels. In addition, games provide students with more opportunities to work cooperatively. Thank you to the Norfolk County Teachers Association for their generosity!

Samantha McCracken, at H.Olive Day School, in Norfolk writes:

Thanks to the support of the NCTA, our kindergarteners received a grant to purchase new student headphones for tech time. This funding will make a difference in our daily routines. With reliable headphones, students can fully engage in literacy and math programs, listen to stories, and work at their own pace without distraction. We are so grateful for the NCTA's continued commitment to supporting teachers and young learners. Their generosity directly enhances our students' learning experiences and helps us create a joyful, engaging environment each day!

Lauren Barney, at Little Mustangs Preschool Academy, in Norwood writes:

Alternative seating has been successful when promoting student engagement in classrooms and benefits all of my students. In my classroom, I have made alternate seating available. Overall, alternative seating options provide a holistic approach when supporting students with sensory needs.

Jenna Pothier, at Beatrice H. Wood Elementary School, in Plainville writes:

My students use essential sensory tools in my counseling office to create a calming, supportive environment. My goal is to make this space a safe, welcoming haven where students can regulate, reflect, and receive support—whether they are working through emotional challenges, managing stress, or simply in need of a sensory break. These resources benefit the students I work with directly each day, but also support the overall well-being of the entire school community.

Page updated

Report abuse