Because of the generous support of our donors, we connect dedicated educators with the resources they need, empowering Springfield’s students to thrive.
Every year, our teachers continue to dream big for our students, but these new ideas often cost more than the standard school budget allows. FSPS provides funding for these exciting projects through three types of grants:
- Back-to-School Grants: Funding for creative projects led by teachers in their own classrooms.
- Impact Grants: Funding for principal-led programs that improve an entire school.
- District Grants: Funding for large-scale projects that benefit students across the whole district.
Join us for the Grant SPS campaign to raise $300,000 by August 31, 2026 to fund the fall grant cycle! Grants will be awarded in September.
Explore the stories and photos below to witness firsthand how your support fosters academic excellence across Springfield Public Schools to create brighter futures.
York Elementary – “Birthday Books”
Back-to-School Grant Applicant: Library Media Specialist, David Stockton
At York Elementary, the Birthday Books initiative is transforming literacy by driving continuous growth, fostering a culture of book ownership, and cultivating positive reading attitudes among all students. By providing each student with a brand-new book of their choice on their birthday, the program ensures that every child, regardless of background, experiences the joy of building a personal home library. This deliberate celebration turns literacy into a community reward, shifting student perspectives from viewing reading as a classroom requirement to embracing it as an exciting privilege. Library Media Specialist David Stockton has noted a profound shift in school-wide engagement, creating an environment where students actively discuss their book choices and eagerly look forward to their special day.
The program directly addresses core instructional goals, specifically focusing on seeing learning extend beyond the walls of the library media center. When students are given full autonomy over their literary selections, their intrinsic motivation increases dramatically. The library has witnessed a measurable boost in book checkout rates and reading enthusiasm, especially among reluctant readers. This continuous growth in literacy habits is reinforcing daily classroom instruction, building a seamless bridge between academic requirements and independent, self-directed reading.
Prior to the launch of the Birthday Books initiative, several students at York Elementary demonstrated disengaged behaviors during library time, often showing a reluctant attitude toward reading assignments. Through this grant, giving students the ultimate choice completely transformed their mindset. For example, a student who previously resisted independent reading was given complete freedom to select a new title for their birthday. The student proudly chose a high-interest graphic novel from a popular series and immediately sat down to read, marking a complete reversal in their attitude and confidence. Students shared their experience;
Student Logan B. shared, “I was able to get a Bad Guys book for my birthday, and it was the best thing ever because I don’t have many books at home that are just mine. It made me want to finish my class reading faster so I could read my birthday book. Now I look forward to coming to the library every week to find more books to read.”
Maya R. said, “Getting a brand-new book on my birthday made me feel really special. It’s fun to pick out exactly what you want to read instead of just being told what to pick. It makes reading feel like a real celebration, and it helps me practice every night with my family. I think it makes everyone at York want to read more.”
Pittman: “Kindness Club: Leading with Heart, One Mission at a Time”
Back-to-School Grant Applicant: School Counselor: Crystal Elliott
The Kindness Club: Leading with Heart, One Mission at a project at Pittman Elementary is transforming the school environment by embedding empathy, community engagement, and character development directly into the K-5 Student Experience and school Culture. Guided by School Counselor Crystal Elliott, this initiative empowers young learners to lead with compassion and cultivate a supportive, inclusive peer climate. Through intentional campus activities and targeted Trips, the Pittman Kindness Club successfully engaged its members in meaningful social-emotional growth. The grant impacted 100% of members by providing the vital materials and resources needed to carry out community-focused care operations.
Post-program assessments indicate that the grant was highly successful, deeply enriching the personal development of members and fostering a shared school-wide commitment to daily acts of goodwill.
This project successfully bridges early leadership development with real-world kindness, proving that elementary students can make a profound difference when given a platform to serve others.
When asked how students have grown as a Kindness Club Leader this year students shared; “Understanding that being a leader means being a role model on younger students.”
When asked how has Kindness Club made a difference in our school? Caroline, a 5th grader said “It helps spread kindness through Pittman and outside of Pittman.”
Weller Elementary – Leadership Academy
Back-to-School Grant Applicant: Jason Carter 
At Weller Elementary, the Leadership Academy is transforming student engagement by integrating experiential learning directly into the Fifth Grade curriculum. Grounded in the educational theory that critical thinking, personal development, and performance assessment are best cultivated through real-world challenges, this program gives young learners unique opportunities to grow outside the traditional classroom. A central component of the initiative is a trip to the leadership ranch, which is specifically designed to develop student collaboration, communication, and mutual trust. During these immersive team-building exercises, the fifth-grade classes had the chance to solve complex challenges together, navigate group dynamics, and build lasting peer relationships.
The program’s goals and purposes were exceptionally achieved as students successfully navigated these character-building experiences, making the academy one of the greatest highlights of the school year.
This impactful initiative successfully bridges classroom concepts with community leadership, fostering resilience and collaborative skills that will continue to benefit these 210 students throughout their academic journeys.
Wanda Gray Elementary: “Kids Math Advantage”
Back-to-School Grant Applicants: Lindsey Conroy and Michelle Bryant
At Wanda Gray Elementary, the “Kids Math Advantage” initiative is driving academic excellence by transforming foundational mathematics into an interactive, highly engaging experience. By providing classrooms with specialized Add+VantageMR tools, educators are actively bridging the gap between classroom instruction and at-home learning. First-grade students utilized these tactile math resources daily to build strong numerical fluency and extended their learning by checking out educational math games to play with their families. This school-to-home connection proved highly effective, with numerous parents reaching out to express their excitement over practicing math concepts together.
Furthermore, second- and third-grade students applied these rigorous math strategies in collaborative settings alongside A+ tutors and community volunteers. The overwhelming excitement and participation observed by teachers clearly indicates that making math accessible and enjoyable has significantly elevated student motivation and cultivated a school-wide enthusiasm for academic achievement.
This grant exemplifies a deep commitment to academic excellence. By providing targeted, hands-on manipulatives through the Add+VantageMR program, this initiative gives students at Wanda Gray Elementary the exact tools they need to master foundational math concepts and build lasting mathematical confidence.
Pipkin Middle School – 3D Printers for Innovation and Engagement in STEM
Back-to-School Grant Applicant: Special Education Teacher, Sarah Yates
At Pipkin Middle School, new 3D printers are transforming STEM education by driving high-level engagement, technical perseverance, and student wellness. The ability to design and print physical objects pushes students to embrace complex problem-solving. When one student’s intricate digital model repeatedly failed to print, she engaged in critical troubleshooting, adjusting her design over five attempts until it finally succeeded. The technology also captivates previously disengaged students, turning 
reluctance into enthusiasm as they design custom projects like a travel chess set.
Beyond academics, students applied their engineering skills to solve a real-world need within their school community. Partnering with school counselors, students 3D-printed specialized sensory fidgets that provide a safe, tactile coping mechanism for peers dealing with intense emotional distress.
The academic and creative impact is undeniable. Kayla, a student who entered the Project Lead The Way (PLTW) classes completely disengaged, finding everything “boring”. Because of the 3D printers, she was given the autonomy to design a mini travel chess set. The hands-on printing process completely shifted her attitude, transforming her from a frustrated student into an active, enthusiastic participant in both Robotics and Green Architecture.
Students shared the following impact statements;
Student Nevaeh W. shared
, “3D printers have opened new opportunities, and has helped students open up the creative side of their minds and this has helped them learn new life skills through creating awesome and useful items they can use in everyday life. The 3D printers do encourage me to do more work. Because it helps me and others find a different way at looking at things so it encourages me to look at my work in a new way and look forward to printing stuff after my work.”
Raedyn K. said, “I found it fun that I was able to make 3d objects on tinkercad, and then be able to test them out in real life. This was a nice addition to the school year since these 3d projects that we did acted like a fun break we could do that also taught us some things. It was also nice since using tinkercad was able to help me understand other 3d printing websites better, which I could use later in life. I think 3d printing does encourage me to do more work since it acts like a fun reward, and if I want that reward I’ll have to work on it. So, it makes me want to get my work done faster so I can do the fun things.”
AgAcademy – Microgreens and Mushrooms: Mastering the Art of Culinary Curiosities
Back-to-School (BTS) Grant Applicants: Shannon DeVries & Alyssa Wicklund
This grant enabled AgAcademy students to master culinary curiosities through hands-on cultivation of microgreens and mushrooms. The project successfully fostered critical thinking, problem-solving, and responsibility, engaging students in real-world scientific inquiry and sustainable agriculture. Students developed teamwork and entrepreneurial skills by managing the full growth cycle, from planting to preparing for a Farmer’s Market and developing business proposals. The initiative significantly impacted students, empowering them with practical skills, inspiring healthier eating habits, and deepening their understanding of environmental science. It successfully bridged theory and application, exceeding expectations by enriching the curriculum and fostering lasting student engagement.
Mark Twain and Horace Mann Elementaries – The Izzy B Encounter: The Author, The Puppeteer, The Pirate 
Back-to-School (BTS) Grant Applicants: Cammie Hunsaker, Library Media Specialist & Brandon Sigman, Learning Coach
“The Izzy B Encounter” grant ignited a passion for reading at Mark Twain and Horace Mann Elementaries, far exceeding its initial goals and underscoring the foundational importance of literacy. Engaging visits from author Izzy B and illustrator Ben Askew captivated students and families, boosting excitement for reading. This initiative impressively expanded to eight additional schools, ultimately impacting thousands. By providing over 700 students with their own signed books, it fostered a lasting love for storytelling and community collaboration, crucial for lifelong learning.
Library Media Specialist, Cammie Hunsaker shared, “In the end, this grant created an opportunity to go above and beyond it’s original intentions. Not only was the author visit an absolute blast for students and families, more than 700 students received their own signed copy of The Mighty McKraken.”
Fremont Elementary – My Learning Journey: Sharing Who I am with the World
BTS Grant Applicant: Christina Adams, Elementary Teacher
The “My Learning Journey” grant at Fremont Elementary empowered second-grade students by transforming them into published authors. This experience significantly boosted their self-esteem and fostered a growth mindset as they reflected on their accomplishments and set future goals. The project enhanced reading and writing skills and culminated in an Authors’ Night, strengthening connections between students, families, and the school, creating lasting positive impacts.
When asked how the project made them feel students shared, “I want to make my family proud. My published book and the Author’s Night helped me do that. Thank you!” and “I feel like I can do anything when I work hard now that I am a published author!”
Sunshine Elementary – Bright Futures: Enhancing Elementary Attendance and Behavior
BTS Grant Applicant: Amanda Brown, 3rd Grade Teacher
The Bright Futures grant at Sunshine Elementary aimed to boost attendance and reduce behavioral issues. The grant successfully met its objectives. Student attendance at 90% or higher rose to 82.48%, surpassing the 80% goal. Average daily attendance increased to 92.58%, nearing the 93% target. Discipline referrals dropped to 17.36%, exceeding the goal of less than 19%. The initiative positively impacted students by recognizing good attendance and behavior, motivating struggling students, and fostering stronger school-home relationships, ultimately contributing to academic success.
BASE Fairbanks – Community Integration
BTS Grant Applicant: Jan Foyewa, Special Education Teacher
The Back-to-School Grant significantly benefited students with disabilities in the BASE Fairbanks Special Education Program. It enabled vital community integration outings, offering experiences many students would otherwise miss due to financial hardship. These excursions allowed students to practice and generalize classroom-learned skills, such as social interaction, safety, and budgeting, in real-world settings. The grant successfully fostered independence, social-emotional development, and a deeper connection to their community, enhancing their overall learning journey.
Teacher Jan Foyewa stated, “I can’t even begin to tell you how much it meant…Because of this grant, they had opportunities…they wouldn’t have been able to otherwise.” These outings fostered skill generalization and social-emotional growth, bridging classroom learning with community engagement for students with disabilities, many from low-income backgrounds.
“My favorite field trip this year was going bowling because it was fun to hang out with my friends from other classes. I learned how to keep score in bowling.” -Thompson B.
“My favorite field trip was Dogwood Canyon. I got to see the waterfalls and learned about the animals. Thank you for allowing us to go on field trips this year.” -Isaiah F.
Wanda Gray Elementary – Nature School: Life Science in the Library
BTS Grant Applicant: Lara E. Garrett, Librarian
The Nature’s Classroom grant transformed the Wanda Gray Elementary library into a dynamic hub of scientific discovery for over 500 students. Through eight rotating, hands-on projects like hatching chicks and observing tadpoles, students engaged in real-world learning, strengthening observation skills and deepening their understanding of life cycles. The initiative sparked curiosity, increased nonfiction reading, and made science tangible, especially for visual and kinesthetic learners. These engaging, reusable resources will continue to foster a love for science and nature in students for years to come. 
“I like to check on the frog babies every time I come to the library. I saw one grow legs! I picked a book about frogs so I can learn what they eat.” – Luke, Kindergarten
“When we were watching the pumpkin decompose, it was gross but also cool. I never knew mold could grow like that inside a jar. It made me want to learn more about how stuff breaks down in nature. I even taught my little brother about it.” – Henry, 4th Grade
Central High School – Senior CCR Experiences
BTS Grant Applicant: Sarah Keeth, College and Career Readiness Specialist
This grant significantly impacted Central High School’s students by funding college visits. These experiences exposed sophomores, juniors, and seniors to various local and state universities. The trips empowered students, particularly those in need, to explore higher education pathways, understand financial aid options like Pell Grants, and make informed decisions. This initiative directly supported continued education and fostered success-readiness for students who might otherwise face barriers to pursuing post-secondary opportunities.
A student shared, “The field trips to MSU West Plains and OTC were my first real college campus experiences and showed me I have many more future options than I realized. I learned that community college is an affordable way to explore different paths, like those in welding or technology, and earn an Associate’s degree without massive debt, giving me time as a sophomore to decide on my future.”
Kickapoo High School – Kickapoo Golden Arrow Band: Marching to the Beat
BTS Grant Applicant: Aaron Scriven, Director of Bands
At Kickapoo High School, the Golden Arrow Band faced a common challenge: high participation fees excluding talented students. The BTS Grant for instrument repairs changed that, lowering costs for all 215 musicians. Supporting initiatives like this allows every student the chance to develop their passion, benefit from teamwork, and experience the transformative power of music education.
Parkview High School – Special Olympics PHS 2025
BTS Grant Applicant: Jovita Ahrens & Michelle Mitchell, Teachers Functional Skills (Special Education)
Parkview High School Special Olympics 2025 was instrumental in enhancing the experience for student athletes. By funding new uniforms and jerseys, the grant directly fostered a profound sense of team identity and pride among participants. This crucial support allowed the school to redirect other available funds and sponsorships towards expanding the event, thereby increasing student and parental involvement and cultivating a more inclusive and vibrant community atmosphere. The new uniforms not only boosted student self-confidence and camaraderie but also visibly symbolized the value and significance of the event for both the athletes and their families, contributing to its overall success and positive impact.
Carver Middle School – Supporting Our Emerging Readers
BTS Grant Applicant: Colleen McGuane, Librarian
The Carver “Supporting Our Emerging Leaders” grant delivers a vital impact by equipping students like Tyson with essential learning tools and resources. This initiative eases financial burdens for families and provides innovative ways to engage students. As Tyson shares, “I’m not a very good reader and sometimes I skip words and lines and the read aloud helps me a lot. It helps me get into the book more… I feel like I’m in the book talking with the characters.”
This targeted support helps level the playing field, empowering students to connect deeply with their learning and reach their full academic potential.