This project will create a calming corner and flexible classroom library to support both the emotional well-being and literacy development of students. The space will feature cozy seating, soft pillows, and a variety of high-interest books to encourage independent reading and self-regulation. By offering students a comfortable place to reset and refocus, the project promotes stronger engagement, improved reading habits, and a more inclusive classroom environment. This initiative aligns with district and campus goals to support the whole child and increase reading proficiency.
This project will address a critical need for increased emotional support and literacy engagement among elementary students. In our current classroom environment, many students are experiencing challenges with emotional regulation, attention, and reading motivation—factors that directly impact academic performance and classroom behavior. As educators, we are seeing more students arrive at school with anxiety, sensory needs, and difficulty managing emotions, which has only been amplified in recent years due to lingering effects of the pandemic, social instability, and increased screen time outside of school. According to recent district-wide academic data, 3rd grade students scores show a need for increased stamina, fluency, and comprehension support. Additionally, behavior referrals and time off-task due to emotional dysregulation have increased, as reflected in campus behavior tracking systems and teacher observations. These challenges have highlighted the need for a calm, welcoming space in the classroom that encourages focus, supports social-emotional learning (SEL), and nurtures a positive relationship with reading. At present, our classroom lacks a designated area where students can independently regulate emotions or engage in independent reading in a calm, comfortable setting. Most seating is traditional and rigid, and the classroom library is limited in both choice and accessibility. By implementing a calming corner with flexible seating and a rich selection of diverse, high-interest books, this project will provide a safe and supportive environment for all learners—especially those who need structured emotional support or struggle with traditional learning settings. This project will promote increased reading time, stronger SEL skills, and fewer classroom disruptions by giving students the tools and space to reset, refocus, and re-engage with learning. It directly supports our campus improvement goals to improve reading proficiency and create a safe, inclusive classroom culture that addresses the needs of the whole child.
To address the social-emotional and literacy needs in my 3rd grade classroom, this project will establish a calming corner and expand the classroom library with flexible seating. The purpose is to create a supportive environment where students can regulate emotions and engage in independent reading, which research shows directly supports academic success and classroom behavior. Objective 1 (Specific, Measurable, Achievable, Realistic, Time-Bound):
By the end of the 2025 school year, 100% of students in my classroom will have access to the calming corner and classroom library daily, with at least 85% of students using the space independently to self-regulate or engage in reading during centers or transitions at least three times per week. Objective 2:
By the end of the 2025 school year, students will increase independent reading time by an average of 10–15 minutes per day, and reading logs and conferences will reflect a 25% increase in student-selected reading engagement, especially among reluctant or struggling readers.
Objective 3:
Within the first six weeks of implementation, student behavior incidents related to off-task behavior or emotional dysregulation will decrease by at least 20%, as documented in class behavior tracking and reflection journals. This project will enrich student learning by addressing both emotional and academic needs in a trauma-sensitive and inclusive way. Students who feel emotionally safe are more likely to take academic risks, remain engaged, and persist through challenges. Providing comfortable, student-centered spaces encourages autonomy, increases motivation, and supports self-paced learning—especially for students who struggle with attention, anxiety, or traditional classroom structures.
This project will address a critical need for increased emotional support and literacy engagement among elementary students. In our current classroom environment, many students are experiencing challenges with emotional regulation, attention, and reading motivation—factors that directly impact academic performance and classroom behavior. As educators, we are seeing more students arrive at school with anxiety, sensory needs, and difficulty managing emotions, which has only been amplified in recent years due to lingering effects of the pandemic, social instability, and increased screen time outside of school. According to recent district-wide academic data, 3rd grade students scores show a need for increased stamina, fluency, and comprehension support. Additionally, behavior referrals and time off-task due to emotional dysregulation have increased, as reflected in campus behavior tracking systems and teacher observations. These challenges have highlighted the need for a calm, welcoming space in the classroom that encourages focus, supports social-emotional learning (SEL), and nurtures a positive relationship with reading. At present, our classroom lacks a designated area where students can independently regulate emotions or engage in independent reading in a calm, comfortable setting. Most seating is traditional and rigid, and the classroom library is limited in both choice and accessibility. By implementing a calming corner with flexible seating and a rich selection of diverse, high-interest books, this project will provide a safe and supportive environment for all learners—especially those who need structured emotional support or struggle with traditional learning settings. This project will promote increased reading time, stronger SEL skills, and fewer classroom disruptions by giving students the tools and space to reset, refocus, and re-engage with learning. It directly supports our campus improvement goals to improve reading proficiency and create a safe, inclusive classroom culture that addresses the needs of the whole child.
To address the social-emotional and literacy needs in my 3rd grade classroom, this project will establish a calming corner and expand the classroom library with flexible seating. The purpose is to create a supportive environment where students can regulate emotions and engage in independent reading, which research shows directly supports academic success and classroom behavior. Objective 1 (Specific, Measurable, Achievable, Realistic, Time-Bound):
By the end of the 2025 school year, 100% of students in my classroom will have access to the calming corner and classroom library daily, with at least 85% of students using the space independently to self-regulate or engage in reading during centers or transitions at least three times per week. Objective 2:
By the end of the 2025 school year, students will increase independent reading time by an average of 10–15 minutes per day, and reading logs and conferences will reflect a 25% increase in student-selected reading engagement, especially among reluctant or struggling readers.
Objective 3:
Within the first six weeks of implementation, student behavior incidents related to off-task behavior or emotional dysregulation will decrease by at least 20%, as documented in class behavior tracking and reflection journals. This project will enrich student learning by addressing both emotional and academic needs in a trauma-sensitive and inclusive way. Students who feel emotionally safe are more likely to take academic risks, remain engaged, and persist through challenges. Providing comfortable, student-centered spaces encourages autonomy, increases motivation, and supports self-paced learning—especially for students who struggle with attention, anxiety, or traditional classroom structures.
Time left to bid
9
days
15
hours
40
minutes
50
seconds
$620
Value:
priceless