The Ed Fund is thrilled to share that we’ve awarded approximately $187,000 to fund 25 Create Joy educator grants—and there’s more funding to come. In December, we’ll announce another round of funded projects, building on the momentum of this impactful initiative. These grants are already bringing transformative ideas to life in elementary, K-8 and middle, and high schools across the city, helping to improve attendance, create a sense of belonging for students, and ultimately support educators during a challenging year for SFUSD.
Amid SFUSD’s $113M budget deficit, which has drastically reduced funding for extracurricular activities, this support provides much-needed relief for educators, students, and schools. From immersive environmental science outings to cultural celebrations, creative arts programs, STEM enrichment, and campus beautification efforts, educators are designing projects that spark joy and inspire growth. Each funded initiative reflects the Ed Fund’s unwavering commitment to providing equitable, meaningful opportunities for students to thrive.
We extend our gratitude to Niroga Institute’s generous $20,000 contribution, which will support two school-wide wellness grants, as well as the vital support of AECOM, CalRTA, Maxwell/Hanrahan, and NextRoll in funding these initiatives.
As we look forward to seeing these projects unfold by the end of the school year, we are excited to celebrate the creativity and dedication of educators who continue to enrich the lives of San Francisco’s students.
Elementary Schools:
Bret Harte | Family Camping Trip to EcoCamp Berryessa
Karla Zambrano-Armijos, community school coordinator, received $10,000 to provide 45 Bret Harte Elementary students (primarily English Language Learners, African American, or Pacific Islander) and their families with a transformative outdoor experience. Participants – many of whom who have never been camping – will learn camping skills such as pitching tents, starting fires, kayaking, and fishing responsibly, fostering a sense of community and belonging. The trip budget, scheduled for March 28-30, 2025, includes preparatory meetings, equipment procurement, and transportation.
Guadalupe | Guadalupe Garden and Mural
Maggie Furey, school social worker, received $10,000 to revitalize Guadalupe’s campus with improved garden spaces, a new mural featuring the school mascot and Positive Behavioral Intervention System message, and a permanent shade structure on the playground. The grant will fund plants, soil, and equipment for the gardens, where students can engage with a sensory garden, and a mural project celebrating the Guadalupe Mustang and “Superstars” theme, adorned with ceramic stars made by each student. These elements aim to enhance students’ sense of pride and belonging while offering outdoor spaces for mental health and experiential learning. Success will be tracked through student surveys on school pride and sense of belonging, with a goal of completing the project by spring 2025.
Marshall| Nosotros Pertenecemos – We Belong, Family Cultural Events
Elaine Ellis, social worker, received $10,000 to tackle a project that aims to foster a culture of belonging and reduce discrimination through three multicultural family nights at Marshall Elementary School. As a Spanish immersion school with primarily Latine students, Marshall will expand its focus to celebrate and explore a wider range of cultural histories and identities within the school and broader community. Each event will include student work displays, cultural activities, and community meals, providing students, families, and staff opportunities to engage with new cultures and anti-discrimination practices. By incorporating input from students and families and facilitating conversations on identity, Marshall hopes to create a safe, inclusive environment that celebrates diversity and promotes mutual respect across differences.
Sanchez | Sanchez Coyotes Connecting to the Great Outdoors
Melissa Trujillo, community schools coordinator, received $5,000 for a project that offers fifth graders a unique opportunity to connect with nature and science through the NatureBridge program. This overnight camping trip provides hands-on environmental science experiences that many students – especially English Language Learners, students with special needs, and youth from marginalized groups – would otherwise miss. By hiking, camping, and participating in lab activities, students will deepen their understanding of science, foster social bonds, and build lasting memories in a natural setting. The program aims to boost students’ confidence and joy, enhance classroom learning, and strengthen community ties, with success measured through pre- and post-trip surveys assessing knowledge, belonging, and mental well-being.
Edward R. Taylor | Cultural Celebrations and Family Nights
Stefanie Eldred, school social worker, received $10,000 to promote family engagement and support ER Taylor Elementary’s 2024-2025 goal of strengthening its community and reducing chronic absenteeism. Through this grant, Stefanie will organize seven school-wide cultural and educational events, each supported by co-led committees of staff and families. Events, including Latine Heritage/Day of the Dead, Lunar New Year, and Black History Month, aim to promote a sense of belonging and joy among the school’s diverse community. Each committee, with a budget from the grant, will include interactive activities like art projects, performances, and experiments to engage families and create memorable experiences.
Tenderloin Community School | Making Clay, Making Joy
Irma Nugroho, teacher, received $2,000 for a project that brings together transitional kindergarten and 2nd-grade buddy classes to create ceramic art at Wheelhouse Clay Studio. This two-part experience introduces students to clay as a medium for artistic expression while highlighting its ancestral and cultural significance. The project includes creating and glazing ceramic pieces, complemented by lessons on the importance of clay across Indigenous cultures. Students will develop teamwork, patience, and self-care skills, nurturing their emotional resilience and mental well-being. Success will be measured through pre- and post-surveys on students’ attitudes toward clay and self-care. The project will impact 44 students, providing a joyful, hands-on artistic experience that supports emotional growth and creativity.
K-8 and Middle Schools:
Bessie Carmichael | Theme Materials for Kindergarten Play-Based Learning
Carina Richardson, teacher, received $5,000 for a project designed to support SFUSD’s new English/Language Arts (ELA) curriculum through engaging, hands-on play. SFUSD’s ELA curriculum teaches students through science-backed strategies that will result in much higher reading proficiencies among students. Teachers are working to understand the new curriculum this year, and Carina is determined to make it enjoyable for her kids. With nine key themes like “Curious About Kindergarten” and “My Community Heroes,” Carina’s classroom will use grant funds to enhance her classroom’s play area with costumes and props that align with each theme. For instance, students will learn about health by role-playing with a ‘doctor’s office’ setup or community involvement by dressing up as local helpers. This immersive approach encourages joyful learning and helps English Language Learners and students needing additional support build vocabulary and social skills in a fun environment.
Bessie Carmichael | Breaking STEM Learning Out of the Traditional Classroom Walls
Elizabeth Reiff, 7th grade STEM teacher at Bessie Carmichael K-8, received $6,288 to offer students hands-on STEM learning experiences through off-campus activities aligned with their science curriculum. Sixth graders will participate in the Science Buddies program, collaborating with second-grade students for monthly inquiry-based science lessons, fostering mentorship and hands-on learning. Seventh graders will experience a two-night camping trip to Rob Hill Campground to explore ecosystems, while eighth graders will visit the Chabot Space and Science Center to deepen their understanding of astronomy. The project also includes funds for maintaining the school’s Learning Garden, connecting sixth graders to their “Human Impact on Earth’s Climate” unit. Serving roughly 180 middle school students, this initiative will enhance STEM learning, promote mental health through outdoor experiences, and strengthen community connections. Success will be tracked through attendance, pre- and post-trip surveys, and science assessments to evaluate both academic and social-emotional growth.
Bessie Carmichael | Fostering Identity and Community through Black Percussive Dance
Joshua-Benjamin Marrald, music teacher, received $10,000 to bring the MOLODI dance ensemble to engage Bessie Carmichael’s 570 students in the cultural significance of Black percussive dance. Through assemblies, workshops, and a scope for continued practice, this program aims to promote joy, social-emotional learning, and cultural pride among students. Funds will cover MOLODI’s travel, lodging, and compensation, facilitating performances and interactive workshops that inspire teamwork, leadership, and self-confidence. Success will be measured through attendance, surveys, and feedback, ensuring the program strengthens community connections and provides expressive outlets for all students, particularly Black and English Language Learner (ELL) students.
Buena Vista Horace Mann (BVHM) | Empowering Students Through Tech Creativity With PETs
Laura Ramirez, tech integration specialist, received $5,000 to lead a hands-on project for 130 fourth- and fifth-graders focused on emotional well-being through creativity and tech skills. Students will design and build “mechanical pets” that counter Automatic Negative Thoughts (ANTs) by promoting Positive Empowering Thoughts (PETs). Using microbits, servos, and 3D printing, students will create pets that perform simple, comforting actions like wagging a tail or waving. Field trips to the zoo and the South San Francisco Discovery Center will inspire pet designs and introduce students to makerspace tools. The project includes a gallery walk where students will showcase their creations to younger peers, guiding them through the emotions wheel to encourage emotional awareness and positive thinking. The initiative will have specific support for English Learners and unhoused students, providing a stable, joyful learning experience.
BVHM | NatureBridge: Nurturing Our Love of Science
Perry Siniard, teacher, received $10,000 to provide a transformative outdoor learning experience for BVHM’s fourth-grade students. Building on a successful one-night camping trip to Gold Country last year – also funded through the Ed Fund – the team now seeks to offer a more accessible, two-night environmental science program in the Marin Headlands. The NatureBridge program will immerse students in hands-on learning at Golden Gate National Park, covering topics such as marine science, ecosystems, and physical geography. The close proximity of the Marin Headlands—just 12 miles from San Francisco—alleviates families’ concerns about safety and distance, allowing students to experience nature without venturing far from home.
Denman Middle School | Niroga Mindfulness Program
Tricia Land, assistant principal, received funding from Niroga to expand student mindfulness practices through Niroga’s Dynamic Mindfulness program. The focus is on training 8th-grade peer leaders and staff to lead mindfulness activities, enhancing student and staff well-being. The program aligns with Denman’s priorities of fostering mindfulness and social-emotional learning post-Distance Learning. Success will be measured by participation rates and surveys assessing the impact on community well-being and SEL outcomes.
Visitacion Valley | Falcon Gold Honey Project
Chuck Waters, school social worker, received $5,000 for the Falcon Gold Honey Project at Visitacion Valley Middle School. This will engage 330 students across 6th–8th grade and Newcomer Science classes in hands-on learning by restoring bee hives, studying honeybee life cycles, and harvesting honey as a fundraiser. This project promotes teamwork, ties classroom lessons to real-world experiences, and explores potential careers in agriculture. Students will work in teams to manage hives and develop marketing plans for the honey. Success will be measured by student engagement in classroom and garden activities, as well as their creativity in executing the project.
High Schools:
John O’Connell| From Kitchen to Community: A Cultural Dining Series
Alexandria Brooks, Culinary Arts instructor, received $10,000 for a school-wide project that seeks to unite the John O’Connell school community through food with ten student-led, culturally inclusive dining events. Designed and executed by the school’s Entrepreneurship and Culinary Arts students, each event – featuring meals for occasions like Latine Heritage Month and Lunar New Year – will offer students hands-on experience in culinary arts, event planning, and community building. The funding will support the purchase of ingredients, supplies, and decorations, while monthly meetings and collaboration with Student Nutrition Services will ensure each event is organized and culturally authentic.
John O’Connell | Robotics: STEM Elective
Julianna Mululu, science teacher, recently launched a robotics elective for 9th and 10th graders. With the help of the $5,000 grant from the Ed Fund, she plans to expand the course by purchasing robotic software and hardware, including Linkbot and Makerblock kits, and attending the UC Davis C-STEM Academy for professional training. The course, which began in August, introduces students to programmable block coding through Roboblocky and will eventually integrate physical robots, allowing students to see their code come to life. The elective focuses on supporting English Language Learners and Special Education students through engaging, hands-on STEM activities. Mululu has already observed high student engagement, with nearly 90% attendance and positive responses to circuit-building stations.
John O’Connell | Deepening Abolitionist Practice: From Theory to Action
Matthew Colley, teacher, and Gise Ramirez, assistant principal, received $10,000 to fund a three-day workshop led by the Center for Art and Abolition that engaged 55 students from John O’Connell High School’s Public Service Pathway. The sessions – which took place earlier this month – introduced abolitionist principles and skills in transformative justice, trauma-informed care, and community organizing. Students developed action plans to implement at school and share their learnings at a Fall Showcase in December.
John O’Connell | Painting is Healing
Richard Moore, teacher, received $5,000 to introduce 60 juniors and seniors in the Health and Behavioral Sciences (HBS) Pathway at John O’Connell High School to the mental health benefits of mindful, intuitive painting. Through workshops led by the Center for Creative Exploration (CCE), students will learn how painting can relieve stress, promote joy, and improve well-being. The project includes four 2.5-hour workshops at CCE’s studio, a preparatory session at the school, and a field trip to the DeYoung Museum as a culminating event.
June Jordan School for Equity | Coastal Creeps
Fatema Elbakoury, teacher, received $3,200 to lead a three-week hiking and camping intersession designed for approximately 30 high school students, primarily Tier 2 and Tier 3 supports, ELL, students with IEPs, and low-income youth. Students will engage in outdoor activities such as hiking, camping, white-water rafting, surfing, and meal prepping, while developing practical life skills like map reading and tent pitching. Locations include McLaren Park, Land’s End, Twin Peaks, and the American River Outpost Campsite. The program emphasizes equity by providing access to outdoor experiences often unavailable to working-class students of color, fostering a sense of community, mental well-being, and personal growth.
June Jordan School for Equity | Autism Focus Field Trips
Izabella Santana, special education teacher, received $5,000 to support seven of her students who have Autism, funding eight student-planned field trips, such as visits to Alcatraz, the San Francisco Zoo, and Japantown. These trips will help students develop life skills like navigating public transportation, and the activities align with their IEP goals and foster financial literacy and social confidence. Field trips will be planned every other month, starting when funds are received, with students taking ownership of the planning process. The project focuses on boosting student confidence, independence, and pride in their abilities while promoting joyful, experiential learning opportunities.
Mission | Achievement Through Connection Fund
Callen Taylor, assistant principal, received $10,000 to foster community, belonging, and academic engagement among African American students. This initiative addresses high truancy and hallway incidents by creating supportive weekly support groups for boys and girls, facilitated by community-based partners. These groups provide safe spaces to discuss challenges, build coping skills, and develop trust, complemented by weekly tutoring sessions to support academic success. Monthly guest speakers will inspire students with topics like cultural pride, self-confidence, and leadership, while monthly bonding activities—such as ropes courses, ice skating, and history tours—promote teamwork and resilience. Students will lead planning for activities in the second semester, fostering leadership and autonomy, while a year-end retreat will reflect on progress and set goals for the future. By creating a positive, inclusive environment, the project aims to improve attendance, reduce disciplinary incidents, and strengthen students’ mental well-being and academic motivation.
Mission | Book Club Bounty
Chalida Anusasananan, librarian and teacher, received $900 to fund the school’s Book Club County. This monthly book club encourages 15-20 students and four staff members to discuss a young adult novel or narrative nonfiction selection, fostering a sense of community and improving mental well-being. With funding, the project will provide lunch, allowing students to bypass long cafeteria lines and enjoy a dedicated time to connect and discuss literature in a relaxed, special environment. The project will track success through attendance records and student reflections after each meeting. Targeting diverse students, including ELL and special needs students, the club ensures inclusivity and promotes social connections. By offering a joyful, low-pressure space for conversation, the Book Club Bounty supports students’ emotional health while encouraging reading and reflection.
Mission | Building Community and Joy for 10th Grade Newcomers
Christie Chew, teacher and staff participant in the 10th Grade Newcomer team, is seeking to improve attendance and foster a sense of community among the school’s recently arrived ELL students. Many of our students face challenges adjusting to a new school and country, which can affect their attendance and academic success. This project will use the Create Joy Grant to build community and encourage regular attendance through celebrations and incentives. By tracking attendance and participation, they aim to strengthen student connections to each other and the school, ultimately improving attendance rates. They plan to host six grade-level events (one per marking period) that celebrate attendance and enhance community bonds. These celebrations will feature activities that foster connection, improving both attendance and student well-being.
Mission | Thriving Together: Empowering Minds, Building Community
Sophia Argueta, assistant principal, received $10,000 to fund an initiative aiming to improve student attendance and mental health by providing essential resources and rewards. The Coordinated Care Team will use funds to offer incentives like ice cream parties, school supplies, and basic necessities such as toiletries and blankets to students facing challenges like homelessness or chronic absenteeism. These initiatives aim to foster a sense of community, motivate consistent attendance, and ensure students’ well-being, creating a positive school environment that prioritizes students’ physical and emotional needs. Monthly ice cream parties and regular check-ins with students will help create a sense of belonging while also supporting students who need basic resources. With targeted outreach to Tier 2 supports, including African American students, students with IEPs, and those experiencing homelessness, the project seeks to build an inclusive community where students feel valued and supported.
Mission | Niroga Mindfulness
Chandra Sivakumar, wellness coordinator, received funding from Niroga to implement its Dynamic Mindfulness (DM) program through staff and student leader training. The initiative aims to equip teachers to integrate DM into their classes and train student leaders to lead sessions, fostering a school-wide culture of mindfulness. Success will be measured through evaluations of trained participants’ proficiency and student assessments of stress reduction following DM sessions.
Thurgood Marshall | Create Joy at Lunch
Cesy Martinez, community school coordinator, received $10,000 to fund an initiative with the goal of transforming lunchtime into a vibrant, inclusive space by fostering community, school spirit, and positive peer interactions. The implementation of a zero-tolerance cell phone policy has improved academic focus, but also revealed the need for better social engagement during lunch. Funds will support monthly competitions, karaoke events, and school-wide activities that encourage student leadership and participation. The goal is to reduce social isolation, strengthen peer relationships, and create a positive school culture. Key activities include:
- Monthly lunch competitions (e.g., tug-of-war, Top Chef-style cooking contests)
- Karaoke events and dance parties to foster fun and creativity
- Enhancing hangout spaces with new seating, athletic equipment, and board games
- Monthly raffles with Marshall Moolah for prizes
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Learn more about the Ed Fund Create Joy grant here.
