SF Ed Fund Awards $200,000 in Educator Impact Grants for 2025-26
This school year, the San Francisco Education Fund will be distributing $200,000 in Educator Impact Grants to teachers and school staff across SFUSD. These grants empower educators to design and lead innovative projects that make a meaningful difference in their school communities — fostering belonging, improving attendance, supporting social and emotional learning, and strengthening teacher retention.
Not only are Educator Impact Grants important for increasing student sense of belonging and attendance, but they also help keep great teachers in the classroom. A DonorsChoose study with the University of Michigan found that teachers who received funding for similar projects were 22% less likely to leave their jobs.
At a time when educators face growing challenges with attendance, engagement, and retention, these grants offer the freedom and resources to reimagine what’s possible for their students. Educators could apply for up to $10,000 for a school-wide grant or $5,000 for an individual grant. Formerly known as the Create Joy Grant, the Educator Impact Grant invests directly in the creativity and dedication of SFUSD educators who go above and beyond for their students every day. These projects highlight the passion and innovation that drive student success, strengthen school communities, and create measurable impact.
This year, the SF Ed Fund received over 140 applications, and is funding 22 projects: 10 at the elementary level, three at middle schools, one K–8, and eight at high schools. Covering STEM, literacy, attendance, and social-emotional learning, these initiatives reflect educators’ vision, creativity, and commitment to meeting students’ needs with a focus on delivering tangible results. Below are the 22 projects being funded this year.
Elementary Schools:
Drew Elementary: Every Day Counts – Increasing Student Attendance
At Drew Elementary, School Social Worker La Tonya Carpenter is leading a school-wide effort to build a culture of consistent attendance and engagement. With 44% of Drew students chronically absent last year, this school-wide Educator Impact Grant will fund a multi-layered approach that combines family outreach, student incentives, and data-driven intervention.
A new Attendance Engagement Coordinator will lead daily monitoring and personalized outreach, while weekly Icee and smoothie rewards celebrate students with perfect attendance. Families of students with multiple absences will receive check-ins and monthly $50 gift card recognition, strengthening trust and connection between home and school.
The project aims to increase overall attendance by 5-10%, reduce chronic absenteeism by at least five percentage points, and ensure 75% student participation in weekly incentives. Attendance reports, incentive records, and family feedback surveys will track progress. By addressing systemic barriers like transportation and housing instability with culturally responsive supports, Drew Elementary is ensuring that every student feels seen, supported, and motivated to show up – every day counts.
Drew Elementary: Strengthening School Community with PBIS Rewards
At Drew Elementary, Principal Dr. Vidrale Franklin and her team are expanding their Positive Behavioral Interventions and Supports (PBIS) program to strengthen belonging and connection across the school. With support from a school-wide Educator Impact Grant, Drew will launch PBISRewards.com, a digital platform that helps staff recognize positive behavior in real time, track data, and communicate directly with families.
Through this system, students earn points for demonstrating responsibility, kindness, and perseverance, which they can redeem for rewards at the Drew Store – from school supplies and spirit wear to experience-based incentives like “grub with a grown-up.” Families will receive regular updates celebrating their child’s growth, helping to reinforce accountability and pride at home. This school-wide project aims to increase student sense of belonging by 15%, boost attendance by 5%, and reduce behavior referrals by 20%.
Flynn Elementary: Building Belonging Through Lunch Clubs
At Flynn Elementary, Community School Coordinator Melissa Alvarez and the team are using a school-wide Educator Impact Grant to turn lunchtime into a hub for connection and creativity. Partnering with Hip Hop for Change and Rise Girl, the school is launching new lunch clubs that foster belonging, confidence, and joy among 4th and 5th graders.
Hip Hop for Change will guide 5th grade boys through a 12-week arts program that builds self-expression and culminates in a student showcase. Rise Girl will lead girls through three six-week sessions focused on confidence, peer relationships, and healthy habits. Together, these clubs will reach about 60 students and 10 educators, providing consistent, supportive spaces to connect. Flynn expects at least half of 4th and 5th graders to join a club this year, a 5% increase in belonging, and better attendance among focal students — showing how small, joyful moments can strengthen a school community.
Junipero Serra Elementary: Creating Community Through a Mosaic Mural
At Junipero Serra Elementary, Community School Coordinator Nisha Kapadia is using a school-wide Educator Impact Grant to bring students, staff, and families together to create a large mosaic mural that celebrates the school’s diversity and creativity. Partnering with the Create Peace Project, the mural process will engage the whole school community, giving students hands-on opportunities to contribute, collaborate, and see their voices reflected in a permanent work of art.
Students, teachers, staff, and families will all take part in designing and assembling the mural, fostering pride, ownership, and a stronger sense of belonging. The project will reach approximately 300 students and 13 educators, providing a meaningful way for participants to connect across grades and roles while strengthening school identity.
Junipero Serra expects the mural to increase student belonging from 66% to 78% and create lasting connections between students, staff, and families. This visible, collaborative project will serve as a daily reminder that every member of the community matters, leaving a joyful, enduring symbol of shared accomplishment.
Malcolm X Academy: Our Stories on the Walls – Collaborative Mural with BAMP!
At Malcolm X Academy, Classroom Teacher Selina Lee is leading a collaborative mural project in partnership with the Bay Area Mural Program (BAMP!). Building on the school’s commitment to social justice, this project will engage 4th and 5th grade students in designing and painting a mural that reflects their creativity, culture, and resilience, while beautifying both the school and the Bayview–Hunters Point neighborhood. Students will participate in workshops and guided painting sessions, developing teamwork, creative expression, and a sense of ownership over their learning environment.
The project also introduces students to art career pathways through artist talks and mentorship, while involving educators and staff in design discussions and paint days. Families and community members will participate in the mural unveiling celebration, fostering pride, connection, and long-term investment in the school community.
Malcolm X Academy aims for measurable impact: at least 80% of participating students will report increased sense of belonging, attendance and classroom engagement will rise among participants, and at least 70% of staff will report improved morale and collaboration. Additionally, 75% of students will gain awareness of art careers and meaningful connections with local BIPOC and LGBTQIA+ artists.
Marshall Elementary: Anti-Racist and Culturally Sustaining Practices
At Marshall Elementary, Community School Coordinator Mariana Andia Tejada is leading a school-wide initiative to create an inclusive, anti-racist environment that supports Black/African American students and strengthens the school community. This grant will fund a 13-week partnership with consultant Mahogney Turner, who will provide on-site coaching, lead student restorative circles, classroom lessons, and workshops for staff and families.
The project aims to improve student belonging, attendance, and teacher retention. Students – particularly Black, Latinx, ELL, and newcomer students – will experience a safer, more supportive environment. Staff will gain skills in restorative practices and anti-racist strategies, with meals and gift cards provided to encourage participation. Family engagement will strengthen community ties, especially for the 33% of unhoused families.
Measurable outcomes include retaining all Black students, addressing and preventing hurtful or biased language, increasing 4th and 5th graders’ sense of belonging from 67% to 82%, and improving staff perceptions of cultural responsiveness from 6% to 60%. Progress will be tracked using SEL surveys, attendance and behavior data, empathy interviews, and family feedback.
Marshall Elementary: Their Voices, Loud and Proud – Spoken Word Residency
At Marshall Elementary, Teacher and Librarian Judy Viertel is launching a spoken word residency with Bay Area Creative (BAC) to engage 4th and 5th graders in literacy, self-expression, and community connection. Upper grade engagement has been low, with only 38% of students reporting a sense of self-efficacy. This grant will fund a 10-week residency where students write and perform original poems, culminating in a school performance and a self-published anthology. Copies will be shared with students, homerooms, the library, and the International Library of Youth Writing, celebrating student voices.
Measurable outcomes include increased self-efficacy (20% of upper grade students volunteering to read, 20% SEL improvement), improved library belonging (survey increase of one point), and librarian readiness to independently implement spoken word instruction. Progress will be tracked via student surveys, SEL data, observations, and participation records.
Monroe Elementary: Play to Learn – Schoolyard Revitalization
At Monroe Elementary, Community School Coordinator Laura Padilla and her team are building on last year’s efforts to create safe, inclusive, and engaging outdoor spaces with the Play to Learn project. Worn basketball courts, faded four-square areas, and uneven soccer fields limit student play and connection. This grant will fund repainting, landscaping modifications, and a campaign to install a soccer turf, ensuring students have safe spaces for active play, teamwork, and social-emotional growth.
Monroe aims for measurable impact: reduce chronic absenteeism by 5%, increase students reporting a sense of belonging to 80%, and boost teacher satisfaction, with 90% feeling supported in outdoor supervision and student engagement. Attendance rosters, surveys, SEL data, and committee participation will track progress, while hands-on involvement will reinforce community investment. By creating safe, inspiring play spaces, Monroe strengthens student engagement, social connection, and teacher retention.
Sheridan Elementary: The Punctuality Project
At Sheridan Elementary, Principal Dina Edwards and her team are using their school-wide Educator Impact Grant to address chronic student tardiness through the Punctuality Project. This family-centered program pairs students with mentors who provide daily encouragement, support, and check-ins to help families establish consistent morning routines. Students earn recognition and incentives for arriving on time, creating positive habits while building a stronger connection to school.
The project targets a group of chronically tardy students across grade levels, while also supporting educators by reducing classroom disruptions and improving instructional time. By combining relationship-building, practical support, and student motivation, the initiative strengthens both attendance and students’ sense of belonging.
Expected outcomes include a 10% reduction in chronically tardy students and a 10% increase in students reporting positive feelings about coming to school on time, measured through attendance data and quarterly SEL surveys. Through structured support and mentorship, the Punctuality Project empowers students to start each day ready to learn and fully engaged in their school community.
Visitacion Valley Elementary: Belonging Clubs
Teacher and Librarian Dylan Beighley is leading a grant project to launch Belonging Clubs, student-driven communities that boost connection, engagement, and attendance. Building on a prior SEL initiative, the program targets student belonging and attendance, key goals in the school’s Community School Implementation Plan.
Six clubs – Tinkering/Art, Scrapbooking & K-Pop, Builders, Gaming, Skateboarding, and Tumbling – offer multiple entry points for creativity, play, and physical activity. Funds will cover supplies, materials, and skateboarding lessons, plus an end-of-semester Belonging Club Showcase to celebrate student projects and involve families.
Serving ~200 students, especially African American/Black, Latinx, Pacific Islander students, English Learners, and students with IEPs, the program aims for a 20% increase in belonging, 10% drop in chronic absenteeism, and strong family participation. Outcomes will be tracked via Panorama surveys, attendance, and reflections.
Middle Schools:
Francisco Middle School: Building Tier 2 Capacity to Support Students
At Francisco Middle School, Rosa Nguyen, Unconditional Education Coach and School Climate Specialist, is leading an effort to strengthen Tier 2 behavioral supports. With a school-wide Educator Impact Grant, the school will expand interventions that promote belonging, reduce repeat referrals, and give staff the tools to better meet student needs.
The project builds on Francisco’s strong PBIS foundation by introducing structured small-group and individual supports. Grant funds will train and stipend staff to implement Check-In Check-Out (CICO) and social skills groups using the One Circle Foundation curriculum (Boys Council and Girls Circle). Incentives will encourage student and family participation and celebrate growth.
By June 2026, Francisco aims to reduce repeat referrals by 15%, train at least three staff to implement Tier 2 supports with fidelity, and ensure 70% of participating students show improvement in attendance, behavior, or SEL skills. Progress will be tracked through referral data, attendance records, and student and staff feedback. Through this project, Francisco Middle School is creating a more supportive and equitable environment where students gain the skills and relationships needed to thrive.
Denman Middle: Attendance Matters – Building Habits for Lifelong Learning
Denman Middle School’s Social Worker Jennifer Donahue leads a school-wide effort to improve attendance. In 2024-25, 31% of students were chronically absent. This school-wide grant will fund targeted strategies to reduce chronic absenteeism by 10 percentage points by June 2026, including staff training through the Greater Good Science Center and Attendance Works, incentive programs, and family meetings to address barriers.
Through May 2026, the team will review attendance data, implement interventions, conduct home visits, host celebrations, and track progress through surveys and logs. This project will impact ~800 students and 43 educators, focusing on Multilingual Learners, students with IEPs, Black/African American, Pacific Islander, and Latinx students.
Expected outcomes include reducing chronic absenteeism below 21%, improving attendance for focal students, and increasing sense of belonging. Success will be measured via daily attendance rosters, Panorama SEL surveys, and mentor/family feedback, addressing gaps after the loss of the Child Welfare Liaison.
Visitacion Valley Middle: Joy and Belonging at Big Viz
Community School Coordinator Melissa Trujillo is leading a school-wide grant project to enhance student belonging, engagement, and attendance at VVMS. Building on last year’s experiential learning grant, this project focuses on schoolwide connection through affinity and interest-based clubs, sports, and arts experiences, paired with community events and celebrations.
Clubs include Street Soccer and a dance club with Bay Area Creative artists, supported with materials, lessons, and staffing. Students will also be recognized for attendance and academic effort through celebrations with food and raffles, held in October, February, and May. Monthly community dinners and events will bring together students, families, and staff to strengthen relationships and foster belonging.
The program targets ELLs, Black/AA, Latino, Pacific Islander, SpEd, and all students (~300 students), with staff engagement across all grades. Anticipated outcomes include a 10% increase in SEL survey measures of belonging, reduced chronic absenteeism, and stronger family engagement, tracked via Panorama SEL data, attendance rosters, and feedback surveys.
K-8 School:
Bessie Carmichael K-8: Restoring, Regulating, and Ready to Learn
Ana Aquino, Resources Specialist Program-Mild/Moderate Support Needs in Special Education, and her team are creating a dedicated Sensory Room for neurodiverse students – including those with autism, ADHD, trauma histories, and sensory processing challenges. The space provides a safe, structured environment where students can restore, regulate, and build readiness to learn, supporting emotional well-being and academic engagement.
Serving about 160 students and 30 educators, the room features multisensory activities – from light tables and balance beams to tactile panels and multilingual labels – that foster self-regulation, confidence, and leadership. By creating an inclusive, culturally responsive space, the program strengthens belonging and reduces stressors contributing to chronic absenteeism.
Expected outcomes include an 80% improvement in self-regulation and engagement, a 5% increase in attendance, a 10% decrease in chronic absenteeism, and 75% of students reporting stronger belonging.
High Schools:
Balboa High: Hands-On Science for All
At Balboa High School, Teacher Francisco Avendaño and his team are using a school-wide Educator Impact Grant to transform science learning with expanded hands-on laboratory experiences. The grant will provide essential equipment across physics, chemistry, biology, and human anatomy, including dynamics carts, motion detectors, precision scales, thermometers, anatomical models, and safety tools such as a UV goggle sanitizer.
With proper equipment at every lab station, students will engage directly in experiments rather than observing demonstrations, allowing for smaller group work, increased participation, and deeper understanding of scientific concepts. These labs will support a student body where over 90% are students of color and 64% are socioeconomically disadvantaged, giving all learners opportunities to build STEM confidence and envision future science careers.
Balboa expects at least a 20% increase in hands-on lab participation, a 15% improvement in lab practical scores and overall science achievement, and a 25% rise in students reporting confidence in using scientific equipment. By equipping labs for discovery, the school aims to foster belonging, engagement, and a sense that every student has a place in STEM.
Burton High: Fostering Belonging and Attendance Through Freshman Connection
At Burton High School, Teacher Jon Freeman and the Freshman Advisory Support Team (FAST) are supporting 9th graders through two initiatives designed to build belonging and improve attendance. With a school-wide Educator Impact Grant, the team will launch a Mission Murals field trip – where students explore San Francisco’s cultural history with Precita Eyes Muralists – and expand a school-wide incentive system to celebrate consistent attendance and engagement.
Serving all 250 freshmen, these projects promote connection, cultural pride, and accountability during a pivotal transition year. By Spring 2026, Burton aims to increase student belonging by 15% and reduce absenteeism by 10%, using climate surveys and attendance data to track progress.
John O’Connell High: Cooking Up Community and Career Skills
At O’Connell High, Teacher Alexandria Brooks and team are expanding last year’s pop-up dinners into Made by O’Connell, a year-long, student-led program that combines cultural meals with hands-on entrepreneurship. With their school-wide Educator Impact Grant, students will host three schoolwide cultural meals and lead the Taste & Create Market, designing, producing, and selling their own culinary and creative products.
This program reaches 575 students and 47 staff members, giving students real-world experience in culinary arts, teamwork, and entrepreneurship while strengthening schoolwide connections. Students will practice leadership, problem-solving, and customer engagement, building confidence and pride in their work.
Brooks anticipates measurable outcomes including: 75% of students showing growth in skills like teamwork and time management, a 15-point increase in students reporting they feel welcomed and included, and successful student-run businesses with at least 70% of teams meeting sales goals. By blending creativity, cultural celebration, and hands-on learning, Made by O’Connell fosters both belonging and engagement — showing how food and entrepreneurship can bring a school community together.
June Jordan School for Equity: Building School Culture Through R.I.C.H. Values
At June Jordan School for Equity, Counselor Jennifer Medal is strengthening school culture and belonging through the Jaguar Store, a student-led initiative that brings JJSE’s core R.I.C.H. values – Respect, Integrity, Courage, and Humility – to life.
Students earn “RICH Bucks” for positive behaviors, attendance, and contributions to the community, redeemable for items, experiences, and privileges. A student leadership team manages the store, gaining skills in organization, marketing, and teamwork while reinforcing shared values.
With support from a school-wide Educator Impact Grant, the project will fund supplies, student stipends, and recognition events. By June 2026, June Jordan aims to reduce chronic absenteeism by 15%, increase student belonging by 20%, and ensure 75% of students engage in the program. Through this creative, student-driven approach, the Jaguar Store builds pride, accountability, and equity – making every student feel seen and valued.
Mission High: Level Up Literacy
Assistant Principal Callen Taylor and the team are using a school-wide Educator Impact Grant to provide intensive literacy support through Learn Up for students with IEPs reading below grade level. Partnering with a research-based tutoring service, students receive individualized small-group and one-on-one instruction in foundational skills, vocabulary, comprehension, and fluency, aligned with each student’s IEP goals.
The grant funds tutoring, instructional materials, and progress monitoring tools, enabling targeted, evidence-based interventions. By addressing literacy gaps, the project boosts reading growth, access to grade-level content, and student confidence.
Mission High expects at least 70% of participants to gain one or more grade levels in reading, a 20-point increase in students at or near grade level in English Language Arts, and 80% reporting improved confidence and engagement. Level Up Literacy empowers students to fully access the curriculum, strengthen academic skills, and build long-term opportunities for success.
Mission High: Students Shine at Mission High – Attendance Matters
Assistant Principal Sophia Argueta is leading a school-wide effort to reduce chronic absenteeism, currently at 46%, aiming for 31% by June 2026. The grant funds targeted interventions including an educator-led mentorship program, monthly attendance celebrations, and home visit care packets to engage families and support at-risk students.
Serving all grades (9-12), about 1,000 students, and 43 educators, the initiative builds relationships, rewards consistent attendance, and strengthens students’ sense of belonging. Expected outcomes include reducing absenteeism to 31%, 80% of mentorship participants showing improved attendance, 75% of families reporting stronger school connections, and 90% of students in celebrations reporting increased motivation.
Thurgood Marshall High: SEL Advisory Materials
At Thurgood Marshall High School, Teacher Aliza Van Leesten is using an Educator Impact Grant to enhance the school’s SEL Advisory program for 9th and 10th graders. Launched in 2023-24, the program helps students successfully transition to high school by building social-emotional skills, fostering belonging, and providing academic support.
The grant funds will supply SEL materials like planners, fidget tools, stress-management resources, and mindfulness apps, alongside professional development for staff. Advisory sessions also connect students with local resources and workforce programs, breaking down barriers to academic and postsecondary success.
Expected outcomes include a 15% reduction in tardies and absences, a 10% increase in GPA, a 20% decrease in behavioral referrals, and a 10% improvement in students’ sense of belonging, measured through attendance data, referrals, academic records, and Panorama survey responses. By giving students tools to self-regulate, build community, and engage academically, the SEL Advisory program equips them to thrive in school and beyond.
Thurgood Marshall High: Future Law Professionals of America
Teacher Ralph Vazquez is leading a school-wide Educator Impact Grant project to expand Thurgood Marshall High School’s Mock Trial Club, called Future Law Professionals of America. The program engages 20-25 students, with a focus on ELL/newcomer learners and first-generation, historically underserved students, giving them equitable access to high-quality civic and academic experiences.
The grant funds will cover essentials that remove participation barriers, including transportation, meals, bilingual legal glossaries, translated family communications, and attire micro-grants. Students gain hands-on experience with courtroom roles, evidence handling, objections, and persuasive speaking, culminating in local scrimmages and public performances.
Expected outcomes include 85% practice attendance, 90% scrimmage attendance, 20% growth in legal vocabulary and argumentation skills for ELL students, and 80% of students reporting a stronger sense of belonging. Weekly attendance, pre/post assessments, student surveys, and performance rubrics will track progress.
Together, these 22 projects represent what’s possible when educators are trusted and supported to lead change from within. From reimagining outdoor learning spaces to boosting literacy and belonging, each project reflects the ingenuity and care that define San Francisco's public schools.