The Hood River County Education Foundation (HRCEF) is proud to announce the recipients of its 2026 Impact Teaching Grants, awarding more than $46,000 to support 24 innovative classroom projects across the Hood River County School District. This year’s grants will provide educators with resources that inspire creativity, strengthen student engagement, and create meaningful learning experiences that extend well beyond what traditional school budgets can provide.
Interest in the program remained exceptionally strong, with teachers and staff submitting 35 grant applications requesting nearly $73,000 in funding. Thanks to the continued generosity of community donors and supporters, HRCEF was able to fund projects at every school in the district, ensuring students throughout Hood River County will benefit from new opportunities in STEM, literacy, the arts, career and technical education, outdoor learning, and student wellness.
Each year, the Impact Teaching Grants program reflects the passion and ingenuity of local educators who continually seek new ways to help students thrive. While demand for funding continues to exceed available resources, every grant awarded represents an investment in innovative teaching, enriched classroom experiences, and the success of Hood River County students. HRCEF is grateful to the community members whose ongoing support makes these opportunities possible.
To learn more about this year’s grants, click or scroll for details on specific Hood River County school projects.
Impact Teaching Grants are funded entirely by the generosity of the Hood River County community, and with the school district facing several years of budget cuts, your support is more important than ever before. If you would like to help support the Impact Teaching Grants program, please click on the button below.
Cascade Locks Elementary
Gaga Ball- Multi-age Collaborative Play – Adrienne Acosta
Grades K – 5
“Cascade Locks Elementary School proposes the purchase and installation of a new outdoor Gaga Ball pit with appropriate ground matting for student use during Physical Education classes and recess. In the past, our school had a wooden Gaga Ball pit … however, due to exposure to the weather conditions in Cascade Locks, the structure deteriorated within about a year and had to be removed. Since its removal, students have consistently expressed how much they miss having Gaga Ball as an option for both structured PE lessons and unstructured recess play. Gaga Ball was a highly engaging and inclusive activity that supported physical fitness, teamwork, and positive social interaction among students. Reintroducing this PE unit will provide students with opportunities to practice cooperative play, develop motor skills, and engage in healthy physical activity in a way that is accessible to a wide range of ages and abilities.”
May Street Elementary
STEM Wind Turbines/Renewable Energy – Kristi Van Dooren
Grade 4
“After studying about energy through our district curriculum, (Mystery Science and Benchmark Advance), students will construct a wind turbine that produces enough stored energy via a battery to power a toy car. Using STEM kits, students in pairs of two will construct a wind turbine tower. Students will place wind turbines in the garden area of the school. It is a protected area but also adequately windy. As energy is created and stored, they will use a battery to power a toy car.”
Parkdale Elementary
Improve engagement in therapy with updated materials and resources – Haleigh Johnson
Grades K – 5
“This project seeks funding to modernize the Speech-Language Pathology (SLP) department at Parkdale Elementary School. … The funds will be used to purchase Interactive Digital Platforms: (e.g., Boom Learning) to provide data-driven, engaging practice, evidence-based literacy kits to build narrative language and reading comprehension and AAC support tools to provide a voice for our non-verbal or minimally verbal students. … By acquiring evidence based diagnostic tools and interactive therapeutic materials, we aim to provide high-quality, individualized intervention for students with communication disorders. These resources will directly support academic achievement, social integration, and long-term literacy goals. “
Parkour & Gymnastics & Safety Mats – Kipp Dixon
Grades K – 5
“We would like to get four more heavy-duty folding mats, and one wedge mat, to enhance our PE curriculum here at Parkdale. These mats are such a key part of elementary PE, and they are so incredibly useful for a variety of skills, sports, and adaptations. We only have four of them here at Parkdale right now, which is not enough to do full lessons on gymnastics or parkour. We currently use them for stations. If we were able to buy another four through this grant then we could finally do full gymnastics lessons, we would have enough to build vaults for parkour (which is where kids jump and vault over mats), and they are an important piece of safety equipment for our skateboarding and rollerblading lessons. They allow us to build safe spaces for students who need a learning area, and the mats slow down the wheels so that beginners can practice their balance without falling over. … It will allow to us to a teach a better PE curriculum to our students that includes more activities … as well as giving our students with adaptive needs the accommodations they need like the wedge mat (which makes rolling skills easier).”
Students at Mid Valley Elementary School are learning about hydroponics and agriculture with a hydroponic tower purchased with a teaching grant. The tower is based in the cafeteria so that all students can watching plants grow from seed to harvest.
Westside Elementary
Art Club – Leah Sklader-Yost
Grades 3 – 5
“Every week, I offer art club for each grade during recess and each grade level fills up with students participating in various art projects. The students love it and rely on this outlet ever week. … With the high demand for this club, I am submitting this application in hopes to be able to have enough art supplies to keep my program running this year and hopefully next year as well. … Students crave more creative outlets and as a student support specialist, I see the need for students to use art as an expressive outlet. This club offers an activity and sense of purpose for all students, as all are welcome. We have students who struggle with finding their place in recess, struggle with who to play with as well as in finding activities that work for them. By offering art club, all students have a place they belong, feel comfortable and supported. … By having this opportunity to get to know our students in this creative way, more students feel comfortable to reach out to me, when they are having a tough time. Art club provides another opportunity for me to build relationships with all our students. Students need art. Students love art.”
Bridging the Gap: Manipulatives and Technology to Support Struggling Students – Martha Dell
Grades K – 5
“[1. Digiblocks] The concrete (doing) – representational (seeing)- abstract (number) continuum is a researched based math instructional strategy that helps students understand and remember mathematical concepts (rather than just memorize steps). … Digiblocks help students develop place value concepts, a concrete understanding of all 4 operations, and assist with problem solving. While my classroom is currently equipped with base ten blocks, these manipulatives have consistently fallen short of supporting the development of understanding of these math concepts over my 7 years in the district. For my students with specific learning disabilities and executive functioning challenges, the fact that the items do not separate is a barrier to their concept development and learning. [2. C-Pen Readers] Research has shown that reading comprehension decoding skills x language comprehension. Students in upper elementary can be so significantly impacted by their reading disabilities that, when in their general education classes engaging with core curriculum, the text is so significantly above their grade level that their decoding skills essentially enters a factor of zero into the equation. They are unable to access the text independently and must rely on adult or peer support to complete class assignments and assessments. This is cumbersome and also draws attention to their disability in a way that can make some students reluctant to ask for the needed help.”
Foundations for Regulation: Enhancing Educational Access Through Sensory Supports – Jodie Wiewel
Grades K – 5
“In the elementary setting, the classroom environment can be a source of significant overstimulation or understimulation for students with special needs, particularly those with Autism, ADHD, or Sensory Processing Disorders. Sensory supports are not “perks” they are essential tools that create an equitable bridge to learning. Thanks to HRCEF grant during the 2024-2025 school year, Westside began to build a sensory room for this school year. … The special education team (Speech/Language Pathologist, Structured Learning Center Specialist, and Learning Specialist) would like to make this space more effective for the varied needs of students receiving special education support and expand its ability to support a larger student population … Sensory supports help remove barriers to cognitive functioning and engagement in the school setting. When a student is in a state of sensory dysregulation, their brain is in “survival mode,” focusing entirely on managing discomfort (like loud noises, bright lights, or the need for movement). By providing sensory supports … we can help “quiet” the nervous system, allowing the student to shift their cognitive resources back to
academic tasks.” … The equipment provides many opportunities for our students who have emerging language skills to express their desires in engaging and meaningful ways using multi-modal communication … Sensory equiment helps many build foundational prelinguistic and language skills by fostering self-regulation, which is key for communication, and encourages social connections in a controlled setting.”
Hood River Middle School
Construction Technology for the Next Generation – David Scharfenberg
Grades 6 – 8
“Quality work requires quality tools. Our goal in this Construction Technology program of study at HRMS is to develop in students the skills and knowledge so they may be able to pursue construction as a general member of their community. Our miter saw stations are inefficient and outdated. This impacts efficiency, safety and precision of work. By granting us these funds, we will be able to resolve a common chokepoint for work production in most of my classes. Not only will we replace our outdated saws with new ones, but these saws will improve efficiency, accuracy and precision, with roller feed tables to enable a quicker flow of work.”
Weighted lap pads for self-regulation – Grace Parson
Grades 6 – 8
“As students transition into the high-pressure environment of middle school, the increase in academic rigor and social complexity often leads to heightened anxiety and sensory dysregulation. For students with ADHD, Autism Spectrum Disorder, or general sensory processing sensitivities, the simple act of sitting still for a 50-minute lesson can be an insurmountable challenge, leading to decreased focus and disrupted learning. The Solution: We are seeking funding to provide weighted lap pads for use in our counseling center, as well as to loan out for students during testing or high pressure situations. These therapeutic tools utilize Deep Pressure Stimulation (DPS) to encourage the release of serotonin and dopamine while lowering cortisol levels. … The Impact: By providing “grounding” input, these pads help students regulate their nervous systems.”
Wy’East Middle School
Learning Mechanics Through Bikes – Patrick Getchis
Grades 6 – 8
“Wy’east Middle School is launching a hands-on Bike Mechanics STEM Unit designed to give students real-world engineering experience through diagnosing and repairing mechanical systems. Students will learn how braking, gearing, suspension, and force and motion work by applying measurement, troubleshooting, and problem-solving skills directly to our school’s bikes. This unit offers an engaging, career-connected learning opportunity that builds confidence, mechanical literacy, and teamwork—all through authentic, applied STEM practices. To make this learning possible, we regularly maintain/restore our class set of mountain bikes, which are currently unsafe to ride due to worn brake pads, failing tires, and drivetrain and suspension issues. Funding will provide the necessary replacement parts and tools so students can safely complete the repairs as part of the unit. In addition to supporting high-quality STEM instruction, this project will return a valuable resource to PE classes, outdoor programs, and the broader school community. With your support, students will gain meaningful skills while ensuring the bike fleet remains safe and sustainable for years to come.”
Reading Inspiration – Celeste Darling
Grades 6 – 8
“Many of our learners face significant barriers to accessing grade-level texts due to limited vocabulary, gaps in foundational literacy skills, or challenges related to language acquisition. These students often disengage from reading when materials feel inaccessible or unrelated to their experiences. Providing them with books that match their reading abilities while still offering compelling, age- appropriate content is essential to improving both literacy outcomes and student confidence. Class sets of high- interest/low readability (Hi-Lo) books will allow all students—especially reluctant readers, multilingual learners, and those performing below grade level—to participate meaningfully in whole-class instruction. These texts will be used during integrated ELD [English Language Development] lessons. By giving students consistent access to books they can actually read and enjoy, we aim to increase reading fluency, comprehension, and stamina. The selected books will reflect diverse characters, engaging plots, and themes relevant to middle school students’ lives. This not only increases motivation but also supports culturally responsive teaching. Having an entire class set ensures equity: every student will have the same opportunity to read, discuss, and learn from the text, regardless of their literacy level or background. Ultimately, this project will help create a more inclusive learning environment where all students can experience success with reading. The requested funding will directly support higher student engagement, improved literacy skills, and stronger confidence for learners who need it most.”
Digital Audio Upgrade for the WYMS Performing Arts Center – Anders Foster
Grades 6 – 8
“This project completes a comprehensive modernization of the Wy’east Middle School (WYMS) Performing Arts Center audio system. While the district has generously funded the foundational infrastructure, this grant will provide the “final mile” of student-interfacing technology: 7 high-density digital wireless bodypack transmitters and 7 professional-grade over-ear microphones. These units are essential for musical theater, choir performances, and assemblies, allowing students to perform with hands-free mobility and studio-quality clarity. … This project will allow students to have ownership of their drama and music programs as well as assist many other schools in their transition processes to other campuses [MidValley ES, Parkdale ES, Westside ES].”
Fiber Arts as a Tool for Advocacy and Expression – Sunnie Turek
Grades 6 – 8
“This grant requests the tactile materials needed for students to create their own fiber arts projects after learning about the medium’s power as a tool for advocacy and self expression. This project has the potential to impact students’ understanding of art, community, and sustainability. … Students will start by learning the historical connections between art and social studies and then students will gain creative and practical skills through exploring fiber arts themselves. This is an inclusive project that addresses multiple learning styles and language proficiencies. Students who struggle with math or reading can find successes in the hands-on nature of creating with fiber materials. This skill provides them an alternate way to express ideas and advocate for their values, and it provides a practical life-long skill.”
Digital Resources for Strengthening Middle School Communication Skills – Lara Dunn
Grades 6 -8
“Strong communication skills are essential for success in reading, writing, participating in class discussions, and working in groups. Both requested tools [Speech Express Pro and Bamboozle] directly support these academic areas and allow for targeted practice aligned to student goals. The objective of this project is to increase student engagement in individual and small group speech and language instruction. Through structured practice using these digital activities, students will work toward improving vocabulary knowledge, narrative language, inferencing, reading comprehension, articulation, and conversational competence. These are all core skills tied to their IEP goals. Speech Express Pro will support targeted instruction by providing high-quality, age-appropriate materials that address specific language and communication objectives. These resources will help students develop clearer, more organized language, improve their ability to understand and interpret classroom content, and build functional communication skills needed across settings. Baamboozle.com will enhance engagement and provide repeated, motivating practice opportunities to reinforce vocabulary, comprehension, and social communication, allowing them to apply skills in meaningful contexts. … Gains in speech and language skills lead to improved academic participation, greater confidence in communication, and greater educational success.”
Hood River Valley High School
Glaze Course and Supplies – Gabrielle Iversen
Grades 9 – 12
“I am applying for funds to cover the cost of taking continuing education courses on ceramic glaze chemistry and mixing, supplies for glaze testing and matching, and several reference books on glaze chemistry. Glaze is a big part of the ceramics process. Glaze is used to add color and surface design, waterproof pieces, and make them food safe. … Mixing glazes in house rather than purchasing commercial glazes is much cheaper but is a complicated process that I am not trained in. … This project will ensure ongoing affordable access to glazes for the HRVHS Ceramics program, a popular and successful art /elective program that serves a broad range of students of all grades and ability levels at the high school. Glaze successes really fuel student engagement with the medium and foster an ongoing interest in the arts and creativity.”
Stop the Bleed – Daniel Gillock
Grades 9 – 12
“Stop the Bleed is a nationally recognized organization partnered with the Department of Defense and the American College of Surgeons. The goal of the curriculum is to empower bystanders with the skills to recognize and treat life-threatening hemorrhages. As part of this project, students practice utilizing these skills on realistic models.”
Expanding The Literary Canon – Jennifer Mall
Grades 11 & 12
“I am requesting funding for literature circle novels to expand my AP Literature curriculum beyond the traditional canon and include more contemporary works by diverse authors, particularly women and writers of color. These novels will provide students with opportunities to engage with voices, perspectives, and experiences that better reflect the world they live in today while still supporting rigorous literary analysis. … Access to varied book-club options increases student choice and investment, leading to deeper comprehension, stronger analytical writing, and more inclusive, relevant literary study. The current novels at HRV for AP Literature are the traditional, classic novels such as The Great Gatsby, Hamlet, and Frankenstein. While these novels will still be taught, our students need access to contemporary novels that feature characters, settings, and themes more representative of our world today. Students will choose from this list of novels two different times throughout the year – once for an independent read and a second time for a book club type read.”
Acidity of Beverages Lab – Kevin Haspela
Grade 10
“I would like to order an advanced chemistry inquiry lab, titled “Acidity of Beverages” from Flinn Scientific. Students titrate common beverages to determine the concentration of weak acids and construct titration curves. The lab emphasizes experimental precision and graph interpretation while reinforcing concepts in stoichiometry, solution chemistry, and acid-base reactions.”
Backpacks for all – Matthew Gerlick
Grades 9 – 12
“We use backpacks every day; they are part of the school experience. Why not know how to make one yourself. Know what types of materials to use, how to sew in zippers, straps, clips and buckles, how to decide what size is right for your body type. and to make sure that it keeps your belongings dry and safe in the process. … Students will learn how to desig [and] measure out a custom back pack students will learn about materials and their purposes. students will learn about zippers, buckles clips and webbing and how they are implemented. students will be able to work on their soft skills of engineering [and] make a fully functional back pack. … Our community is home to several industry designers, including Dakine, Alpine Sea, Pistil, Immersion Research, and Sailworks. Understanding this industry and being able to understand the materials and processes that go into the design and fabrication is a great spot for a student who either wants to be creative or didn’t know that they could make their next steps into this field of employment.”
Assistive Technology Access to Reading – Nicole Kvist
Grades 9 – 12
“There are many students who are impacted by reading difficulties at the high school, which can cause reduced participation in class, difficulty demonstrating knowledge on tests, and can reduce a student’s confidence in their own ability to pursue their education. The reader pens I propose buying would aid students who have intellectual disabilities, dyslexia, visual impairments, or other learning disabilities. It includes functions such as reading written words, word definition/lookup, and translation abilities, which would greatly benefit our bilingual or Spanish-speaking students who also have reading disabilities. … If students were given access to these pens to aid their reading, it would increase independence, confidence, and reduce the cognitive demand on them to hopefully improve their class performance.”
World History Mini Document Based Questions – Roman Moretti
Grades 9 – 12
“A DBQ (document-based question) provides the students with a document to read and an essential question to answer after conducting investigative and critical thinking. The students’ final product will be an essay answering the essential question…. Each Mini-Q is written twice to differentiate between the highly scaffolded “enhanced version” and the less scaffolded “clean version. This means Mini-Qs work for students of all skill levels. … At HRVHS, we are focused on two objectives: incorporating more academic writing across all content areas, and adding more rigor to our curriculum. This project will meet both objectives. … DBQ’s are a key component of AP social studies exams. Giving my students (who are mostly freshmen) more exposure of and practice with DBQs will better prepare those students who plan to take an AP exam in the future.”
Projectile Motion – Ted Cramer
Grades 9- 12
“I will use this equipment to improve a lab/demonstration that every physics teacher does about Kinematics and Projectile Motion. This projectile launcher will allow for more precise and predictable motion of a launched projectile. [Students will learn] independence of horizontal and vertical velocities in projectile motion. Using mathematical models to make predictions about scientific principals. … This project will be successful if [students are] able to hit a predicted target from a variety of launch angles.”
Multi-School Grants
Cascade Locks Elementary, May Street Elementary, Mid Valley Elementary, Westside Elementary
Media Specialists Ozobot Support – Matt Rutledge
Grades K – 5
“Ozobot robots blend coding, problem solving, and creative storytelling. They can be programmed using color codes (unplugged) or block-based coding (Ozobot Blockly), making them ideal for all grade levels and ensuring connections across content areas. Furthermore, using Ozobots builds upon the coding foundation that students are exposed to with the Media Specialists. Ozobots allow students to take some of the concepts and practices learned in Code.org and apply them in hands-on activities with real-world connections. … This grant will increase the number of available robots and allow robots that have reached their lifespan to be replaced.”
Hood River Middle School, Wy’East Middle School
Tire Replacements for HRMS and Wy’East Bike Fleets – Stacy Claus
Grades 6 – 8
“This project will replace the worn-out tires on the Specialized bike fleets at Hood River Middle School and Wy’East Middle School, ensuring that more than 800 students each year can continue to safely participate in on-bike education. Both schools use bikes extensively in their PE programs, where students in grades 6–8 learn bike handling, traffic awareness, route planning, and safe riding habits. These classes run every fall and spring, giving nearly every middle school student in the district hands-on experience riding in their community. The existing fleets were originally purchased more than a decade ago through a Specialized Outride grant. While the bikes themselves are still in serviceable condition thanks to regular maintenance, the tires are original and have exceeded their useful life. The rubber is significantly worn, leading to frequent flats, constant tube replacements, and unpredictable mechanical issues during class rides. These interruptions shorten instructional time, reduce the number of students who can ride at once, and add unnecessary safety risks for both riders and staff. Replacing the tires will restore reliability, reduce maintenance demands, and extend the lifespan of the fleets for years to come.”