MEF Round 47 Grants – May, 2026

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Round 47 Grants – May, 2026

Solar Racer STEM Kit
The Solar Racer STEM Initiative is a hands-on learning project designed to engage students in renewable energy and engineering concepts through the construction and testing of solar-powered cars. Using four classroom sets of Solar Racer STEM Kits, students will work collaboratively to assemble, design, and race their own vehicles while exploring principles of solar energy, basic circuitry, and mechanical systems. This project integrates STEM learning into classroom instruction and enrichment opportunities, promoting teamwork, problem-solving, and critical thinking. The purpose of this initiative is to increase student engagement, deepen understanding of clean energy concepts, and provide meaningful, experiential learning that builds interest and skills in STEM fields.
James Stamper, Iddings School, Gr. K-2, 200 students.
Pirate Sensory Path Package
The Pirate Path Sensory Integration Walk is an innovative school-wide initiative designed to improve student focus, self-regulation, and readiness to learn through structured movement activities. By installing a pirate-themed sensory pathway in a common area, students will engage in daily brain-based exercises that support both academic and behavioral success. This project aligns with MCSC goals by supporting the whole child, strengthening MTSS practices, and enhancing student engagement. Through intentional implementation and ongoing data monitoring, this initiative will create a lasting positive impact on student learning and school climate.
James Stamper, Iddings School, Gr. K-4, 558 students.
SEL for Behavioral Support
The Scribble Spot series goes into detail about the different emotions we can all feel. The collection I currently have goes over Peaceful, Happiness, Love, Confidence, Anger, Sadness, Anxiety and a mix of all of them together. There are 22 lessons and many activities to help the students dig within themselves and learn about these different feelings and emotions that they have inside, but also how to cope with them. There are examples and exercises that they can do to help them in times in need.
Sabrina Jackson, Wood School, Gr. K-4, 15 students.
Inclusive Learning, Intentional Teaching
The project “Inclusive Learning, Intentional Teaching” is designed to transform my Essential Skills classroom into a structured, engaging, and accessible learning environment that meets the unique needs of each student. Using the The Autism Helper Curriculum, students will participate in daily structured activities including task boxes, visual schedules, small-group and individualized lessons, and an interactive educational sensory station that reinforces literacy, math, and life skills. Activities are carefully aligned to each student’s IEP, allowing for individualized growth in foundational academic, functional, and behavioral skills. The purpose of this project is to increase independence, confidence, and engagement while building the essential skills that will serve as the foundation for lifelong learning.
Roland Nightengale, Salk School, Gr. K-4, 11 students.
Send the Robotics Team off to a Premier Event Invitational
The title of this project is “Send the Robotics Team off to a Premier Event Invitational”. This past April, the MHS Robotics team received an invitation to the Premier event in South Bend. This event is a huge event with 96 total teams from all over the states and even the world. The purpose of this grant is to help recover lost costs that the academic team funds used to help pay for the event. These funds are used for all academic teams and the robotics team would like to replenish these funds through MEF Grant and any other sponsorships or donations we get. This is a great opportunity for these young engineers on the team to work/compete with others that share the same interests and form friendships that will carry them into the next journey in their life past high school. Also, there will be top engineering universities and programs at the competition will allow the students to network and learn more about what university programs have to offer.
Joseph Hussey, Merrillville High School, Gr. 9-12, 9 students.
LEGO Lab
LEGO Lab provides approximately 20 students with a fun, hands-on space to build, design, and collaborate using LEGO bricks. Through individual and group challenges, students will explore creativity, problem-solving, and basic engineering concepts while bringing their ideas to life. Beyond building skills, the club also supports social and emotional development. Students practice teamwork, communication, and flexibility as they share ideas, work through challenges, and celebrate each other’s creations. The club encourages a positive, inclusive environment where students can express themselves, build confidence, and develop a sense of belonging.
Danielle Shomer and Tara Lambert-Knight, Merrillville Intermediate School, Gr. 5-6, 20 students.
Expanding Access to String Instruments for Orchestra Students
The Expanding Access to String Instruments for Orchestra Students project seeks to ensure that every student has the opportunity to experience the power of making music, regardless of their financial circumstances. By providing violins, violas, and cellos to students who currently lack access, this project will open the door for full participation in meaningful, hands-on musical experiences. Through daily rehearsals, collaborative ensemble work, and performance opportunities, students will not only develop musical skills, but also build confidence, creativity, and a sense of belonging. The purpose of this project is to remove barriers, uplift student voices through music, and create an inclusive orchestra program where every child has the chance to learn, grow, and succeed together.
Michael Ferraro, Merrillville Intermediate School, Gr. 5-6, 75+ students.
How Stuff Works – Visual Reading for Inspiring Creativity
The project “How Stuff Works—Visual Reading for Inspiring Creativity” will focus on creating a student choice library composed of books in the series “How Stuff Works” by DK books. Activities include silent reading time, class discussions, and partner work. The emphasis of the project is on building scientific literacy by using student choice as well as visual learning to encourage students to read.
Emma Admiraal, Pierce Middle School, Gr. 8, 104 students.
Write On! Creative Writing Club – Write On?
Creative Writing Club is a year-long enrichment program for 5th and 6th grade students designed to strengthen writing skills while encouraging creativity, student voice, and confidence as writers. The club will meet twice a month for 60 minutes from September through May and will engage students in activities such as writer’s notebook development, narrative writing, poetry, peer feedback, revision, editing, and publishing. Students will use mentor texts and creative writing prompts to develop original pieces, collaborate with peers to improve their writing, and participate in writing conferences. The purpose of this project is to increase student engagement in writing, improve literacy skills, and provide meaningful opportunities for students to express themselves and share their work through a published collection and end-of-year celebration.
Amy Phifer, Merrillville Intermediate School, Gr. 5-6, 25 students.
Social Emotional Well Being – Title: Cell Phone Awareness & Focus Workshop
This project is an interactive social-emotional learning workshop designed to help students understand the impact of cell phone use on their focus, learning, and well-being. Through structured group rotations, students engage in hands-on activities such as a distraction simulation using mock phones, real-life scenario discussions, and guided reflection on nomophobia and personal device habits. The purpose of the project is to build student awareness of how phones affect attention and behavior, develop strategies for managing distractions, and support compliance with school expectations and Indiana’s cell phone policies, ultimately promoting a more focused and productive learning environment.
Zella Garron, Pierce Middle School, Gr. 7-8, 800+ students.
Big Feelings, Bright Futures: Helping Students Refocus, Recharge, and Thrive
This proposal requests funding to create a sensory room that will support students with sensory and emotional needs by providing a safe space to take breaks, regulate their emotions, and refocus for learning. The room will serve as an effective behavioral intervention, helping students improve self-regulation, classroom behavior, and overall readiness to learn. It will also promote increased social interaction and motor skill development through targeted sensory activities. Overall, the sensory room will benefit students across the building by fostering a more supportive, inclusive, and productive learning environment. We hope that you will consider funding our project.
Morgan Vlassopoulos, John Wood School, Gr. K-4, 40-50 students.
Building Independence Through Structured Task Systems in a Self-Contained Classroom
Building Independence Through Structured Task Systems in a K-3 Self-Contained classroom will establish a structured, task-based work system designed to increase independence, focus, and functional skill development. Using individualized task boxes and visual supports, students will learn to complete short, meaningful tasks with decreasing adult support. This project will provide young learners with the foundational skills needed to work independently, follow routines, and build confidence. By fostering independence early, students will be better prepared for inclusion opportunities, academic growth, and long-term success.
Khameice Evans, Salk School, Gr. K-3, 12 students.
Nature’s Blueprints; Bridging Art and Science through Cyanotypes
“Nature’s Blueprints: Bridging Art and Science through Cyanotypes” is an innovative art project that utilizes the historical sun-printing process to enhance student learning and achievement through the intersection of chemistry and creativity. During the Fall 2026 semester, students will engage in hands-on experimentation with light-sensitive materials to produce original artworks that reflect their personal and community identity. This project aims to promote social and emotional growth while providing students with unique educational opportunities that contribute to a strong and vibrant school environment.
Sarah Anderson, Merrillville Intermediate School, Gr. 6, 200 students.
Pirate Problem Solvers: Digging for STEM Treasure
This proposal requests funding to implement a hands-on STEM bin initiative that engages elementary students in creative, play-based learning throughout the day. These open-ended bins will support critical thinking, problem-solving, spatial reasoning, and social-emotional skills through activities that encourage building, collaboration, and exploration. Designed to be flexible and inclusive, STEM bins allow all students to work at their own level while reinforcing literacy, math, and fine motor skills. By aligning with MCSC goals for student engagement, collaboration, and academic growth, this project will provide meaningful learning opportunities for all students while fostering independence, confidence, and a positive start to the school day.
Morgan Vlassopoulos, John Wood School, Gr. K-2, 125 students.
Sharing the Secret Stories of Phonics
“Sharing the Secret Stories of Phonics” aims to equip K-4 teachers with Secret Stories books and materials to supplement the ELA textbooks. Did you know that when “ous” play together, one of the “friends” gets left out? Unfortunately, it’s poor “o” who’s left out of the fun. So, when o, u, and s get together, it’s just “US!” That is one example of how students learn “secret stories” behind some of the tricky sounds that letters make. The purpose of our project is to equip our teachers with books and materials to help unlock the stories behind some of our trickiest phonics sounds.
Kristina Shultz, Salk School, Gr. K-2, 389 students.

TOTAL ROUND 47 GRANTS: $10,461.72

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MEF Round 47 Grants – May, 2026

All Awarded Grants