My students need technology for our research library and special needs annex that include laptops, a charging station, xbox gaming, a vacuum, and the expeditions kit for interactive learning.
Although our students come from low income neighborhoods, they continue to prove how high achieving they truly are. The growth in their maturity is matched by their new sense of determination to further explore the world and make their own lasting impression. They are interested in the arts, and are always looking for ways to share their talents.
I want my students to push themselves, so I have chosen three challenging classic plays to dissect, perform, and interpret on a high level - both in performance and their scene design.
I want to challenge them because I already know how brilliant they are - I want them to realize it as well!
My Project
We want our library to have the technology to meet our students needs. Having technology like a a classroom set of laptops, a charging cart, and gaming system for special needs, and the expeditions kit for discovery will turn our library into a fully operating research facility.
This equipment will allow our library to serve whole class instruction, and teachers can use the facilities to support the learning happening in their classroom.
This technology will help differentiate learning and give students the chance to be hands on with their instruction. For our students who need to be hands on, or sometimes need an outlet for behavior, the expeditions kit and gaming system will be huge. The laptops ensure our students are learning the basic tech skills needed to be successful in the world after school.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Jillian and reviewed by the DonorsChoose team.
