Help me give my students beautiful texts that represent themselves in so many ways!
FULLY FUNDED! Ms. Schiltz's classroom raised $247
This project is fully funded
My Students
The students who walk through our doors will always be mine. My belief is grounded in the idea that each and every learner brings their own brand of genius to the classroom. Our most important job as educators is to discover that genius and instill that mindset in our students. Empowering educators to thrive at their highest potential is what fuels me each and every day.
"Education is the most powerful weapon which you can use to change the world." - Nelson Mandela.
I work with all students in the building as a collaborative support teacher and I am delighted to teach side-by-side with world-class educators who show up every day for kids. My students come from diverse cultural and ethnic backgrounds, a majority are considered low-income, and a high percentage are English language learners.
My Project
I am so excited about the idea that I can get books into the hands of my students with characters that actually look like them. Books with Hispanic, Native American, and African-American lead characters are powerful, and my students need to hear and see these books. I am asking for books with strong female leads and a heavy emphasis on science, technology, engineering, art, and mathematics!
It is important that the texts our students have access to, they can relate to and identify with.
This project will get books into the hands of students across twelve, different classrooms within my 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
DonorsChoose is the most trusted classroom funding site for teachers.
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. Schiltz and reviewed by the DonorsChoose team.
