{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Beatrice Mayes Institute Charter School","outOfStateSupporters":40.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10058309,"projectId":10156143,"letterContent":"The project has supported students' social-emotional and academic growth by helping them better understand and manage their emotions. Through Better Together: The ABCs of Building Social Skills and Friendships (Kids Healthy Coping Skills Series), students are learning skills such as self-regulation, empathy, friendship-building, and how to pause and respond positively in challenging moments.\r\n\r\nReading includes read-alouds, guided discussions, modeling strategies, and student reflection. Students connect the stories to their own experiences, share ideas, and practice listening to others, which strengthens both comprehension and communication skills.\r\n\r\nStudents receiving social-emotional support are especially engaged. They are more confident expressing their feelings, more willing to participate, and more successful in using coping strategies. Overall, this project has helped create a calmer, more supportive classroom environment where students feel safe.","fullyFundedDate":1773830655141,"projectUrl":"project/pause-and-breathe-a-mindful-breathing-b/10156143/","projectTitle":"Pause and Breathe: A Mindful Breathing Book for Calming Corners","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10156054,"letterContent":"This project has helped students grow both academically and socially-emotionally through A Place Inside of Me: A Poem to Heal the Heart by Zetta Elliott. Students are learning to identify and name emotions, build empathy, and make meaningful connections to the text. At the same time, they are strengthening reading skills such as visualizing, making inferences, and discussing meaning using evidence from the story and illustrations.\r\n\r\nReading includes read-alouds, small-group counseling sessions, guided discussions, and reflection activities. Students share their thoughts, listen to their peers, and connect the story to their own experiences, which helps them process emotions while also building communication and comprehension skills.\r\n\r\nStudents, especially those receiving social-emotional support, are more engaged and confident. They are participating more in discussions, expressing their feelings more clearly, and responding to others with greater empathy.","fullyFundedDate":1773831192780,"projectUrl":"project/the-place-inside-us-growing-emotional-a/10156054/","projectTitle":"The Place Inside Us: Growing Emotional Awareness Through Expressive Poetry","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10155821,"letterContent":"The project has supported students' social-emotional growth in meaningful ways through I Am Human: A Book of Empathy by Susan Verde. The students are learning lessons about empathy, emotional awareness, and how their actions impact others. These skills directly support academic success by helping students focus, resolve conflicts, and build positive relationships with peers and teachers.\r\n\r\nReading is interactive and reflective. Students participate in guided read-alouds, discussions, and activities where they identify feelings, practice perspective-taking, and connect the story to real-life situations. They are encouraged to share experiences, listen to others, and practice respectful communication, which strengthens both comprehension and social-emotional understanding.\r\n\r\nStudents who benefit from additional support with self-confidence, communication, or emotional regulation are especially engaged in these sessions. The setting provides a safe space for them to express themselves, practice coping strategies, and build trust. The project is helping students understand that being human means having emotions, making mistakes, and growing through kindness and empathy toward themselves and others.","fullyFundedDate":1773830909892,"projectUrl":"project/growing-empathy-building-kind-hearts-th/10155821/","projectTitle":"Growing Empathy: Building Kind Hearts Through Small-Group Counseling and Literature","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10055004,"letterContent":"Because of your generosity, our \"Read, Think, Discover!\" Science Fair is already transforming learning in our K–3 classrooms.\r\n\r\nStudents are using the tri-fold display boards to organize their investigations from start to finish, question, prediction, observations, results, and conclusion. In one second-grade classroom, students explored which materials absorb water best. After reading a short nonfiction text about materials and properties, they conducted hands-on tests, recorded data, and used academic vocabulary such as absorb, compare, and results on their boards. During presentations, students confidently explained their thinking to peers and families, proudly pointing to diagrams and written explanations they created themselves.\r\n\r\nWhen the boards first arrived, students immediately said, \"It looks like a real science fair!\" Their excitement was contagious. Having uniform materials created a sense of importance and equity, every child felt like a true scientist. The visual structure of the boards also helped students clearly see how their reading, writing, and experiments connected.\r\n\r\nNext, students will build on this momentum by incorporating more nonfiction reading and research into their investigations. Older students will begin adding short research paragraphs using multiple sources, while younger students will continue strengthening labeled diagrams and complete-sentence observations. Across grade levels, we are focusing on deeper questioning, stronger vocabulary use, and clearer oral presentations.\r\n\r\nBecause of your support, our students are not only conducting experiments, they are reading closely, thinking critically, writing purposefully, and discovering with confidence.","fullyFundedDate":1769379314438,"projectUrl":"project/read-think-discover-inspiring-early/10055004/","projectTitle":"“Read, Think, Discover!” Inspiring Early Science and Literacy Exploration","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10046787,"letterContent":"Thanks to your generosity, and with special appreciation to the Montgomery Family Fund, our Kindergarten students are using their new tri-fold display boards to proudly present their Science Fair projects with confidence and excitement.\r\n\r\nOne special moment stood out during our Science Fair presentations. After reading Ada Twist, Scientist, students designed simple experiments based on their own \"wonder\" questions. One student investigated which objects would sink or float, carefully organizing pictures, predictions, and results on the display board. Standing beside it, she confidently explained her hypothesis and conclusion to visiting families. Watching her use words like \"observe,\" \"predict,\" and \"experiment\" was a powerful reminder of how much ownership our young learners had developed.\r\n\r\nWhen students first saw the tri-fold boards, their eyes lit up. Many immediately said, \"It looks like a real science fair!\" Having the same materials created a sense of fairness and belonging. Students treated the boards with care and pride, knowing they had the tools real scientists use to share their discoveries.\r\n\r\nNext, we are building on this experience by revisiting the scientific process during our next STEM unit. Students will continue practicing how to ask strong questions, record observations, and present findings clearly. The display boards will be reused for future inquiry projects, allowing students to strengthen both their communication and critical thinking skills throughout the year.\r\n\r\nBecause of your support, our classroom is filled with confident, curious young scientists who believe their questions matter.","fullyFundedDate":1769132356909,"projectUrl":"project/inspired-by-the-book-ada-twist-scienti/10046787/","projectTitle":"Inspired by the Book, Ada Twist, Scientist: Nurturing Curious Scientists","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10040028,"letterContent":"Thank you for helping us build a multicultural Social-Emotional Learning (SEL) book collection for our students. While many of us simply enjoy reading a good book, in our counseling program these texts are powerful teaching tools that strengthen both emotional growth and academic readiness.\r\n\r\nThrough these stories, students develop critical skills such as identifying and naming emotions, building emotional vocabulary, making inferences about characters' feelings, and practicing perspective-taking. Primary students focus on recognizing emotions and building self-esteem. Intermediate students explore belonging, empathy, and inclusion. Middle school students engage in deeper conversations about resilience, leadership, advocacy, and community responsibility.\r\n\r\nReading in our counseling setting is interactive and reflective. During classroom guidance lessons, we use discussion questions, think-aloud modeling, and scenario-based conversations. In small groups, students connect the text to real-life peer situations and practice communication strategies. In individual sessions, books provide a safe entry point for students to talk about big feelings and personal experiences in a less intimidating way.\r\n\r\nSeveral students have especially connected with these texts. Some have lit up when seeing characters who look like them or share similar cultural experiences. Others who struggle with confidence or peer relationships have found comfort in stories that affirm their uniqueness and strengths. One student recently shared, \"That book feels like it's about me,\" which reflects the exact sense of belonging we hoped to foster.\r\n\r\nBecause of your support, these books are more than stories on a shelf. They are tools that help students build empathy, confidence, resilience, and respectful communication skills, shaping not only stronger learners, but stronger communities.","fullyFundedDate":1768776599921,"projectUrl":"project/the-power-of-stories-strengthening-soci/10040028/","projectTitle":"The Power of Stories: Strengthening Social-Emotional Learning Through Multicultural Literature","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":10026111,"letterContent":"We are so grateful you helped place this powerful story into our students' hands. While Last Stop on Market Street is a beautiful book, it also serves as a rich foundation for meaningful academic and social-emotional learning.\r\n\r\nThrough this text, students strengthen essential literacy skills such as identifying theme, analyzing character development, making inferences, and citing evidence to support their thinking. We examine how the author uses dialogue and descriptive language to convey emotion and message, while building vocabulary and deepening comprehension through thoughtful discussion and reflection on the author's purpose.\r\n\r\nAt the same time, the story opens the door to important life lessons. Students explore empathy, gratitude, perspective-taking, and recognizing value in themselves and others. Reading in our classroom is interactive and reflective, students engage in partner and whole-group discussions, respond to writing prompts, make personal connections, and participate in guided reflections during counseling lessons.\r\n\r\nSeveral students have formed especially meaningful connections to the story. Some proudly shared that CJ's bus rides feel familiar to their own experiences, sparking affirming conversations about their families and communities. Others who sometimes struggle with confidence have connected deeply with the book's message about self-worth and finding beauty in everyday moments. Seeing themselves represented in literature has noticeably increased both engagement and participation.\r\n\r\nBecause of your support, reading is not just about words, it is about building critical thinking skills, strengthening confidence, and fostering connection.","fullyFundedDate":1768684389585,"projectUrl":"project/every-stop-matters-building-literacy-an/10026111/","projectTitle":"Every Stop Matters: Building Literacy and Empathy Through a Story","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":9976766,"letterContent":"Because of your generous support, every K–5 classroom in our school now has a fully equipped, culturally responsive Calming Corner, and the impact has been both immediate and powerful.\r\n\r\nWe introduced the spaces during a schoolwide SEL lesson connected to the curriculum. After exploring themes, students rotated through stations to practice coping strategies using breathing charts and calming cards. \r\n\r\nStudents responded with excitement and relief. Many eagerly explored the sensory tools, while others quietly shared how grateful they were to have a safe place to regroup when feeling overwhelmed. Teachers quickly noticed that students respected the purpose of the space and used it appropriately.\r\n\r\nThese resources are now part of our daily routines. Several teachers guide short mindfulness moments before transitions, and students independently use the Calming Corner to regulate and return to learning ready to engage. As a result, we are seeing smoother transitions, fewer disruptions, and stronger emotional awareness.\r\n\r\nYour support has provided more than materials, it has equipped our students with lifelong tools for resilience and self-regulation. Thank you for helping us create classrooms where every child feels safe, supported, and ready to learn.","fullyFundedDate":1767552849441,"projectUrl":"project/panda-pause-strengthening-emotional-res/9976766/","projectTitle":"Panda Pause: Strengthening Emotional Resilience and Cultural Awareness Lessons","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":9949335,"letterContent":"Thank you for supporting The Kindness Campaign. Because of your generosity, our students were able to turn a simple idea into a meaningful, student-led movement that touched both our school and the surrounding community.\r\n\r\nThe students stepped into leadership roles to plan, organize, and facilitate activities centered on empathy, respect, and responsibility. With the kindness bracelets and stickers, you helped provide, they designed and led \"Kindness Moments\" in classrooms throughout the school and community. These moments created space for reflection, encouragement, and connection among peers and staff.\r\n\r\nWhat makes this project especially powerful is that it was entirely student-driven. Your donation did more than supply materials, it provided students with real-world opportunities to build planning, communication, collaboration, and organizational skills. They learned how to coordinate outreach, delegate responsibilities, speak confidently in front of others, and manage a service initiative from start to finish.\r\n\r\nBeyond our school walls, students partnered with community members. They delivered kindness stickers, extending the campaign's impact and strengthening ties between our students and the broader community. Through this outreach, students experienced firsthand how small acts of kindness can create a ripple effect far beyond their immediate circle.\r\n\r\nMost importantly, your support affirmed what I love most about my students, their natural compassion and eagerness to serve when given meaningful leadership opportunities. You helped transform that compassion into action.\r\n\r\nBecause of you, kindness was not just discussed, it was practiced, shared, and multiplied for the duration of the school year. \r\n\r\nThank you for investing in our students and our community.","fullyFundedDate":1765906816724,"projectUrl":"project/small-acts-big-impact-a-student-led-ki/9949335/","projectTitle":"Small Acts, Big Impact: A Student-Led Kindness Community Service Campaign","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":10058309,"projectId":9856562,"letterContent":"The digital display turns social-emotional learning into something students can see, reflect on, and learn from daily. By showcasing student thoughts, artwork, and real acts of kindness, the technology reinforces lessons on empathy, perspective-taking, and responsibility in a concrete, meaningful way. Learning continues beyond the counseling lesson and becomes part of the school's everyday culture. The display makes compassion feel real, celebrated, and shared, not just talked about.\r\n\r\nStudents who are typically quieter, struggle with behavior regulation, or feel disconnected socially have shown strong engagement. The technology gives them a positive way to be recognized, express themselves creatively, and contribute to the school community, often increasing confidence, participation, and positive peer interactions.","fullyFundedDate":1762307617374,"projectUrl":"project/compassion-in-action-seeing-through-oth/9856562/","projectTitle":"Compassion in Action: Seeing Through Others’ Eyes","teacherDisplayName":"Ms. Calton","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10058309"},{"teacherId":5604183,"projectId":9459175,"letterContent":"Thank you so much for your generous donation to our cheer program! The new cheer mats have already made a huge difference in our practices. They provide a safe and supportive space for our cheerleaders to learn new skills, practice routines, and build confidence while staying active.\r\nYour support helps us create an environment where students can grow, have fun, and perform safely. We are truly grateful for your investment in our team and for helping us reach our goals.\r\nThank you again for making such a positive impact on our cheerleaders!","fullyFundedDate":1758289379921,"projectUrl":"project/jump-tumble-land-safe/9459175/","projectTitle":"Jump. Tumble. Land Safe","teacherDisplayName":"Mrs. Townsend","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5604183_orig.jpg?crop=480,480,x0,y96&width=272&height=272&fit=bounds&auto=webp&t=1660746458157","teacherClassroomUrl":"classroom/5604183"},{"teacherId":5604183,"projectId":9045423,"letterContent":"Thank you so much for your generous support of our classroom! Your donation of STAAR prep materials and the Teachers Pay Teachers gift card has already made a meaningful impact. With these resources, I am able to provide my students with high-quality, targeted practice that will help them build confidence and master the skills needed for success on the STAAR test.\r\n\r\nYour kindness allows me to create lessons and materials that meet my students exactly where they are, giving them the best opportunity to grow and shine. We are truly grateful for your investment in their education and for believing in the work we do each day.\r\n\r\nThank you again for your generosity and for helping our students feel prepared and empowered!","fullyFundedDate":1746718613019,"projectUrl":"project/targeting-success-staar-test-preparatio/9045423/","projectTitle":"Targeting Success: STAAR Test Preparation Workbooks","teacherDisplayName":"Mrs. Townsend","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5604183_orig.jpg?crop=480,480,x0,y96&width=272&height=272&fit=bounds&auto=webp&t=1660746458157","teacherClassroomUrl":"classroom/5604183"}],"pageName":"schoolpage_25142","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":458,"numTeachers":33,"percentFrplEligible":84,"percentAsian":0,"percentBlack":96,"percentWhite":0,"percentIndigenous":0,"percentLatinx":1,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":0,"percentMultiracialImputed":2,"gradesServed":"K - 8","studentTeacherRatio":"13.9:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":60.0,"schoolId":25142,"financialInfo":null,"twitterShareText":"Learn more about Beatrice Mayes Institute Charter School on @DonorsChoose:","schoolName":"Beatrice Mayes Institute Charter School","canonicalPageUrl":"schools/texas/texas-department-of-education/beatrice-mayes-institute-cs/25142"}