{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Cedar Grove Elementary School","outOfStateSupporters":38.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10258864,"projectId":9940883,"letterContent":"Thanks to donor support, our occupational therapy program has been able to significantly enhance the OT learning environment and better support students in what we often refer to as their \"occupation\"—being a student. These contributions have directly strengthened our ability to provide meaningful, hands-on, and developmentally appropriate interventions that promote fine motor development, visual motor integration, sensory regulation, and overall classroom participation.\r\n\r\nThe new resources are now embedded into daily practice during both direct therapy sessions and collaborative school-based interventions. Students are actively using sensory tools, fine motor manipulatives, structured task boxes, and adaptive materials that closely reflect classroom demands. These supports are not used in isolation but are intentionally integrated into functional activities such as handwriting practice, cutting tasks, organizational routines, and multi-step classroom assignments. This has allowed therapy sessions to be more relevant, practical, and easily transferable to the classroom setting.\r\n\r\nOne specific example of how these resources are being used comes from a recent \"classroom readiness stations\" activity. Students rotated through structured stations designed to target key occupational therapy goals while simulating real academic expectations. At one station, students completed short writing prompts using adaptive tools to support functional grasp, spacing, and line awareness. At another station, they engaged in construction-based fine motor tasks requiring bilateral coordination, visual planning, and problem-solving. A third station incorporated sensory regulation tools, allowing students to engage in brief movement or tactile input activities to support attention and self-regulation before returning to table-top tasks. This structured rotation helped students practice essential skills in a dynamic and motivating way that mirrors the demands of the classroom environment.\r\n\r\nWhen students first saw the new materials, their reactions were immediate and highly positive. Many students expressed excitement and curiosity, often gravitating toward the sensory and hands-on materials first. For students who previously demonstrated avoidance or frustration with fine motor tasks, the introduction of engaging, visually appealing tools significantly increased participation and willingness to attempt challenging activities. The OT room quickly became viewed as a supportive and interactive space rather than one focused solely on task completion. This shift in perception has been critical in increasing student engagement and persistence.\r\n\r\nOver time, students have developed stronger confidence in their abilities. Many who once struggled with writing, cutting, or maintaining attention during table-top tasks are now demonstrating increased independence and task endurance. The availability of sensory supports has also improved students' ability to regulate their bodies and emotions, resulting in smoother transitions and greater readiness to learn. These changes are directly impacting classroom participation, as students are better able to access instruction and complete academic tasks with reduced frustration.\r\n\r\nLooking ahead, students will continue building on these foundational skills through increasingly complex, functional, and curriculum-aligned activities. The next steps include expanding writing expectations to longer-form responses, increasing emphasis on multi-step task completion, and strengthening organizational skills required for classroom independence. Students will also begin more intentional generalization of skills into the classroom environment through teacher collaboration and OT consultation.\r\n\r\nAdditionally, future instruction will focus on helping students independently identify and use regulation strategies during academic tasks, further supporting self-management and sustained attention. Teachers will continue to be supported through consultation to ensure consistency of strategies across environments and promote carryover of skills throughout the school day.\r\n\r\nOverall, these donated resources have had a meaningful impact on student engagement, skill development, and confidence. They have strengthened our ability to bridge the gap between therapeutic skill-building and real-world classroom application, ultimately supporting students in successfully participating in the occupation of being a student with greater independence and success","fullyFundedDate":1768485294792,"projectUrl":"project/supporting-the-occupation-of-being-a-s/9940883/","projectTitle":"Supporting the “Occupation” of Being a Student","teacherDisplayName":"Ms. Emma","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10258864_orig.png?crop=1024,1024,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1768907652011","teacherClassroomUrl":"classroom/10258864"},{"teacherId":10258864,"projectId":9711893,"letterContent":"Thanks to donor support, our occupational therapy program has been able to significantly enhance the OT learning environment and better support students in what we often refer to as their \"occupation\" of being a student. These contributions have directly strengthened our ability to provide meaningful, hands-on, and developmentally appropriate interventions that promote fine motor development, visual motor integration, sensory regulation, and overall classroom participation.\r\n\r\nThe new resources are now embedded into daily practice during both direct therapy sessions and collaborative school-based interventions. Students are actively using sensory tools, fine motor manipulatives, structured task boxes, and adaptive materials that closely reflect classroom demands. These supports are not used in isolation but are intentionally integrated into functional activities such as handwriting practice, cutting tasks, organizational routines, and multi-step classroom assignments. This has allowed therapy sessions to be more relevant, practical, and easily transferable to the classroom setting.\r\n\r\nOne specific example of how these resources are being used comes from a recent \"classroom readiness stations\" activity. Students rotated through structured stations designed to target key occupational therapy goals while simulating real academic expectations. At one station, students completed short writing prompts using adaptive tools to support functional grasp, spacing, and line awareness. At another station, they engaged in construction-based fine motor tasks requiring bilateral coordination, visual planning, and problem-solving. A third station incorporated sensory regulation tools, allowing students to engage in brief movement or tactile input activities to support attention and self-regulation before returning to table-top tasks. This structured rotation helped students practice essential skills in a dynamic and motivating way that mirrors the demands of the classroom environment.\r\n\r\nWhen students first saw the new materials, their reactions were immediate and highly positive. Many students expressed excitement and curiosity, often gravitating toward the sensory and hands-on materials first. For students who previously demonstrated avoidance or frustration with fine motor tasks, the introduction of engaging, visually appealing tools significantly increased participation and willingness to attempt challenging activities. The OT room quickly became viewed as a supportive and interactive space rather than one focused solely on task completion. This shift in perception has been critical in increasing student engagement and persistence.\r\n\r\nOver time, students have developed stronger confidence in their abilities. Many who once struggled with writing, cutting, or maintaining attention during table-top tasks are now demonstrating increased independence and task endurance. The availability of sensory supports has also improved students' ability to regulate their bodies and emotions, resulting in smoother transitions and greater readiness to learn. These changes are directly impacting classroom participation, as students are better able to access instruction and complete academic tasks with reduced frustration.\r\n\r\nLooking ahead, students will continue building on these foundational skills through increasingly complex, functional, and curriculum-aligned activities. The next steps include expanding writing expectations to longer-form responses, increasing emphasis on multi-step task completion, and strengthening organizational skills required for classroom independence. Students will also begin more intentional generalization of skills into the classroom environment through teacher collaboration and OT consultation.\r\n\r\nAdditionally, future instruction will focus on helping students independently identify and use regulation strategies during academic tasks, further supporting self-management and sustained attention. Teachers will continue to be supported through consultation to ensure consistency of strategies across environments and promote carryover of skills throughout the school day.\r\n\r\nOverall, these donated resources have had a meaningful impact on student engagement, skill development, and confidence. They have strengthened our ability to bridge the gap between therapeutic skill-building and real-world classroom application, ultimately supporting students in successfully participating in the occupation of being a student with greater independence and success.","fullyFundedDate":1764691576920,"projectUrl":"project/supporting-the-occupation-of-being-a-s/9711893/","projectTitle":"Supporting the “occupation” of Being a Student","teacherDisplayName":"Ms. Emma","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10258864_orig.png?crop=1024,1024,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1768907652011","teacherClassroomUrl":"classroom/10258864"},{"teacherId":10005474,"projectId":9279788,"letterContent":"I am incredibly thankful for your donations. These supplies are ones that have been being used since the beginning of the year. Teaching kindergarten with littles requires a lot of routines and procedures and a lot of learning how to use the things and take care of them. Expo markers go FAST with all of the writing we do and dry erase boards sometimes deteriorate over time with all of the wear and tear. The bags help keep all of the items together to help save time while transitioning to our phonics lesson. All of these items have allowed for minimal time to be wasted and my students to get the best quality of supplies at all times.\r\nThe folders are used daily and the first line of communication between the parents and I. The folders and the pencil (also known as a rocket in my classroom) are the first items I use to teach responsibility. My students and their parents LOVE the stamps as it helps bridge the language barrier gap. The items purchased have helped impact my littles in ways that words can't explain and curated priceless moments and experiences. I am beyond grateful for the tools that have aided in creating hands on experiences for my littles. Thank you :)","fullyFundedDate":1746461242636,"projectUrl":"project/kindergarten-magic-in-the-making/9279788/","projectTitle":"Kindergarten Magic in the Making","teacherDisplayName":"Ms. Trice","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10005474_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1745623961241","teacherClassroomUrl":"classroom/10005474"},{"teacherId":10005474,"projectId":9279908,"letterContent":"My tigers and I are incredibly grateful for your help. We use the phonics boards during our phonics lessons in small group. The boards are especially helpful because they have double letter tiles and the traditional boards don't provide enough letters for each student to get two or three of each letter. When I first showed them the boards they were super excited and were begging to use them. I had to explain that I had to put them together first. When they came in the next morning and seen that they were put together, they could not WAIT to build our words. They love that they are color coded as well. I only put the tiles that we are working with on the board so that they are not overwhelmed with letters that we are not using/never being introduced. I cannot wait to add the next set of letter tiles (digraphs). Thank you so much for not just impacting my littles lives but my life as well.","fullyFundedDate":1746841830987,"projectUrl":"project/words-in-motion-phonics-fun-for-little/9279908/","projectTitle":"Words in Motion: Phonics Fun for Little Learners","teacherDisplayName":"Ms. Trice","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10005474_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1745623961241","teacherClassroomUrl":"classroom/10005474"},{"teacherId":10046113,"projectId":9385479,"letterContent":"Our new Calming Room has become one of the most meaningful spaces in our school. Because of your generosity, my students now have a place to pause, breathe, and work through their emotions in healthy ways. The soft seating, tactile tools, and fidgets you helped provide have created a safe and welcoming environment where students can ground themselves when they feel overwhelmed. Instead of being sent out of class or receiving a referral, they now have the opportunity to reflect, reset, and return ready to learn — a change that has truly transformed the way we support emotional growth and regulation on campus.\r\n\r\nIn this space, students also explore self-awareness through books and quiet reflection. Many of our students have discovered stories that help them name their feelings and learn positive coping strategies, while others simply enjoy having a peaceful corner where reading feels like a calm escape. One student shared that the Calming Room is \"the only place I can take a breath and think before I mess up,\" which captures exactly what this space was meant to do — teach emotional literacy and self-regulation through experience, not just words.\r\n\r\nEvery day, I see students use the tools you provided to make better choices for themselves. They grab a fidget to help focus, curl up in a beanbag to read for a few minutes, or talk through their feelings before returning to class. The Calming Room has become more than a project — it's a daily practice in empathy, patience, and self-control. Thank you for believing in the power of these small moments. You didn't just fund furniture and supplies — you helped create a culture of reflection and restoration that will continue to shape these students for years to come.","fullyFundedDate":1748816244373,"projectUrl":"project/promise-room-reset-and-shine/9385479/","projectTitle":"Promise Room: Reset and SHINE","teacherDisplayName":"Ms. Jenn","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10046113_orig.jpg?crop=481,481,x0,y14&width=272&height=272&fit=bounds&auto=webp&t=1760662108216","teacherClassroomUrl":"classroom/10046113"},{"teacherId":10006332,"projectId":9364646,"letterContent":"Thank you so much for your generosity in supporting our 4th grade classroom. Because of your kindness, my students will have the tools and opportunities they need to learn, grow, and thrive this year. Your gift is more than just supplies—it represents encouragement, hope, and a belief in the potential of every child in our room.\r\nAlready, I've seen the excitement on my students' faces as they use the resources you've helped provide. These moments of joy and engagement are possible because of you. Please know that your support is making a real difference each and every day.","fullyFundedDate":1747663018659,"projectUrl":"project/simple-supplies-powerful-purpose/9364646/","projectTitle":"Simple Supplies, Powerful Purpose","teacherDisplayName":"Ms. Matlock","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10006332_orig.jpg?crop=3024,3024,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1745893017832","teacherClassroomUrl":"classroom/10006332"},{"teacherId":10062166,"projectId":9428923,"letterContent":"Thanks to your generosity, our school community has already begun to feel the positive impact of this project. When students first walked into the Media Center and saw the new decorations and our growing \"7 Habits Tree,\" their eyes lit up with excitement. They immediately began connecting the visuals to the leadership habits we've been practicing through the Leader in Me program. This transformation has made our leadership lessons tangible and memorable, giving students a space where learning feels alive.\r\n\r\nIn the Leader Lounge, our student leadership groups—Guys with Ties, Girls with Pearls, and School Safety Leaders—are ready to begin meeting with staff to brainstorm projects and ways to serve our school. The comfortable and welcoming environment has given them a sense of ownership and pride in their roles. Teachers have also used the space to collaborate and plan, which strengthens teamwork and directly benefits classroom instruction. Meanwhile, our Back-to-School celebration, made brighter by the decorations, welcomed families into an environment that felt joyful and united, setting a positive tone for the year ahead.\r\n\r\nLooking forward, we plan to continue using these spaces daily to foster leadership, teamwork, and creativity. Students will use the Media Center not only to read and explore but also to showcase leadership projects connected to the 7 Habits. The Leader Lounge will become a hub for ongoing collaboration, where students and staff come together to grow ideas into action. None of this would have been possible without your kindness, and we are so grateful that you helped us plant the seeds for a culture of \"Growing Greatness at Cedar Grove.\"","fullyFundedDate":1750991845851,"projectUrl":"project/cge-back-to-school/9428923/","projectTitle":"CGE Back to School","teacherDisplayName":"Mrs. Block","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/10062166"},{"teacherId":10006332,"projectId":9294018,"letterContent":"Thank you so much for your generosity in supporting our 4th grade classroom. Because of your kindness, my students will have the tools and opportunities they need to learn, grow, and thrive this year. Your gift is more than just supplies—it represents encouragement, hope, and a belief in the potential of every child in our room.\r\nAlready, I've seen the excitement on my students' faces as they use the resources you've helped provide. These moments of joy and engagement are possible because of you. Please know that your support is making a real difference each and every day.","fullyFundedDate":1746461242738,"projectUrl":"project/launching-learning-tools-for-tomorrows/9294018/","projectTitle":"Launching Learning: Tools for Tomorrow’s Leaders","teacherDisplayName":"Ms. Matlock","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10006332_orig.jpg?crop=3024,3024,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1745893017832","teacherClassroomUrl":"classroom/10006332"},{"teacherId":10011363,"projectId":9337762,"letterContent":"Thank you so much for your generous donation of card stock! These resources have made a meaningful difference in my classroom, especially when it comes to supporting student learning in reading and vocabulary.\r\n\r\nWhile technology often makes us think of screens and devices, your gift has brought a different kind of technology into our classroom—one that allows me to create durable, hands-on learning tools that students can use over and over again. I've been able to design colorful vocabulary cards, interactive reading games, and reusable graphic organizers that support our daily lessons. Because they're laminated, students can write on them with dry-erase markers, engage in group activities, and handle them without fear of damage.\r\n\r\nWhat students love most is how interactive their learning has become. They're excited to use the new materials in small groups and centers—it makes reading and vocabulary practice feel more like a game than an assignment. One of their favorite tools is a set of laminated vocabulary matching cards, which they use to challenge each other during literacy rotations.\r\n\r\nOne student in particular, who has struggled with focus during reading time, has shown remarkable improvement when using these new materials. The tactile, hands-on nature of the resources has helped him stay engaged, and he's even started volunteering to lead small group activities—something he wouldn't have done before.\r\n\r\nThank you for helping me bring creativity and durability into our learning environment. Your support has truly enriched the experience for all of my students, and we're already seeing the positive impact.","fullyFundedDate":1747161113162,"projectUrl":"project/project-tailor-resources-for-my-students/9337762/","projectTitle":"Project Tailor Resources for My Students","teacherDisplayName":"Ms. Davis","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10011363_orig.png?crop=1290,1290,x0,y86&width=272&height=272&fit=bounds&auto=webp&t=1746457367388","teacherClassroomUrl":"classroom/10011363"},{"teacherId":10011363,"projectId":9309290,"letterContent":"Thank you so much for your generous donation of laminating sheets, card stock, and a laminator! These resources have made a meaningful difference in my classroom, especially when it comes to supporting student learning in reading and vocabulary.\r\n\r\nWhile technology often makes us think of screens and devices, your gift has brought a different kind of technology into our classroom—one that allows me to create durable, hands-on learning tools that students can use over and over again. I've been able to design colorful vocabulary cards, interactive reading games, and reusable graphic organizers that support our daily lessons. Because they're laminated, students can write on them with dry-erase markers, engage in group activities, and handle them without fear of damage.\r\n\r\nWhat students love most is how interactive their learning has become. They're excited to use the new materials in small groups and centers—it makes reading and vocabulary practice feel more like a game than an assignment. One of their favorite tools is a set of laminated vocabulary matching cards, which they use to challenge each other during literacy rotations.\r\n\r\nOne student in particular, who has struggled with focus during reading time, has shown remarkable improvement when using these new materials. The tactile, hands-on nature of the resources has helped him stay engaged, and he's even started volunteering to lead small group activities—something he wouldn't have done before.\r\n\r\nThank you for helping me bring creativity and durability into our learning environment. Your support has truly enriched the experience for all of my students, and we're already seeing the positive impact.\r\n\r\nLet me know if you'd like to personalize this further with specific grade level details or examples of the reading/vocabulary content you've created!\r\nur support is shaping their future.","fullyFundedDate":1746478466302,"projectUrl":"project/project-classroom-structures/9309290/","projectTitle":"Project Classroom Structures","teacherDisplayName":"Ms. Davis","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10011363_orig.png?crop=1290,1290,x0,y86&width=272&height=272&fit=bounds&auto=webp&t=1746457367388","teacherClassroomUrl":"classroom/10011363"},{"teacherId":9468884,"projectId":9056899,"letterContent":"Thank you so much for your impactful donation! This technology allowed me to give one translation pen and wireless headphone set with each ESOL teacher in first grade through fifth grade. I trained the classroom teacher and the English language learners how to use the pens to read social studies and science passages with and without the wireless headphones (without if they were sitting in a group of two or more). These pens have helped my students hear the content in their native language prior to beginning a lesson. This allowed them to know exactly what the teacher was teaching in English.\r\n\r\nThe students were very excited to use the pens and hear instruction in their native language. This tool reduced some of the frustrations associated with learning a new language. Even the first grade English language learners were excited to learn how to use the pens and help each other use this new technology.","fullyFundedDate":1739544059096,"projectUrl":"project/translation-scanning-pens-for-elementary/9056899/","projectTitle":"Translation Scanning Pens for Elementary English Language Learners","teacherDisplayName":"Ms. Pittman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9468884_orig.jpg?crop=958,958,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1707942408519","teacherClassroomUrl":"classroom/9468884"}],"pageName":"schoolpage_44754","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":495,"numTeachers":38,"percentFrplEligible":95,"percentAsian":0,"percentBlack":35,"percentWhite":32,"percentIndigenous":0,"percentLatinx":16,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 5","studentTeacherRatio":"13.0:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"SUBURB_MIDSIZE"},"inStateSupporters":61.6,"schoolId":44754,"financialInfo":null,"twitterShareText":"Learn more about Cedar Grove Elementary School on @DonorsChoose:","schoolName":"Cedar Grove Elementary School","canonicalPageUrl":"schools/florida/bay-county-school-district/cedar-grove-elementary-school/44754"}