{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"East Central Middle School","outOfStateSupporters":60.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9198054,"projectId":9977701,"letterContent":"Because of your support, my students are now able to participate in structured soccer activities using safe, shared equipment. We use the new resources during team-based drills and small-sided games that focus on cooperation, communication, and sportsmanship. One of the most meaningful moments was seeing students naturally step into leadership roles by organizing teams, encouraging one another, and helping make sure everyone was included.\r\n\r\nWhen students first saw the equipment, they were excited and immediately eager to get started. Many of them do not have access to sports equipment outside of school, so having quality gear made them feel valued and taken seriously as a team. That excitement quickly turned into pride as they realized the equipment belonged to them as a group and came with shared responsibility.\r\n\r\nMoving forward, students will continue building teamwork and leadership skills through structured play and goal-setting activities connected to physical wellness and cooperation. This project has helped create a positive, inclusive environment where students can grow socially and physically while learning the importance of working together. Thank you for giving our students the opportunity to move, collaborate, and succeed as a team.","fullyFundedDate":1769732306133,"projectUrl":"project/kickoff-ready-equipment-for-our-soccer/9977701/","projectTitle":"Kickoff Ready: Equipment for Our Soccer Team","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9972661,"letterContent":"Because of your support, my students were able to use recording technology to actively improve their reading and writing skills. Students recorded themselves reading aloud, listened back to their recordings, and reflected on fluency, pacing, expression, and clarity. This process helped students become more aware of how their reading sounds and how small changes can improve comprehension and communication.\r\n\r\nWhat excited students most was the opportunity to create their own audio recordings and contribute to a growing digital library of student-made audiobooks. Recording their voices gave students ownership of their work and made reading feel purposeful and creative. Writing and revision also became more meaningful as students heard how their words sounded when read aloud and made adjustments to improve flow and clarity.\r\n\r\nSeveral students who were hesitant to read aloud in front of peers became more confident through this technology. Others took pride in producing polished audio recordings that could be shared with classmates. Thank you for supporting a project that helped students build confidence, fluency, and voice through hands-on, student-created learning.","fullyFundedDate":1767238109021,"projectUrl":"project/building-an-audio-library-for-struggling/9972661/","projectTitle":"Building an Audio Library for Struggling Readers","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9957009,"letterContent":"Because of your support, my students were able to read Enrique's Journey and explore migration through a real-world, narrative lens. The text introduced skills such as analyzing nonfiction storytelling, understanding perspective, identifying cause and effect, and supporting claims with evidence. Students also examined themes of family, survival, and resilience while learning how journalists use story to communicate complex issues.\r\n\r\nReading in my classroom is reflective and discussion-based. Students read independently, engage in guided conversations, and respond through writing that asks them to connect the text to historical, geographic, and social contexts. This book encouraged students to slow down, ask questions, and think critically about why people migrate and the risks they face along the way.\r\n\r\nSeveral students who are often disengaged became more invested because the story felt real and relevant. Others who enjoy learning about global issues were especially drawn to the human side of the topic. Thank you for supporting a project that helped students strengthen their reading skills while developing deeper understanding and empathy.","fullyFundedDate":1766450882199,"projectUrl":"project/understanding-migration-through-enrique/9957009/","projectTitle":"Understanding Migration Through Enrique’s Story","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9897073,"letterContent":"Because of your support, my students were able to read A Long Walk to Water and engage with themes of resilience, empathy, and global responsibility. The text helped students practice skills such as comparing perspectives, analyzing character development, identifying theme, and supporting ideas with evidence from the text. Students also worked on understanding how nonfiction and historical context can be woven into a narrative to deepen meaning.\r\n\r\nReading in my classroom is thoughtful and discussion-driven. Students read independently, talk through ideas in small groups, and respond through writing that asks them to reflect on both the text and the world beyond it. This book encouraged students to slow down, ask deeper questions, and consider experiences far different from their own while still finding common human connections.\r\n\r\nSeveral students who are usually quiet during discussions became more engaged as they connected emotionally to the story. Others who enjoy learning about real-world issues were especially drawn to the book's setting and message. Thank you for supporting a project that helped students grow not only as readers, but as more empathetic and thoughtful individuals.","fullyFundedDate":1766540237462,"projectUrl":"project/a-long-walk-to-water-building-empathy-t/9897073/","projectTitle":"A Long Walk to Water: Building Empathy Through Reading","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9870606,"letterContent":"Because of your support, my students were able to engage with texts connected to The Hunger Games in a way that emphasized strategy, world-building, and critical thinking. These materials helped students practice skills such as analyzing setting, comparing districts and perspectives, identifying themes of power and inequality, and supporting ideas with evidence from the text. Students also worked on summarizing, discussion skills, and making connections between fiction and real-world social structures.\r\n\r\nReading in my classroom is active and collaborative. Students read independently, discuss ideas in groups, and apply what they learn through structured activities that encourage problem-solving and reflection. This project allowed students to approach reading as something interactive rather than passive. Many students who are usually hesitant readers became more engaged when they could connect the story to strategy, decision-making, and creative thinking.\r\n\r\nSeveral students who struggle with traditional reading tasks found confidence through the discussion and analysis elements of this project. Others who already enjoy reading were excited to dive deeper into the world of the story and think critically about how it was constructed. Thank you for supporting a project that helped strengthen reading skills while keeping students motivated and engaged.","fullyFundedDate":1766857948200,"projectUrl":"project/survive-the-games-building-districts-s/9870606/","projectTitle":"Survive the Games: Building Districts, Strategies, and Strong Readers","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9721560,"letterContent":"Because of your support, my students were able to engage deeply with Long Way Down as both readers and writers. The text introduced them to verse novels, symbolism, and how structure and voice can carry powerful meaning. Students practiced close reading, inference, and analyzing how an author's choices shape theme and tone. More importantly, they learned how stories can be used to process complex emotions and difficult topics in thoughtful, respectful ways.\r\n\r\nReading in my classroom is active and student-centered. Students read independently, discuss in small groups, and respond through writing that connects the text to their own thinking and experiences. Many students who are usually hesitant readers were drawn in by the format and pacing of the novel. Several students who struggle with traditional prose found confidence in reading poetry and verse, and some chose to write their own poems as a response to the book. Watching students find their voice through this text has been one of the most meaningful outcomes of this project.","fullyFundedDate":1765605109299,"projectUrl":"project/long-way-down-giving-students-voice-thr/9721560/","projectTitle":"Long Way Down: Giving Students Voice Through Story and Poetry","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9897153,"letterContent":"My students read the first chapter of Number the Stars today, and it sparked the start of some important conversations. I introduced the historical setting we will be exploring, and students began to understand that this story will take them into a real moment in history where ordinary people faced extraordinary danger. Even with only a preview, they were already asking questions about bravery, discrimination, and what it means to protect others. This book will let us build skills in close reading and historical analysis while helping students develop empathy through a child's perspective.\r\n\r\nReading in my classroom is an active process. Students annotate, discuss in small groups, and write reflections as they move through the text. Having a full class set means that when we begin the unit in February, every student will be able to read at the same pace, revisit key scenes, and participate in discussions without delay. It also allows me to plan deeper lessons that connect the novel directly to our study of World War Two and the Holocaust in an age appropriate but meaningful way.\r\n\r\nA few students mentioned today that they are already looking forward to continuing the book next semester. Some were surprised by how quickly chapter one pulled them in. Others were curious about the real history behind the story. These moments of interest are possible because donors made sure each student has a copy of the book. Your support created the foundation for a thoughtful, well prepared unit that will challenge students in all the right ways.","fullyFundedDate":1764727302582,"projectUrl":"project/other-words-for-home-bringing-identity/9897153/","projectTitle":"Other Words for Home: Bringing Identity and Resilience Into the Classroom","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9870668,"letterContent":"My students were excited to preview Other Words for Home, especially because they have already read The Door of No Return and are familiar with the verse style. Many of them said right away that they liked the rhythm and flow of the writing and were curious about Jude's journey. This book will help us continue building skills in close reading, annotation, and character analysis while giving students a story that challenges them to think about identity, courage, and belonging.\r\n\r\nReading in my classroom is active. Students annotate, work in small groups, write reflections, and talk through the choices characters make. Because we now have a full class set, every student will begin January with their own copy in hand, which means no waiting for shared books and no interruptions to the reading process. They will be able to mark important lines in their notebooks, revisit earlier scenes, and work at a pace that pushes their thinking.\r\n\r\nSeveral students have already said they cannot wait to start this unit next semester. One student told me she wanted to read ahead over winter break. Another said he likes books that feel real and connected this one to things happening in his own family. Even before we open to chapter one, these books have sparked anticipation and genuine interest. Your support made that possible, and it will help set the tone for a strong start to the new semester.","fullyFundedDate":1764674618557,"projectUrl":"project/number-the-stars-courage-and-compassion/9870668/","projectTitle":"Number the Stars: Courage and Compassion Lessons Through Literature","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9870644,"letterContent":"Thank you for supporting this project. The books arrived today, and my students were immediately excited to have their own copies. Having a complete class set changes the whole atmosphere. Everyone can follow along without sharing or waiting, and it gives each student a sense of ownership over the reading. Hope Was Here is going to support both our reading goals and our social studies work. The story deals with local government, elections, and how communities make decisions. These are ideas we talk about in class, but the book gives them a clearer picture of what those concepts look like in real life. It will help them understand voting, leadership, and civic responsibility in a way that feels accessible and relevant. Several students have already flipped through the first chapters and pointed out things they want to talk about. A few who usually hang back during reading activities were the first to grab their copies. I can already tell this project is going to help them read with more interest and engage more deeply in our discussions about community and government. Thank you for giving my students this opportunity.","fullyFundedDate":1763961830759,"projectUrl":"project/hope-was-here-inspiring-readers-to-beli/9870644/","projectTitle":"Hope Was Here: Inspiring Readers to Believe in Themselves","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9667180,"letterContent":"The headphones and voice amplifier arrived at the perfect time. Our ACCESS testing is beginning, and these tools immediately became essential. The headphones allow my English learners to complete their listening and speaking tasks without distractions, and they give them the privacy and focus they need to perform at their best. For a lot of these students, the listening portion is the most stressful part of the exam. Having enough headphones for everyone has already reduced that anxiety and helped them feel more prepared.\r\n\r\nThe voice amplifier is also already making a difference. My students know I am hard of hearing, and they often hesitate to speak up or repeat themselves. With the amplifier in place, we can communicate more easily. Students can speak at a normal volume and feel confident that they are understood. It also helps create a calmer, more supportive testing environment because no one has to raise their voice or get frustrated.\r\n\r\nEven though these tools have only been in the classroom for a short time, their impact is clear. They remove barriers that would have made ACCESS testing far more difficult for my students. Thank you for helping them enter this important assessment feeling supported and equipped for success.","fullyFundedDate":1761672345388,"projectUrl":"project/helping-every-student-be-heard-and-under/9667180/","projectTitle":"Helping Every Student Be Heard and Understood","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9564988,"letterContent":"When my students first walked into the room after the \"Let's Get Geographical\" materials arrived, their reactions said it all. Eyes widened, hands pointed, and voices filled the air as they found maps of continents, government charts, and posters covering every wall. What used to be a plain classroom is now alive with color and information. They immediately started asking questions, comparing landforms, tracing borders, and even quizzing each other on flags from around the world. The new visuals have transformed how they engage with social studies and helped them make real connections between geography and history.\r\n\r\nWe now use the maps, posters, and globes in almost every lesson. During our unit on global cultures, students used the placemat maps to track migration routes and identify shared environments across continents. The Bluetooth speaker plays music from different regions while students work, and the hanging globes help them visualize trade routes and climates. What started as classroom decor has become a set of working tools for exploration, collaboration, and creativity.\r\n\r\nThe next step for us is bringing these lessons to life through video and storytelling. My students are eager to record short geography segments, interview one another, and teach others about what they have learned. The foundation built through this project made our classroom a true hub for global learning, and it continues to inspire curiosity every day. Because of your generosity, my students are not just studying the world; they are discovering their place within it.","fullyFundedDate":1757434651043,"projectUrl":"project/lets-get-geographical/9564988/","projectTitle":"Let’s Get Geographical","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"},{"teacherId":9198054,"projectId":9562469,"letterContent":"When the stools and headphones arrived, my students were excited to put them to use right away. The cushioned stools have already made a huge difference in our classroom. Instead of shuffling in uncomfortable chairs, students can now sit comfortably in small groups, which makes class discussions and partner work run much smoother. I've noticed that students who usually struggle to stay focused are more engaged when they can sit in a space that feels comfortable and purposeful.\r\n\r\nThe headphones have also been a big hit in my advisory class. Students use them for independent reading, listening to audiobooks, and online assignments without distraction. One of my students who often has trouble concentrating told me, \"It's easier for me to focus when I can block everything else out.\" That moment really showed me how important these resources are.It's not just about learning, but also about helping students build confidence in their own ability to succeed.\r\n\r\nThanks to your generosity, my students now have a classroom space that better supports their focus and learning. The next step is continuing to use these resources daily to prepare for upcoming projects and state assessments. With the stools and headphones, my students have the tools they need to learn more effectively, and they know their community believes in them.","fullyFundedDate":1756595133097,"projectUrl":"project/focused-seating/9562469/","projectTitle":"Focused Seating","teacherDisplayName":"Mr. Ward","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9198054_orig.jpg?crop=2316,2316,x0,y247&width=272&height=272&fit=bounds&auto=webp&t=1757262220028","teacherClassroomUrl":"classroom/9198054"}],"pageName":"schoolpage_87433","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":655,"numTeachers":34,"percentFrplEligible":94,"percentAsian":5,"percentBlack":13,"percentWhite":12,"percentIndigenous":3,"percentLatinx":58,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"7 - 8","studentTeacherRatio":"19.3:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":39.5,"schoolId":87433,"financialInfo":null,"twitterShareText":"Learn more about East Central Middle School on @DonorsChoose:","schoolName":"East Central Middle School","canonicalPageUrl":"schools/oklahoma/tulsa-public-schools/foster-middle-school/87433"}