{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Gallberry Farm Elementary School","outOfStateSupporters":53.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10365141,"projectId":10114272,"letterContent":"Thank you for supporting our classroom and helping provide hands-on materials that encourage students to think, collaborate, and problem-solve together. Because of your generosity, students now have access to interlocking construction tiles and character sets that allow them to explore building challenges in a creative and meaningful way.\r\n\r\nWhen the materials were first introduced, students were excited to begin designing and experimenting. They quickly began working in teams to plan structures, test ideas, and bring their designs to life. As they started building, students realized that creating stable structures required careful thinking and teamwork. When a wall didn't stay upright or a design didn't match their plan, students gathered around their projects to discuss what might need to change.\r\n\r\nIn our classroom coaching model, students guide one another's thinking rather than simply fixing problems for a teammate. During the building challenges, students asked questions like, \"What do you think made the structure fall?\" or \"What could we change to make it stronger?\" These conversations helped students slow down, observe carefully, and work through solutions together.\r\n\r\nMany of the most valuable learning moments happened when a design didn't work the first time. Instead of becoming frustrated, students revisited their plans, tested new ideas, and collaborated to improve their structures. These experiences helped students understand that strong solutions often come from discussion, revision, and teamwork.\r\n\r\nThrough these building challenges, students practiced important skills such as communication, persistence, and collaborative problem-solving. They learned how to explain their ideas, listen to teammates, and support one another in finding solutions. Because of your support, our classroom has become a place where students work together, think critically, and gain confidence in their ability to solve problems.\r\n\r\nThank you for helping create learning experiences that encourage creativity, teamwork, and thoughtful problem-solving.","fullyFundedDate":1772137557005,"projectUrl":"project/architects-in-training-supervision-opti/10114272/","projectTitle":"Architects in Training (Supervision Optional)","teacherDisplayName":"Ms. Sibley","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-1_272.png?auto=webp","teacherClassroomUrl":"classroom/10365141"},{"teacherId":10365141,"projectId":10114262,"letterContent":"Thank you for supporting our classroom and helping provide hands-on materials that encourage students to think, collaborate, and learn from challenges. Because of your generosity, students now have pixel art kits and building sets that allow them to explore design, patterns, and problem-solving in a meaningful way.\r\n\r\nWhen the materials were first introduced, students were excited to begin creating. As they started working with the pixel designs and building pieces, they quickly realized that careful planning and teamwork were essential. Students discussed patterns, counted spaces, and compared their work to the design goals. These conversations helped students slow down and think through each step of the process.\r\n\r\nStudents worked in collaborative teams where they practiced guiding one another's thinking rather than simply fixing mistakes for a teammate. When a pattern didn't line up or a structure didn't stay balanced, students paused to analyze what happened and talk through possible solutions. Instead of hearing \"Let me fix it,\" students encouraged one another by asking questions like, \"What part of the pattern looks different?\" or \"What could we change to make the structure stronger?\"\r\n\r\nThe building challenges naturally created moments of productive struggle. When a structure collapsed or a pixel design didn't match the pattern, students revisited their plans and worked together to adjust their strategies. These moments helped students understand that mistakes are part of learning and that thoughtful discussion often leads to better solutions.\r\n\r\nThrough these activities, students strengthened their communication, persistence, and collaboration skills. They practiced explaining ideas clearly, listening to teammates, and revising plans when something didn't work the first time. Because of your support, our classroom has become a place where students help one another think through challenges and gain confidence in their ability to solve problems together.\r\n\r\nThank you for helping create learning experiences that encourage curiosity, teamwork, and perseverance.","fullyFundedDate":1772416637962,"projectUrl":"project/this-looked-easier-in-my-head/10114262/","projectTitle":"This Looked Easier in My Head","teacherDisplayName":"Ms. Sibley","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-1_272.png?auto=webp","teacherClassroomUrl":"classroom/10365141"},{"teacherId":10365141,"projectId":10112050,"letterContent":"Thank you for supporting our classroom and helping bring hands-on coding experiences to my students. Because of your generosity, students now have the opportunity to explore sequencing, problem-solving, and cause-and-effect using the Sphero Indi coding robot. This engaging tool allows students to see their ideas come to life as the robot moves along the pathways they design.\r\n\r\nWhen the robot was introduced, students were immediately excited and eager to experiment. They quickly began testing different color tiles and watching how the robot responded. Each movement sparked conversations as students observed what happened and tried to understand why the robot made certain turns or stopped at particular points.\r\n\r\nStudents worked in structured teams where each member took on a role such as Navigator, Tester, Fix-Finder, or Explainer. This structure encouraged students to guide one another rather than relying on the teacher for answers. When the robot didn't move the way a team expected, students paused to analyze what happened and discussed possible solutions together. These moments became valuable opportunities for students to practice problem-solving and collaboration.\r\n\r\nThroughout the activities, students learned that mistakes are a natural part of the learning process. A wrong turn by the robot often led to thoughtful discussions as students observed the outcome, revised their plan, and tried again. Students encouraged one another, shared ideas, and celebrated when their pathway finally worked.\r\n\r\nThis experience helped students see coding as more than technology—it became a shared thinking process. They practiced communicating clearly, listening to teammates, and improving ideas together. Because of your support, students are building confidence as problem-solvers and learning how to work collaboratively to overcome challenges.\r\n\r\nThank you for helping create a classroom where curiosity, teamwork, and persistence guide the learning process.","fullyFundedDate":1772219287825,"projectUrl":"project/when-the-robot-gets-stuck-the-team-gets/10112050/","projectTitle":"When the Robot Gets Stuck… the Team Gets Smarter","teacherDisplayName":"Ms. Sibley","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-1_272.png?auto=webp","teacherClassroomUrl":"classroom/10365141"},{"teacherId":10365141,"projectId":10072524,"letterContent":"Thank you for supporting our classroom and helping bring hands-on coding experiences to my students. Because of your generosity, students now have the opportunity to explore sequencing, problem-solving, and cause-and-effect using the Sphero Indi coding robot. This engaging tool allows students to see their ideas come to life as the robot moves along the pathways they design.\r\n\r\nWhen the robot was introduced, students were immediately excited and eager to experiment. They quickly began testing different color tiles and watching how the robot responded. Each movement sparked conversations as students observed what happened and tried to understand why the robot made certain turns or stopped at particular points.\r\n\r\nStudents worked in structured teams where each member took on a role such as Navigator, Tester, Fix-Finder, or Explainer. This structure encouraged students to guide one another rather than relying on the teacher for answers. When the robot didn't move the way a team expected, students paused to analyze what happened and discussed possible solutions together. These moments became valuable opportunities for students to practice problem-solving and collaboration.\r\n\r\nThroughout the activities, students learned that mistakes are a natural part of the learning process. A wrong turn by the robot often led to thoughtful discussions as students observed the outcome, revised their plan, and tried again. Students encouraged one another, shared ideas, and celebrated when their pathway finally worked.\r\n\r\nThis experience helped students see coding as more than technology—it became a shared thinking process. They practiced communicating clearly, listening to teammates, and improving ideas together. Because of your support, students are building confidence as problem-solvers and learning how to work collaboratively to overcome challenges.\r\n\r\nThank you for helping create a classroom where curiosity, teamwork, and persistence guide the learning process.","fullyFundedDate":1772416637207,"projectUrl":"project/tiny-robot-big-thinking-students-coach/10072524/","projectTitle":"Tiny Robot, Big Thinking: Students Coaching Each Other Through Coding","teacherDisplayName":"Ms. Sibley","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-1_272.png?auto=webp","teacherClassroomUrl":"classroom/10365141"},{"teacherId":8948595,"projectId":9926514,"letterContent":"Thank you for supporting our students and helping bring engaging science reading materials to our Media Center. Because of your generosity, our students now have access to the \"Your Amazing Body\" book collection, which explores the muscular, digestive, nervous, circulatory, and respiratory systems in ways that are easy for elementary learners to understand.\r\n\r\nWhen the books arrived, students were immediately drawn to the colorful covers and fascinating photographs. Many students began flipping through the pages right away, pointing out diagrams and sharing facts they discovered with their friends. The clear pictures and student-friendly explanations made the complex systems of the human body feel exciting and accessible.\r\n\r\nThese books are already being used in a variety of ways throughout our Media Center and classrooms. Students read them during small-group science lessons, partner reading activities, and independent research time. The duplicate copies allow multiple students to explore the same topic together, encouraging discussion and collaborative learning. During read-alouds and science centers, students are using the books to connect what they read with questions about their own bodies and how different systems work together.\r\n\r\nStudents have begun asking thoughtful questions such as why their heart beats faster after exercise or how the lungs help deliver oxygen throughout the body. These conversations help students see science as something connected to their everyday lives while strengthening their nonfiction reading skills and scientific vocabulary.\r\n\r\nBecause of your support, students are not only learning about body systems—they are developing curiosity, building research skills, and gaining confidence as readers and young scientists. These books will continue to inspire questions and discoveries for many students in the years ahead.\r\n\r\nThank you for investing in our students and helping nurture their love of learning.","fullyFundedDate":1769540562077,"projectUrl":"project/from-lungs-to-gutsthese-books-are-a-big/9926514/","projectTitle":"From Lungs to Guts—These Books Are a Big Deal","teacherDisplayName":"Mrs. Scavella","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8948595_orig.jpg?crop=720,720,x0,y12&width=272&height=272&fit=bounds&auto=webp&t=1678061235742","teacherClassroomUrl":"classroom/8948595"},{"teacherId":8948595,"projectId":10114018,"letterContent":"Thank you for supporting our classroom and helping bring hands-on science learning to my students. Because of your generosity, we now have anatomy models of the human heart and brain that allow students to explore body systems in a much deeper and more meaningful way.\r\n\r\nWhen the models arrived, students were immediately curious and eager to examine them. Instead of looking at small pictures in a textbook, students were able to hold the models, turn them, and study the different parts up close. Many students were fascinated by how the models could be taken apart to reveal internal structures. This sparked thoughtful questions and discussions right away as students tried to figure out how the different parts work together.\r\n\r\nStudents worked in small coaching teams where each member had a role such as Observation Coach, Detail Spotter, Question Leader, or Evidence Recorder. As teams explored the heart model, students discussed how blood travels through the chambers and why the heart is structured the way it is. When examining the brain model, students talked about how different regions help control thinking, movement, memory, and decision-making. These conversations encouraged students to guide one another's thinking rather than simply waiting for answers.\r\n\r\nBecause the models can be taken apart and studied from multiple angles, students were able to closely observe details and compare their ideas with teammates. They practiced asking thoughtful questions, explaining their reasoning, and supporting one another as they worked toward a shared understanding.\r\n\r\nThese hands-on investigations helped students see science as something they can actively explore. They strengthened their communication, collaboration, and critical thinking skills while developing a deeper appreciation for the incredible systems that keep the human body working.\r\n\r\nThank you for helping create a classroom where curiosity drives learning and students have the opportunity to think like young scientists.","fullyFundedDate":1773075794153,"projectUrl":"project/putting-our-hearts-into-science-and-usin/10114018/","projectTitle":"Putting Our Hearts Into Science and Using Our Brains Too!","teacherDisplayName":"Mrs. Scavella","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8948595_orig.jpg?crop=720,720,x0,y12&width=272&height=272&fit=bounds&auto=webp&t=1678061235742","teacherClassroomUrl":"classroom/8948595"},{"teacherId":9167996,"projectId":10115738,"letterContent":"When the stop-motion materials arrived, students were immediately excited to begin exploring them. One of the first activities was assembling the LEGO minifigures that came with the project. As students carefully put the figures together, their creativity quickly began to take over. What started as building characters soon turned into conversations about who the characters might be, what their personalities were like, and what kinds of stories they could tell.\r\n\r\nAs the minifigures came together, students naturally began brainstorming ideas for their films. Teams gathered to discuss possible storylines, sketch out scripts, and assign production roles within their groups. Some students started writing dialogue for their characters while others helped organize ideas and plan how the scenes might unfold. It was exciting to watch students collaborate, listen to one another's ideas, and build on each other's creativity.\r\n\r\nStudents also began planning their scenery and thinking about how their stories would come to life visually. Groups started designing backgrounds and discussing what types of sets they would need to create for their films. Even at this early stage, students are already practicing teamwork, communication, and problem-solving as they plan their projects together.\r\n\r\nAlthough we are still in the early stages of the stop-motion process, the materials have already sparked incredible engagement and creativity. Students are taking ownership of their ideas, supporting their teammates, and learning how to turn imagination into a shared project. These first steps—building characters, writing scripts, and planning scenery—are laying the foundation for the collaborative filmmaking and leadership skills they will continue to develop throughout the project.","fullyFundedDate":1772137553019,"projectUrl":"project/future-ready-filmmakers-building-career/10115738/","projectTitle":"Future Ready Filmmakers: Building Career Skills Through Stop Motion","teacherDisplayName":"Mrs. Wilson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9167996_orig.jpg?crop=599,599,x0,y99&width=272&height=272&fit=bounds&auto=webp&t=1771439605076","teacherClassroomUrl":"classroom/9167996"},{"teacherId":9167996,"projectId":10103001,"letterContent":"Thank you for supporting our classroom and helping bring hands-on science learning to my students. Because of your generosity, students were able to explore life cycles using detailed models of frogs, butterflies, ladybugs, and plants. These materials turned our science lessons into interactive investigations where students could observe, discuss, and learn from one another.\r\n\r\nWhen the models were first introduced, students were immediately excited to examine them. Many students carefully studied the different stages and began pointing out changes they noticed between each phase. Seeing the stages in three-dimensional form helped students better understand how organisms grow and change over time. The models quickly became a centerpiece for discussion as students compared the different life cycles and shared observations with their teammates.\r\n\r\nStudents worked in structured research teams where each member had a specific coaching role such as discussion leader, evidence checker, recorder, or explainer. This structure encouraged students to guide one another's thinking rather than relying only on the teacher. Students practiced asking questions, clarifying ideas, and helping teammates explain their reasoning using evidence from the models.\r\n\r\nAs teams sequenced the life cycle stages and connected them to habitat needs, students became more confident in sharing ideas and supporting their classmates. It was inspiring to watch students encourage participation, help one another revise thinking, and celebrate discoveries together. By rotating roles, every student had the opportunity to practice leadership, communication, and collaboration.\r\n\r\nThrough these experiences, students learned that science is not only about understanding concepts, but also about working together to build knowledge. They strengthened their ability to speak academically, listen respectfully, and help others succeed.\r\n\r\nBecause of your support, our classroom has become a place where students practice guiding discussions, collaborating effectively, and taking ownership of their learning. These are skills that will continue to benefit them far beyond our science lessons.\r\n\r\nThank you for helping make these meaningful learning experiences possible.","fullyFundedDate":1771514489568,"projectUrl":"project/from-egg-to-adult-coaching-young-scient/10103001/","projectTitle":"From Egg to Adult: Coaching Young Scientists Through Life Cycles","teacherDisplayName":"Mrs. Wilson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9167996_orig.jpg?crop=599,599,x0,y99&width=272&height=272&fit=bounds&auto=webp&t=1771439605076","teacherClassroomUrl":"classroom/9167996"},{"teacherId":9167996,"projectId":10102992,"letterContent":"Thank you for making this hands-on science investigation possible for my students. Because of your generosity, our classroom had the opportunity to explore real owl pellets and experience science the way scientists do—through observation, questioning, and teamwork.\r\n\r\nWhen students first began the investigation, the excitement was immediate. As they carefully opened the pellets, they were amazed to discover tiny bones hidden inside. Students leaned in closely, comparing shapes and sizes, and eagerly shared their discoveries with teammates. Many students who are usually quiet during lessons became deeply engaged as they searched for clues about what the owl had eaten.\r\n\r\nStudents worked in research teams where each member had an important responsibility such as evidence specialist, recorder, discussion leader, or verifier. These roles helped students guide one another through the investigation process. Instead of asking the teacher for answers, students relied on their teammates to analyze findings, check evidence, and help make sense of what they were seeing.\r\n\r\nAs students began identifying bones and classifying the animals the owl had eaten, they practiced explaining their thinking and supporting their ideas with evidence. Teams compared their results, debated possible identifications, and revised their conclusions when new information appeared. These discussions helped students see that scientific understanding grows stronger when people work together and consider multiple perspectives.\r\n\r\nBy the end of the investigation, students had not only learned about food chains and predator-prey relationships, but they had also strengthened important skills such as communication, collaboration, and leadership. They experienced firsthand how scientists work together to analyze evidence and solve problems.\r\n\r\nYour support helped turn our classroom into a research lab where curiosity, teamwork, and discovery guide the learning. My students will remember this experience as a moment when science felt real, exciting, and empowering.\r\n\r\nThank you for helping make this meaningful learning opportunity possible.","fullyFundedDate":1771448202004,"projectUrl":"project/from-guessing-to-guiding-coaching-young/10102992/","projectTitle":"From Guessing to Guiding: Coaching Young Investigators","teacherDisplayName":"Mrs. Wilson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9167996_orig.jpg?crop=599,599,x0,y99&width=272&height=272&fit=bounds&auto=webp&t=1771439605076","teacherClassroomUrl":"classroom/9167996"},{"teacherId":9167996,"projectId":10102895,"letterContent":"Thank you for supporting our classroom and helping bring authentic scientific investigation to my students. Because of your generosity, my students were able to participate in a hands-on owl pellet investigation that transformed our science classroom into a place of discovery, teamwork, and critical thinking.\r\n\r\nWhen the owl pellets first arrived, students were both excited and curious. Many had never seen one before, and they were eager to begin exploring what might be inside. As students carefully began their investigations, the room quickly filled with excitement as bones started to appear. Students called their teammates over to examine new findings and began asking thoughtful questions about what animal the bones might belong to and what the owl had eaten.\r\n\r\nStudents worked in structured research teams where each member had a specific role such as evidence specialist, recorder, discussion leader, or verifier. This structure encouraged students to guide one another through the investigation process rather than relying on the teacher for answers. Students practiced explaining their observations, helping teammates interpret findings, and working together to identify and classify the bones they discovered.\r\n\r\nThroughout the investigation, students developed confidence presenting their ideas and supporting their claims with evidence. They compared observations, debated possibilities, and revised their conclusions as new information emerged. It was exciting to watch students collaborate, respectfully challenge one another's thinking, and celebrate their discoveries together.\r\n\r\nThis experience helped students understand that science is not simply about memorizing facts—it is about observing carefully, asking thoughtful questions, and working together to solve problems. Through this investigation, students strengthened their communication, collaboration, and leadership skills while engaging in authentic scientific research.\r\n\r\nBecause of your support, my students were able to experience science as real investigators. They are learning how to think critically, guide one another's learning, and build confidence in their ability to explore the world around them. Thank you for making these meaningful learning opportunities possible.","fullyFundedDate":1771595321147,"projectUrl":"project/training-young-scientists-coaching-stud/10102895/","projectTitle":"Training Young Scientists: Coaching Students to Think Like Investigators","teacherDisplayName":"Mrs. Wilson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9167996_orig.jpg?crop=599,599,x0,y99&width=272&height=272&fit=bounds&auto=webp&t=1771439605076","teacherClassroomUrl":"classroom/9167996"},{"teacherId":10383956,"projectId":10121147,"letterContent":"Thank you for supporting our classroom and helping bring authentic science exploration to my students. Because of your generosity, we now have preserved resin and acrylic specimens that allow students to study real organisms up close and engage in meaningful observation labs.\r\n\r\nWhen the specimens arrived, students were immediately fascinated. The snake skeleton and preserved insects quickly became the center of attention as students gathered around to examine the details. Many students were amazed to see real structures they had previously only viewed in small textbook pictures. They eagerly began pointing out patterns, counting segments, and asking thoughtful questions about how the organisms move, survive, and adapt.\r\n\r\nDuring our observation labs, students work in structured teams where each member takes on a role such as Evidence Collector, Question Coach, Detail Spotter, or Discussion Leader. Instead of waiting for answers, students guide one another's thinking by asking questions and sharing observations. One group studying the snake skeleton carefully examined the bones and began discussing how the long, flexible structure helps the snake move. Another group analyzing insect specimens compared body segments and exoskeletons while debating how these structures help protect the organism.\r\n\r\nBecause the specimens are safely preserved in resin and acrylic, students are able to handle them repeatedly and examine them from multiple angles. This hands-on access encourages careful observation and deeper discussion. Students document their findings, compare ideas with teammates, and refine their explanations based on what they observe and what their peers notice.\r\n\r\nThese specimens have transformed our classroom into a space where students practice real scientific thinking. They are learning how to communicate using evidence, collaborate with teammates, and revise ideas through discussion. Most importantly, they are developing confidence as observers, thinkers, and problem-solvers.\r\n\r\nThank you for investing in my students and helping create a classroom where curiosity leads the learning and every student has the opportunity to think like a scientist.","fullyFundedDate":1772579795540,"projectUrl":"project/coaching-curiosity-through-close-observa/10121147/","projectTitle":"Coaching Curiosity Through Close Observation","teacherDisplayName":"Ms. Gaskins","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/10383956"},{"teacherId":10383956,"projectId":10035083,"letterContent":"Thank you for supporting our classroom and making this project possible. Because of your generosity, my students now have the opportunity to learn and grow using professional-style anatomical models that bring collaboration and career skills to life.\r\n\r\nWhen the 4D plant and animal cell models arrived, students were immediately curious and eager to explore them. Instead of only looking at flat pictures in a textbook, students were able to examine the structures up close, turn the models in their hands, and discuss what they noticed with their teammates. The models naturally sparked conversations, questions, and thoughtful observations.\r\n\r\nStudents quickly began working in collaborative teams where each member took on a role such as discussion leader, model analyst, or presenter. Teams carefully studied the models, identified structures, and explained their thinking to one another. Rather than waiting for answers from the teacher, students practiced asking questions, listening to different ideas, and building shared understanding together. It was exciting to see students step into leadership roles and confidently present their observations to the class.\r\n\r\nThese activities also opened conversations about careers connected to healthcare, biomedical research, and laboratory science. Students began to see how professionals use models like these to study complex systems, communicate ideas clearly, and work as a team to solve problems.\r\n\r\nAs their coach, I am able to guide students not only in learning about science, but also in developing important life skills such as teamwork, leadership, clear communication, and critical thinking. These are the same skills professionals rely on every day.\r\n\r\nBecause of your support, our classroom has become a place where students practice working like real scientists and researchers. They are building confidence, learning to collaborate effectively, and gaining valuable skills that will help prepare them for future success in school, careers, and beyond.\r\n\r\nThank you for investing in my students and helping create meaningful learning experiences they will remember.","fullyFundedDate":1771430342707,"projectUrl":"project/built-to-explain-working-like-professio/10035083/","projectTitle":"Built to Explain: Working Like Professionals","teacherDisplayName":"Ms. Gaskins","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/10383956"}],"pageName":"schoolpage_1380","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":854,"numTeachers":62,"percentFrplEligible":95,"percentAsian":1,"percentBlack":26,"percentWhite":42,"percentIndigenous":1,"percentLatinx":15,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"K - 5","studentTeacherRatio":"13.8:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":47.0,"schoolId":1380,"financialInfo":null,"twitterShareText":"Learn more about Gallberry Farm Elementary School on @DonorsChoose:","schoolName":"Gallberry Farm Elementary School","canonicalPageUrl":"schools/north-carolina/cumberland-county-schools/gallberry-farms-elementary-school/1380"}