{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"High School for Health Professions & Human Services","outOfStateSupporters":44.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9928759,"projectId":9124807,"letterContent":"Thank you so much so much for supporting my \"Mapping Our School Community\" Project. Your generosity made it possible for my Introduction to Engineering and Surveying class of School Year 2024/2025 to have Engineer's Transit Level and Stadia Rod to use for our tachymetric surveying of our school block bounded by 1st Avenue on the Southeast, East 15th Street on the Southwest, Nathan D Periman Place on the Northwest, and East 16 Street on the Northeast.\r\n\r\nBefore we received the equipment, I first told my students that we were going to use just magnetic compasses and surveying tapes to do the survey. When I got the equipment and showed it to the students, they were so overjoyed and super-excited that after all, they were going to use conventional surveying equipment actually used by surveyors and engineers in field practice to do our project. Since we got the equipment in May 2025, which was close to the end of the school year, I had to rush teaching the students how to use the instruments. Fortunately, my students were so receptive so they were able to learn the basics in a week and then do the survey project the following week. On the Engineer's Transit Level, they learned how to read azimuths and convert them to bearings, then take stadia hair readings and calculate for the corresponding distances of lines using the instrument's specified stadia constant and stadia interval factor, which saved them from manually measuring the distances using a surveyor's tape. These are all valuable skills that the students can use especially if they also pursue Civil Engineering or at least Surveying as a future profession.\r\n\r\nI am also so excited for my incoming class this new School Year 2025/2026 to learn about engineering and surveying, and use the equipment for a similar project. Because we will have more time, having already the instruments at hand, I will extend our mapping project to include vertical surveys, such as differential and profile leveling, in addition to the horizontal surveying that we my 2024/2025 class has done.\r\n\r\nAgain, thank you!!!","fullyFundedDate":1746786173901,"projectUrl":"project/mapping-our-school-community/9124807/","projectTitle":"Mapping our School Community","teacherDisplayName":"Mr. Ian Dominic Ramos","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9928759_orig.png?crop=256,256,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1740155834471","teacherClassroomUrl":"classroom/9928759"},{"teacherId":9829691,"projectId":9193254,"letterContent":"Having the hydroponics set up in my classroom offered a multi-dimensional approach to engaging students intellectually, creatively, and practically. \r\n\r\nMy students not only gained knowledge about agriculture and science but also develop skills in critical thinking, problem-solving, collaboration, and environmental stewardship. When they first set up the hydroponics kit, my students had to figure out the best environment for the seeds to germinate and eventually they had to know the best time to adjust the light, add water and nutrients. \r\n\r\nThis experiment provided a sense of accomplishment for them because they were able to grow vegetables from seed and then harvested their produce. It instilled a sense of pride among them and they were surprised themselves that they were able to share their produce to their teachers and other members of the school staff. \r\n\r\nThrough this experience, they have a greater sense of appreciation of where their food is coming from and a better understanding of the importance of proper nutrition which inspired healthier eating habits. I hope to be able to continue using the hydroponics set up in growing more vegetables and educating more students on the importance of eating healthy.","fullyFundedDate":1745847057889,"projectUrl":"project/growing-our-food-through-a-hydroponics-s/9193254/","projectTitle":"Growing Our Food Through a Hydroponics System in the Classroom","teacherDisplayName":"Ms. Ramos","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9829691_orig.jpg?crop=432,432,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1731018576248","teacherClassroomUrl":"classroom/9829691"},{"teacherId":9829691,"projectId":9124590,"letterContent":"Thank you for sponsoring the period products provided to my students. These free supplies not only excited my students but also raised awareness about period poverty in high schools. This initiative allowed me to have meaningful discussions with them about the importance of educating others and advocating for free period products, as some students may struggle to afford them each month.\r\n\r\nAs a result of this experience, my students and I are planning to write letters to government officials and the NYCDOE Chancellor, urging them to include funding for accessible, free period products in all schools.\r\n\r\nI hope that you continue to support school initiatives that promote student wellness. Thank you once again for donating to this project.","fullyFundedDate":1740809956068,"projectUrl":"project/period-products-in-my-school/9124590/","projectTitle":"Period Products in my School","teacherDisplayName":"Ms. Ramos","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9829691_orig.jpg?crop=432,432,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1731018576248","teacherClassroomUrl":"classroom/9829691"},{"teacherId":9829691,"projectId":8927585,"letterContent":"The gardening materials (soil, seeds, pots, tools) we receive created a buzz in my classroom. Initially was skeptical if my 17 year old students would be interested in getting their hands dirty and patiently waiting for their seeds to germinate but I was wrong. From the moment we received our materials the students immediately wanted to plant. For some, it was their first time experiencing it. After setting up our pots and seeds, the excitement kept growing and growing as each group became competitive on whose seeds will germinate first. They would check on their plants daily and share updates among themselves. \r\n\r\nThis reaction from my students was something I did not expect. It made me realize the impact of certain experiences in their well being. I noticed that they developed patience as they wait for their plants to grow. I observed that they are more empathetic, and appreciative of this experience. As their teacher, witnessing this change is one of those precious moments that I would treasure and I thank you, Donors, for making it possible for me and my students.","fullyFundedDate":1733773856530,"projectUrl":"project/growing-a-love-for-indoor-gardening/8927585/","projectTitle":"Growing a Love for Indoor Gardening","teacherDisplayName":"Ms. Ramos","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9829691_orig.jpg?crop=432,432,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1731018576248","teacherClassroomUrl":"classroom/9829691"},{"teacherId":7630544,"projectId":8952340,"letterContent":"Thank you for your generous support in helping us acquire the collapsible agility hurdles and football trainer targets for our school's Field Day and ongoing physical education program. The impact these new resources have had on our students has been profound, both in terms of their physical development and their emotional well-being. Here's how:\r\n\r\nImmediate Reaction and Engagement:\r\n\r\nWhen we first introduced the collapsible agility hurdles and football trainer targets to our students, the excitement in the room was palpable. The immediate reaction was one of joy and curiosity. Students, especially those with varying abilities, were thrilled to see equipment tailored to their needs. The hurdles, with their adjustable heights, were particularly popular as they could be set to challenge each student appropriately. The football targets sparked immediate engagement, with students eager to try their hand at improving their throwing accuracy. There was a sense of achievement even in those initial moments, as students saw themselves capable of participating in activities previously out of their reach due to lack of suitable equipment.\r\n\r\nClassroom Project - \"Skill Development Through Play\":\r\n\r\nOne specific project we undertook was \"Skill Development Through Play,\" which integrates these new resources into our curriculum. We set up a series of stations where students rotated every 15 minutes. At the agility hurdle station, students practiced jumping, stepping, and even crawling through the hurdles, fostering not only agility but also patience and strategic thinking about movement. This was particularly empowering for students who usually struggle with traditional sports; here, they could shine in their own way.\r\n\r\nAt the football trainer station, we focused on hand-eye coordination. Students were challenged to hit different parts of the target with both underhand and overhand throws. This wasn't just about sports skill; it was about building confidence. Many students, who initially felt nervous, soon celebrated each successful hit, learning the value of persistence and precision.\r\n\r\nLong-term Impact on Skill Development:\r\n\r\nThroughout the year, these tools have been integral in maintaining a dynamic physical education program. The hurdles have been used not only for jumping but also in creative obstacle courses that encourage teamwork, problem-solving, and physical expression. The football targets have become a staple in our lessons on precision and motor control, helping students to refine their skills in a fun, non-competitive environment.\r\n\r\nEmpowerment and Inclusivity:\r\n\r\nThe introduction of these adaptive tools has significantly contributed to an inclusive classroom environment. Students who might typically shy away from physical activities due to physical limitations or fear of failure now participate eagerly. They've learned that \"different\" doesn't mean \"less capable.\" This has fostered a classroom culture where diversity is celebrated, and every student's unique contribution is valued. \r\n\r\nNext Steps:\r\n\r\nLooking ahead, we are planning to expand on these successes. For our next project, \"Champions of All Abilities,\" we aim to host a mini-olympics day where students will showcase their skills using all our adaptive equipment. This event will not only be a culmination of their hard work but also an opportunity for peer learning and community building. We will also continue to integrate these tools into daily PE sessions, focusing on personalized goals for each student, ensuring continuous growth in both physical capabilities and self-esteem.\r\n\r\nClosing Thoughts:\r\n\r\nYour support has literally helped us level the playing field for our students. It's not just about the equipment; it's about the smiles, the shouts of joy, and the quiet pride that comes from overcoming challenges. Each donation has directly contributed to creating an environment where physical education is not just about exercise but about learning life skills like resilience, inclusivity, and the joy of achievement. We are grateful for your investment in our students' futures, where they continue to grow, learn, and thrive.","fullyFundedDate":1733060396976,"projectUrl":"project/field-day-equipment/8952340/","projectTitle":"Field Day Equipment","teacherDisplayName":"Mr. Ken","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7630544_orig.png?crop=1095,1095,x74,y666&width=272&height=272&fit=bounds&auto=webp&t=1689274644452","teacherClassroomUrl":"classroom/7630544"},{"teacherId":9825391,"projectId":8918260,"letterContent":"Having the extra screen in my classroom has been a huge help for my students and I. Firstly, having a second screen that provides a closer view for students in different parts of the room has been super helpful. Before, students would squint and try to make out the presentation on the front board, but now they no longer have to crane their necks and strain their eyes. \r\n\r\nMost importantly, the additional screen has helped students access lessons more easily than before. By projecting alternative assignments and lesson materials onto this second screen, I have been able to support my students in small groups. The alternate screen has helped me support high needs groups and provide extensions for students moving at a faster pace. \r\n\r\nThank you everyone who supported this project!","fullyFundedDate":1732670901757,"projectUrl":"project/second-screen-for-small-group-instructio/8918260/","projectTitle":"Second Screen for Small-Group Instruction","teacherDisplayName":"Mr. Zhang","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9825391_orig.jpg?crop=1087,1087,x7,y342&width=272&height=272&fit=bounds&auto=webp&t=1730701913132","teacherClassroomUrl":"classroom/9825391"}],"pageName":"schoolpage_219","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1732,"numTeachers":95,"percentFrplEligible":87,"percentAsian":19,"percentBlack":15,"percentWhite":7,"percentIndigenous":1,"percentLatinx":53,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"18.2:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":55.9,"schoolId":219,"financialInfo":null,"twitterShareText":"Learn more about High School for Health Professions & Human Services on @DonorsChoose:","schoolName":"High School for Health Professions & Human Services","canonicalPageUrl":"schools/new-york/new-york-city-dept-of-ed/health-prof-human-serv-high-school/219"}