{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Patrick Henry Downtown - Academy","outOfStateSupporters":44.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10115832,"projectId":10330225,"letterContent":"I cannot thank you enough for the newest addition to our classroom. This carpet is the PERFECT fit in our room! It is just the right size and blends seamlessly with our classroom decor. It has quickly become one of my favorite parts of the room. I just know students are going to love any opportunities to spend time on it, even if they are working. I've spent some time \"testing it out\" as I get ready for back to school and it is quite comfortable and soft. I'm thrilled to be able to offer my students this learning space, and it could not be done without you. Thank you so much for your generosity!!!","fullyFundedDate":1785166172716,"projectUrl":"project/learning-at-the-carpet/10330225/","projectTitle":"Learning at the Carpet","teacherDisplayName":"Ms. Finder","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10115832_orig.jpg?crop=1024,1024,x256,y0&width=272&height=272&fit=bounds&auto=webp&t=1754498836859","teacherClassroomUrl":"classroom/ms-finder"},{"teacherId":10115832,"projectId":10298373,"letterContent":"Our art literacy center is fully stocked and ready for a new group of first graders, all thanks to you!! This center is a time for students to draw what they've read about and show their creativity. Art literacy is so loved by all the students, so the art supplies get a lot of wear and tear. It is so nice to be able to welcome students with fresh, new drawing supplies rather than the used ones from last year. It makes them feel special and deserving, which they are! There isn't as much time for drawing in first grade, so I know they will absolutely LOVE using these supplies you provided during their allotted centers time. I can't wait to see what they create! Thank you again for your support!","fullyFundedDate":1780538654431,"projectUrl":"project/art-literacy-supplies/10298373/","projectTitle":"Art Literacy Supplies","teacherDisplayName":"Ms. Finder","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10115832_orig.jpg?crop=1024,1024,x256,y0&width=272&height=272&fit=bounds&auto=webp&t=1754498836859","teacherClassroomUrl":"classroom/ms-finder"},{"teacherId":10115832,"projectId":10125936,"letterContent":"Thank you so much for providing our classroom with these amazing center options that reinforce students' reading skills! The letter scoops will be perfect for the beginning of the year! A good chunk of first graders arrive needing a refresher on their letters, and matching lowercase to uppercase is a great skill for all of them to practice. This will be a great center to teach at the beginning because it gives an opportunity to practice independence and fine motor matching. All of these centers will be so useful for reinforcing students' literacy skills all year! Plus, having 3 of each means each student can work on their own as well. I really appreciate your generosity, and my students really appreciate the opportunities for learning to be hands-on and fun!","fullyFundedDate":1777977285993,"projectUrl":"project/literacy-centers-small-group-resources/10125936/","projectTitle":"Literacy Centers & Small-Group Resources","teacherDisplayName":"Ms. Finder","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10115832_orig.jpg?crop=1024,1024,x256,y0&width=272&height=272&fit=bounds&auto=webp&t=1754498836859","teacherClassroomUrl":"classroom/ms-finder"},{"teacherId":9729849,"projectId":10270370,"letterContent":"## Classroom Impact Statement\r\n\r\nThe materials provided through this project have made a tremendous difference in my ability to create an organized, structured, and accessible learning environment for my students. While folders, binders, laminating supplies, and markers may seem like simple classroom materials, in special education they become essential tools for creating individualized supports that help students communicate, regulate, learn, and become more independent.\r\n\r\nThe laminating materials allowed me to create durable visual schedules, first/then boards, choice cards, communication supports, task breakdowns, behavior supports, and adapted academic materials that students can use repeatedly throughout the school day. For students who benefit from visual structure and predictable routines, these resources have helped make expectations clearer and learning tasks more manageable.\r\n\r\nThese materials have also allowed me to individualize instruction more effectively. I have been able to create and organize resources based on each student's specific academic and IEP goals rather than relying on one-size-fits-all materials. During small-group instruction, individualized interventions, and inclusion opportunities, students can access visual and adapted supports that help them understand directions, complete tasks, communicate their needs, and participate more independently.\r\n\r\nThe organizational supplies have been equally valuable behind the scenes. The folders and binders have helped me maintain organized systems for IEP documentation, progress-monitoring data, assessments, behavior data, student work samples, and individualized lesson materials. Having these resources organized and readily accessible allows me to spend less time searching for materials and more time analyzing student progress, adjusting instruction, and providing direct support to students.\r\n\r\nMost importantly, this project has helped create greater consistency for my students. When supports are organized, durable, and readily available, students can use familiar strategies across different activities and learning environments. A visual schedule can make a transition less overwhelming. A first/then board can help a student persist through a difficult task. A communication visual can give a student a way to express a need. An adapted activity can provide access to a lesson that may otherwise have felt out of reach.\r\n\r\nThese may be \"small supplies,\" but they have a big impact on what I am able to provide for my students each day. They have helped me transform ordinary classroom materials into individualized tools that promote communication, emotional regulation, academic engagement, confidence, and independence.\r\n\r\nThank you to everyone who helped bring this project to life. Your generosity has helped me create resources that can be used again and again to meet students where they are and give them the individualized support they need to experience success. Because of you, my students have more accessible learning opportunities, and I have the tools I need to continue turning their individual needs and goals into meaningful opportunities for growth.","fullyFundedDate":1778189160330,"projectUrl":"project/small-supplies-big-impact-in-special-ed/10270370/","projectTitle":"Small Supplies, Big Impact in Special Education","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10123165,"letterContent":"## Classroom Impact Statement\r\n\r\nThe noise-reducing headphones provided through this project have made a meaningful difference in my students' ability to regulate, focus, and successfully participate in learning throughout the school day. For many of my students, the sounds that are simply part of a typical school environment—conversations, chairs moving, classroom activities, hallway noise, transitions, and other students working—can quickly become overwhelming. Having access to these headphones gave students a simple but powerful way to manage that sensory input before it became a barrier to learning.\r\n\r\nOne of the greatest impacts of this project has been giving students greater control over their own learning environment. When the classroom becomes too loud or overstimulating, students now have access to a tool that can help them remain in the learning space rather than needing to completely disengage from instruction. By reducing distracting and overwhelming background noise, students have been better able to focus on their work, participate in small-group activities, complete independent assignments, and remain engaged for longer periods of time.\r\n\r\nThe headphones have also supported our work on self-regulation and independence. Instead of relying only on an adult to recognize when the environment is becoming overwhelming, students can learn to recognize their own sensory needs and use an appropriate support. Each time a student independently chooses headphones, communicates that the environment is too loud, or uses the headphones to remain regulated during a challenging activity, they are developing important self-awareness and self-advocacy skills.\r\n\r\nAs a teacher, these resources have allowed me to be more proactive in supporting sensory needs. Rather than waiting until a student becomes overwhelmed and then responding to dysregulation, I can offer students access to a sensory support before they reach that point. This has helped us protect valuable instructional time while creating a calmer and more accessible learning environment.\r\n\r\nBecause the headphones can travel with students across different learning environments, they also provide consistency. Students can use the same familiar strategy during independent work, small-group instruction, assessments, general education inclusion, and other times when environmental noise makes concentrating difficult. That consistency is especially important for students who benefit from predictable supports throughout their day.\r\n\r\nMost importantly, this project has reinforced an important message for my students: needing a sensory support does not mean they cannot participate. Sometimes they simply need the environment to be made more accessible. These headphones give students another way to advocate for what they need while continuing to learn alongside their peers.\r\n\r\nThank you to everyone who helped make this project possible. Your generosity provided much more than headphones—you helped create moments of calm in environments that can sometimes feel overwhelming. Because of your support, my students have another tool to help them regulate their bodies, maintain focus, build independence, and remain present and successful in their learning.","fullyFundedDate":1777993440412,"projectUrl":"project/calm-in-the-chaos-sensory-support-for-f/10123165/","projectTitle":"Calm in the Chaos: Sensory Support for Focus and Regulation","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10123150,"letterContent":"## Classroom Impact Statement\r\n\r\nThe visual timers provided through this project have become simple but incredibly powerful tools for helping my students approach learning with greater confidence, independence, and success. For many of my students receiving special education services, the challenge is not always whether they are capable of completing an assignment—it is figuring out how to begin, remain focused, and persist when a task feels overwhelming.\r\n\r\nHaving visual timers available throughout our learning environments allowed us to change the way students approached those challenging moments. Instead of seeing an entire assignment and immediately feeling overwhelmed, students could focus on one manageable period of work at a time. Being able to actually see how much time remained made expectations more concrete and predictable, which helped students understand that they did not have to accomplish everything at once.\r\n\r\nThe timers became especially useful during independent work, small-group instruction, intervention, transitions, and longer academic assignments. I was able to break tasks into smaller chunks, provide scheduled breaks, and gradually increase the amount of time students were expected to work independently. This gave students opportunities to experience success while developing important skills such as task initiation, sustained attention, time management, persistence, and work completion.\r\n\r\nThe visual component was particularly meaningful for students who have difficulty understanding abstract concepts such as \"work for a little longer\" or \"you have ten minutes left.\" Rather than depending solely on repeated verbal reminders from an adult, students could look at the timer and independently see how much time remained. This helped make our routines more predictable while also reducing the need for constant adult prompting.\r\n\r\nOver time, the goal is for students to recognize that they are capable of managing their own time and completing challenging tasks. Each time a student begins an assignment with less prompting, works until the timer ends, successfully transitions to the next activity, or completes another small chunk of work, they are building skills that extend far beyond a single classroom assignment.\r\n\r\nBecause the timers can be used across special education and general education environments, their impact reaches students throughout the school day. They provide a consistent strategy that students can use whether they are working individually, participating in a small group, or learning alongside their peers in an inclusive classroom.\r\n\r\nThank you to everyone who helped make this project possible. Your generosity provided much more than timers—you provided tools that help turn overwhelming tasks into achievable ones. These resources are helping my students learn that big challenges can be tackled one small step at a time, while building the focus, independence, confidence, and self-advocacy skills they will carry with them throughout their education.","fullyFundedDate":1778069764504,"projectUrl":"project/small-chunks-big-focus-visual-timers-f/10123150/","projectTitle":"Small Chunks, Big Focus: Visual Timers for Student Success","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10104524,"letterContent":"## Classroom Impact Statement\r\n\r\nThe impact of this project reached far beyond simply keeping our classrooms clean. These supplies helped us create learning environments where students could feel safe, comfortable, cared for, and ready to learn each day.\r\n\r\nAs a special education teacher, I work with students who have a wide range of academic, behavioral, sensory, communication, and adaptive needs. For some students, support with hygiene and self-care is an important part of developing independence and successfully participating in the school day. Having essential supplies readily available allowed us to respond to those needs quickly, respectfully, and without unnecessarily interrupting instruction.\r\n\r\nThe disinfecting sprays and wipes allowed us to regularly clean shared instructional materials, workspaces, high-touch surfaces, and learning areas. This was especially important because many of our students share manipulatives, sensory materials, technology, and other hands-on resources throughout the day. Paper towels, tissues, and student care wipes also gave us the everyday supplies needed to handle spills, runny noses, messy hands, and personal care needs as they occurred.\r\n\r\nBecause these resources could be used across classrooms and service areas, their impact extended well beyond a single group of students. Approximately 190 students benefited from having cleaner, healthier, and better-prepared spaces in which to learn.\r\n\r\nMost importantly, having these materials readily available allowed teachers and support staff to spend less time worrying about whether we had the basic supplies needed to care for our students and more time focused on teaching. When a student needed assistance, we could meet that need immediately and help them return to instruction with dignity and confidence.\r\n\r\nThese resources also provided opportunities to teach important life skills. Students were able to practice routines such as cleaning their work areas, using tissues appropriately, caring for shared materials, washing or wiping their hands when needed, and becoming increasingly responsible for their own personal care. For students working toward greater independence, these seemingly small routines represent meaningful progress.\r\n\r\nThank you to everyone who helped bring this project to life. Your generosity helped provide something every student deserves: a clean, healthy, welcoming environment where their basic needs are respected and they can focus their energy on learning, growing, and succeeding. These supplies may be everyday necessities, but their impact on our students and classrooms has been extraordinary.","fullyFundedDate":1778337915435,"projectUrl":"project/clean-safe-and-ready-to-learn-support/10104524/","projectTitle":"Clean, Safe, and Ready to Learn: Supporting All Learners","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10104118,"letterContent":"## Classroom Impact Letter\r\n\r\nDear Donors,\r\n\r\nThank you for helping bring **Small Rewards, Big Wins** to life for my students! Your generosity provided much more than a collection of small prizes—you gave us powerful tools for celebrating effort, encouraging persistence, and helping students recognize that their hard work matters.\r\n\r\nFor many of my students receiving special education services, beginning a task, maintaining attention, working through frustration, and completing an assignment can require tremendous effort. The incentives provided through this project gave students something concrete and motivating to work toward while we continued building the skills they need to become increasingly independent learners.\r\n\r\nThese materials became an important part of our positive reinforcement systems. Students were able to earn rewards for starting assignments, remaining engaged, completing challenging work, following classroom routines, demonstrating positive behaviors, and making progress toward their individual goals. Having a variety of rewards was especially valuable because what motivates one student may be completely different from what motivates another. Students could work toward something that was genuinely meaningful and exciting to them.\r\n\r\nThe greatest impact, however, was not the prizes themselves—it was what happened on the way to earning them. I saw opportunities to celebrate students for trying something difficult, persisting when they wanted to stop, completing work with less adult prompting, making positive choices, and taking pride in their own accomplishments. Those small moments became opportunities to build confidence and reinforce the idea that they are capable of success.\r\n\r\nThe materials also strengthened my ability to individualize behavioral and instructional supports. I was able to pair clear expectations with immediate, meaningful reinforcement during small-group instruction, intervention, independent work, and other learning environments. This helped make expectations more predictable for students while supporting the same skills addressed through their academic, behavioral, and IEP goals.\r\n\r\nMost importantly, this project helped us shift the focus from what students were struggling to do toward recognizing what they **were accomplishing**. Every independently started assignment, additional minute of sustained attention, completed activity, successful transition, and positive choice became something worth celebrating.\r\n\r\nThank you for investing in my students and helping me create an environment where effort is noticed, progress is celebrated, and students are encouraged to keep trying. The rewards may have been small, but the confidence, independence, and pride they helped us build were truly big wins.","fullyFundedDate":1777993440166,"projectUrl":"project/small-rewards-big-wins-building-focus/10104118/","projectTitle":"Small Rewards, Big Wins: Building Focus, Independence, and Confidence","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10103776,"letterContent":"## Classroom Impact Statement\r\n\r\nThe materials provided through this project made a meaningful difference in my students' ability to communicate, regulate, engage, and participate more independently throughout the school day. In our self-contained kindergarten Autism classroom, many students are developing foundational communication skills while also learning how to regulate their bodies, sustain attention, interact with others, and participate successfully in structured learning activities. Having engaging sensory and hands-on materials available gave students additional ways to access instruction while meeting their individual learning and sensory needs.\r\n\r\nThe sensory materials became especially valuable during small-group instruction, centers, intervention periods, and transitions. Students were able to use hands-on materials to remain engaged for longer periods of time, practice fine-motor skills, explore academic concepts, and participate in structured activities in ways that felt accessible and motivating. These resources also provided natural opportunities for communication. Students practiced requesting preferred materials, making choices, labeling objects and actions, taking turns, responding to adults and peers, and using their individual communication systems to express their wants and needs.\r\n\r\nThe educational manipulatives also allowed me to incorporate sensory experiences directly into academic instruction rather than treating sensory support and academics as separate parts of the day. We were able to practice early literacy, math, problem-solving, matching, sorting, building, and creative thinking while simultaneously supporting communication, attention, and self-regulation. This made instruction more individualized and gave students multiple ways to demonstrate what they knew.\r\n\r\nOne of the most important impacts of this project was the increased opportunity for independence. Rather than relying solely on adult prompting to participate, students had motivating materials that encouraged them to initiate interactions, make choices, explore, problem-solve, and communicate. Every request, shared interaction, completed activity, and independently communicated choice represents important progress for the students in our classroom.\r\n\r\nThank you to everyone who supported this project and helped provide our students with tools designed around the ways they learn best. These materials have helped us create a more engaging, accessible, and communication-rich classroom where students can build confidence, develop greater independence, and continue finding their individual voices.","fullyFundedDate":1778023907202,"projectUrl":"project/sensory-learning-communication-for-eve/10103776/","projectTitle":"Sensory Learning & Communication for Every Voice","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":9729849,"projectId":10077938,"letterContent":"## Classroom Impact Statement\r\n\r\nThe impact of this project extends far beyond simply providing snacks. Having a consistent supply of food available in our classroom helps ensure that hunger does not become a barrier to learning for my students.\r\n\r\nAs a special education teacher serving students across multiple grade levels, I work with learners who have a wide range of academic, behavioral, communication, and self-regulation needs. When students are hungry, it can be much more difficult for them to maintain attention, regulate their emotions, transition between activities, participate in instruction, and persist through challenging academic tasks. Having snacks readily available allows me to address that basic need quickly and respectfully so students can return their attention to learning.\r\n\r\nThese snacks will be especially valuable during long instructional blocks, transitions, assessments, intervention periods, and other times when students need additional energy and support to remain engaged. Because the resources are shared across multiple grade levels and special education settings, the impact reaches beyond a single classroom and helps provide consistent support for approximately 39 students.\r\n\r\nMost importantly, this project helps create a classroom environment in which students know that their needs matter. Instead of asking a hungry child to push through discomfort in order to learn, we can meet the immediate need and give that student a better opportunity to participate successfully in the school day.\r\n\r\nWith these resources, students will be better prepared to focus, regulate, engage with their peers and teachers, work toward their individual academic and IEP goals, and experience success in the classroom. A snack may seem like a small resource, but for a student who needs it, it can make the difference between struggling through a lesson and being ready to learn.","fullyFundedDate":1778770529111,"projectUrl":"project/nourishing-minds-healthy-snacks-for-eve/10077938/","projectTitle":"Nourishing Minds: Healthy Snacks for Every Learner","teacherDisplayName":"Ms. Burgoyne","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/patrickhenrysped"},{"teacherId":10115832,"projectId":10330174,"letterContent":"Thank you so much for all these amazing resources! Each item is a vital part of the classroom's smooth functioning and I am so glad to be able to add some new improvements as well as replenish some classics we've used up, like the anchor chart paper and line-up spots. When it comes to improvements, I'm looking forward to using the stamps on students' work once we begin classes. It will help them know the expectation of things going home. Also, during classroom setup today, I put the tennis balls on all the chairs and already the silence is life changing! Classroom setup involves a lot of moving around furniture, but doing so showed me how amazing this will be all year because it was so quiet! I know it will make a massive difference in students' behaviors because this noise will not be so overstimulating. Thank you again for helping our classroom function smoothly in all aspects!","fullyFundedDate":1785162732614,"projectUrl":"project/classroom-essentials/10330174/","projectTitle":"Classroom Essentials!","teacherDisplayName":"Ms. Finder","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10115832_orig.jpg?crop=1024,1024,x256,y0&width=272&height=272&fit=bounds&auto=webp&t=1754498836859","teacherClassroomUrl":"classroom/ms-finder"},{"teacherId":10163947,"projectId":9842881,"letterContent":"Thank you so much for providing the potty-training supplies that supported our self-contained preschool classroom. Your donation gave us the resources we needed to work consistently with our students as they developed an important life skill and became more independent.\r\n\r\nBecause of your support, we were able to create routines, provide encouragement, and meet each child at their individual level throughout the potty-training process. Watching our students make progress and gain confidence has been incredibly rewarding. We are so thankful that you helped make these successes possible for our classroom.","fullyFundedDate":1764626027466,"projectUrl":"project/supporting-independence-with-toilet-trai/9842881/","projectTitle":"Supporting Independence With Toilet Training","teacherDisplayName":"Ms. Fitzpatrick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10163947_orig.jpg?crop=1242,1242,x0,y360&width=272&height=272&fit=bounds&auto=webp&t=1754694384187","teacherClassroomUrl":"classroom/10163947"}],"pageName":"schoolpage_77988","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":165,"numTeachers":25,"percentFrplEligible":95,"percentAsian":0,"percentBlack":96,"percentWhite":1,"percentIndigenous":0,"percentLatinx":0,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":0,"percentMultiracialImputed":0,"gradesServed":"Pre-K - 5","studentTeacherRatio":"6.6:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":55.6,"schoolId":77988,"financialInfo":null,"twitterShareText":"Learn more about Patrick Henry Downtown - Academy on @DonorsChoose:","schoolName":"Patrick Henry Downtown - Academy","canonicalPageUrl":"schools/missouri/st-louis-public-schools/henry-elementary-school/77988"}