{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Isely Traditional Magnet K-8 School","outOfStateSupporters":14.3,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10535548,"projectId":10386404,"letterContent":"Thanks to your kindness, my 6th- and 7th-grade Tier 2 reading intervention students will get to add The Watsons Go to Birmingham—1963, Long Way Down, and When Stars Are Scattered to a reading program that has mostly lived on a computer screen. These students are in my class because their test scores show reading is still a struggle, and it's easy for reading to start feeling like a chore instead of something worth doing. These three books will give us something real to talk about together: what it felt like to grow up in the segregated South, how grief and revenge can pull at a teenager riding an elevator with a gun in his waistband, and what it means to build a new life after fleeing a refugee camp. They're not textbook excerpts. They're stories my students will actually be able to see themselves in.\r\n\r\nEach day, we'll listen to a chapter together as a class and pause to talk about what we're noticing, wondering, or connecting to our own lives. Along the way, we'll pull out vocabulary words as they come up naturally in the story instead of pre-teaching a list no one remembers, and students will practice skills like making predictions, asking questions, and picking out the main idea, tied directly to what's happening in the book that day. It's a small part of their day, but I expect it will be the part where I see the most engagement, because for once the reading won't be a screen handing back a score. It'll be a story, read out loud, together.\r\n\r\nI can't yet tell you which student found themselves surprised by how much they liked a book, because we haven't opened these pages together. But that's exactly what I'm hoping for. Reading intervention can feel like a label to a lot of these kids, a reminder that reading is something they struggle with rather than something they can enjoy. My hope is that these three books help it feel like something else instead: a group of readers figuring out a story together, one chapter at a time.","fullyFundedDate":1785258023786,"projectUrl":"project/novels-that-meet-readers-where-they-are/10386404/","projectTitle":"Novels That Meet Readers Where They Are","teacherDisplayName":"Ms. Crager","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10535548_orig.jpg?crop=1723,1723,x1300,y524&width=272&height=272&fit=bounds&auto=webp&t=1781980531848","teacherClassroomUrl":"classroom/10535548"},{"teacherId":10535548,"projectId":10346232,"letterContent":"Thanks to your generosity, my regular and honors 7th-grade English students will spend the whole school year moving through six novels chosen because they reflect views and experiences my kids don't often get to see in a textbook, woven throughout the year rather than all at once, so we can build trust with reading together. Early on, with The House on Mango Street and Ghost, we'll dig into identity: how the language we use at home is different from the language we use at school, and why that shift can feel like living in two different worlds. With Refugee, students follow three kids from three different times and places, all forced to leave everything behind, and we'll talk about what home means when you don't have one, and how history keeps repeating itself in ways the news doesn't always connect for us. I Am Malala brings that same question of courage into the real world: a girl who refused to stay silent about her right to go to school, and paid an enormous price for it. Later in the year, The Hate U Give pushes students into even bigger territory: how a single event can look completely different depending on who's telling the story, and how much can hinge on whose version of events people choose to believe.\r\n\r\nI don't want my students to get through these books; I want them to sit with the hard questions inside them: Why does a character hide part of who they are to fit in? Is silence ever the safer choice, or does it cost more in the end? What do we owe each other when someone's story is nothing like our own? None of these questions have easy answers, and that's exactly the point. My honors students will push that thinking even further, but every student, honors or not, is asked to slow down, wonder, and observe the world through someone else's eyes.\r\n\r\nNone of this happens without books actually in students' hands, so thank you for making that possible. I know I won't see the full impact of this gift until we're deep into the school year and I watch a reluctant reader ask to keep a book at home, or a reserved student finally speak up during a discussion because a character's story felt like their own. When that happens, I'll think of you.","fullyFundedDate":1781984329224,"projectUrl":"project/stories-that-see-us-building-readers-th/10346232/","projectTitle":"Stories That See Us: Building Readers Through Real Voices","teacherDisplayName":"Ms. Crager","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10535548_orig.jpg?crop=1723,1723,x1300,y524&width=272&height=272&fit=bounds&auto=webp&t=1781980531848","teacherClassroomUrl":"classroom/10535548"}],"pageName":"schoolpage_68600","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":622,"numTeachers":37,"percentFrplEligible":55,"percentAsian":7,"percentBlack":20,"percentWhite":44,"percentIndigenous":0,"percentLatinx":14,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":0,"percentMultiracialImputed":12,"gradesServed":"K - 5","studentTeacherRatio":"16.8:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"RURAL","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":85.7,"schoolId":68600,"financialInfo":null,"twitterShareText":"Learn more about Isely Traditional Magnet K-8 School on @DonorsChoose:","schoolName":"Isely Traditional Magnet K-8 School","canonicalPageUrl":"schools/kansas/wichita-public-schools/isely-traditional-magnet-elementary-school/68600"}
Join the 56 supporters who believe in this school.
About this school
Isely Traditional Magnet K-8 School is
a suburban public school
in Bel Aire, Kansas that is part of Wichita Public Schools.
It serves 622 students
in grades K - 5 with a student/teacher ratio of 16.8:1.
Its teachers have had 13 projects funded on DonorsChoose.
Supporting this school will directly impact historically underfunded classrooms.
Public School
Grades K - 5
622 Students
37 Teachers
5256 N Woodlawn BlvdContact info is sourced from our partners at MDR Education, and DonorsChoose updates our site ahead of each school year.
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of students receive free or reduced price lunch
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
Source: the National Center for Education Statistics
41%
of students are Black, Latino, Native
American, or Asian
Data about school demographics comes from the National Center for Education Statistics, via our partners at MDR Education. The numbers in this chart may not add up to 100% because of limitations in the available data.
Isely Traditional Magnet K-8 School Support on DonorsChoose
Last updated Aug 18, 2026
DonorsChoose makes it easy for anyone to help a teacher in need, moving us closer to a nation where students
in every community have the tools and experiences they need for a great education.
Isely Traditional Magnet K-8 School
$7,156
raised using DonorsChoose
13
projects
funded
9
teachers
funded
56
donors
3
projects for
technology
2
projects for
books
1
project
for
art supplies
Isely Traditional Magnet K-8 School has received support from
48 individuals from Kansas and
8 individuals out-of-state.