{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"James Campbell High School","outOfStateSupporters":53.6,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10343448,"projectId":10419479,"letterContent":"I want to extend my heartfelt thanks for your incredible support and generosity toward our classroom! Thanks to your contribution, our art studio is now equipped with dedicated sanitary supplies and storage containers, creating a clean, organized, and deeply welcoming environment where my students can truly thrive.\r\n\r\nIn a active, hands-on ceramics studio, hands get messy, and staying clean and comfortable is essential to a productive class period. Having clear, accessible storage containers full of personal care items right in the art room has made an immediate, positive impact on our daily routine. My students no longer have to worry about running to distant restrooms or feeling unprepared during class. They can simply grab what they need from our organized supply station and get right back to their creative projects with total peace of mind.\r\n\r\nThe female students are gladly using the products and are ecstatic when they see that there's feminine wipes as well. Having these thoughtful, essential items quietly available in our space has provided them with an extra layer of comfort, dignity, and care that goes far beyond standard classroom supplies. It reassures them that our art room is a safe, fully supportive environment tailored to their everyday needs.","fullyFundedDate":1788979003343,"projectUrl":"project/comfort-dignity-and-peace-of-mind/10419479/","projectTitle":"Comfort, Dignity and Peace of Mind","teacherDisplayName":"Ms. Paulo","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10343448"},{"teacherId":10438293,"projectId":10108042,"letterContent":"Unboxing our AP Environmental Science lab equipment was unforgettable! My students were thrilled to trade paper case studies for real water probes and soil kits. During our water quality lab, they tested local samples for pH and dissolved oxygen, identifying real pollution indicators like professional scientists. Next, we're using the tools for soil and air quality units to draft conservation policy proposals. Your gift turned our classroom into a real lab, equipping future ecologists with hands-on skills. Thank you for investing in the next generation of environmental leaders!","fullyFundedDate":1771701525010,"projectUrl":"project/hands-on-science-lab-equipment-for-real/10108042/","projectTitle":"Hands-On Science: Lab Equipment for Real-World Environmental Investigations","teacherDisplayName":"Mr. Major","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/10438293"},{"teacherId":6818478,"projectId":10105459,"letterContent":"This project has made a meaningful difference in the way my students experience reading in the classroom. My students are expected to complete 100 minutes of independent reading each week, choosing a book that interests them. Having a wider range of diverse books means that students have more opportunities to find stories that reflect their own cultures, identities, experiences, and interests—and to discover experiences different from their own.\r\n\r\nOne of the most meaningful moments came when a student who wears hijab found a book featuring a Muslim girl who also wore hijab. She connected with the character and chose to read the book independently. For that student, seeing herself represented in a book helped make reading feel more personal and relevant. It was a wonderful example of why classroom libraries need both \"mirrors,\" where students can see themselves, and \"windows,\" where they can learn about lives and experiences different from their own.\r\n\r\nStudents have also been especially excited about the romance books! These books have been popular choices for independent reading and have helped students see reading as something they can genuinely enjoy rather than simply an assignment. When students are able to choose books that reflect their interests, they are more likely to be engaged, read consistently, and talk with their peers about what they are reading.\r\n\r\nThe books from this project support much more than reading fluency. Through independent reading, students practice comprehension, vocabulary, making inferences, analyzing characters and themes, recognizing different perspectives, and making connections between texts and their own lives. Just as importantly, they are developing the identity of being a reader.\r\n\r\nThank you for helping me create a classroom library where my students can find themselves on the page, discover worlds beyond their own experiences, and—hopefully—fall in love with reading along the way.","fullyFundedDate":1771710373794,"projectUrl":"project/mirrors-and-windows-a-diverse-library-f/10105459/","projectTitle":"Mirrors and Windows: A Diverse Library for Future Leaders","teacherDisplayName":"Ms. Walker","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6818478_orig.jpg?crop=2234,2234,x69,y0&width=272&height=272&fit=bounds&auto=webp&t=1596165891818","teacherClassroomUrl":"classroom/6818478"},{"teacherId":9611638,"projectId":10105750,"letterContent":"Thank you so much for supporting our classroom through DonorsChoose! Your generosity has made a meaningful difference in our classroom environment and, most importantly, in the way my students feel when they walk through our door each day. Because of your support, we were able to add flexible and alternative seating, pillows, blankets, snacks, and new books to our classroom. These may seem like simple additions, but they have had a much bigger impact than I could have imagined.\r\n\r\nOne of the biggest changes has been our flexible seating. My students absolutely love having different options for where they can work. Some students prefer a traditional desk, while others focus better when they can sit somewhere more comfortable, move around, or change positions while completing their work. Having the freedom to choose a seating option has helped students feel more comfortable and has allowed them to find an environment where they can be successful. Instead of feeling like they have to sit still in one particular place for an entire class period, students have the opportunity to move in appropriate ways while still learning and completing their assignments.\r\n\r\nThis has been especially helpful for students who have difficulty sitting still or maintaining focus for long periods of time. For some students, being able to move while they work actually helps them concentrate. Rather than seeing movement as a distraction or something that automatically means a student is off task, our classroom now has options that allow students to use movement in a productive way. I have seen students who previously struggled to stay focused become more engaged when they are able to choose a seating option that works for them.\r\n\r\nThe pillows and blankets have also helped create a more comfortable and relaxing classroom environment. High school can be stressful, and students carry many things with them into the classroom that have nothing to do with English class. Creating a space where students feel comfortable, welcomed, and able to take a breath has been incredibly important to me. The goal is not to make students less productive; it is to create an environment where they can feel comfortable enough to focus, participate, take academic risks, and be themselves.\r\n\r\nThe snacks have also been greatly appreciated by my students! Having a small snack available can make a difference for a student who is hungry and having difficulty concentrating. It has been wonderful to see students appreciate these little moments of care and recognize that their classroom is a place where they are supported.\r\n\r\nThe books have added another important element to our classroom. As an English teacher, I want my students to see reading as something more than an assignment. Having additional books available gives students more opportunities to discover stories, topics, and characters that interest them. I hope that these books will help students develop a stronger relationship with reading and find books that they genuinely enjoy.\r\n\r\nPerhaps the most meaningful impact has been hearing my students say that they love coming to class. That is something I never take for granted. My goal has always been to create a classroom where students feel safe, respected, and comfortable while still being challenged academically. Your donation has helped me create a space that feels more welcoming and student-centered.\r\n\r\nThank you for investing in my students and helping make our classroom a place where they can learn in ways that work for them. Your generosity has provided much more than seating, pillows, blankets, snacks, and books—it has helped create a classroom environment where students feel that they belong. I am incredibly grateful for your support and for the opportunity to give my students a classroom where they can learn, grow, move, relax, read, and feel at home.\r\n\r\nThank you for making a difference in our classroom and in the lives of my students!","fullyFundedDate":1771772321680,"projectUrl":"project/calm-corner-comfort-flexible-seating-fo/10105750/","projectTitle":"Calm Corner Comfort: Flexible Seating for Student Success","teacherDisplayName":"Ms. Zama","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-10_272.png?auto=webp","teacherClassroomUrl":"classroom/9611638"},{"teacherId":6750283,"projectId":10425998,"letterContent":"Thanks to your generosity, my students in Adulting 101 are finally getting hands-on with the real-world skills. We recently kicked off our \"Career Trade Show\" gallery walk, where students rotated through stations researching different Hawai'i careers — everything from nursing to construction to hospitality — and had to pitch their assigned job to classmates like they were recruiting new hires. We also ran a mock college recruiting fair, where students wore the lanyards to play the part of college recruiters and prospective students, practicing the kind of professional interactions they'll actually need in a few years.\r\n\r\nThe reaction to the materials themselves was immediate. Students used the budget planner as a hands-on financial literacy guide and worked with play money during several classroom demonstrations, making real trade-offs between rent, food, transportation, and \"wants,\" using actual Hawai'i cost-of-living numbers. \r\n\r\nSmall things mattered too — having snacks on hand for students who needed a little brain fuel to power through these longer, more involved activities made a real difference in keeping everyone focused and engaged.\r\n\r\nNext, students will take everything from the Trade Show and start building their personal portfolios. They'll research a specific job they're interested in, map out the training or degree path required, and practice articulating why they'd be a strong hire — skills they'll use again the moment they apply for their first real job. Your support didn't just fund materials; it gave these students a low-stakes place to practice being adults before they have to do it for real.","fullyFundedDate":1786367000589,"projectUrl":"project/adulting-101/10425998/","projectTitle":"Adulting 101","teacherDisplayName":"Mrs. Robinson Beaucaire","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6750283_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1708150454214","teacherClassroomUrl":"classroom/6750283"},{"teacherId":1673933,"projectId":10303075,"letterContent":"These dictionaries have been a game changer in my classroom! The first week when I introduced our vocabulary routine and handed out the dictionaries, we had a quick refresher on how to use a physical dictionary. I could see the memories clicking in probably from elementary school of being taught how to navigate a dictionary.\r\n\r\nIn the three weeks since then, students have automatically grabbed the dictionaries for vocabulary. They are consulting context clues to make sure they are choosing the right definition for multi-meaning words. Because vocabulary is a major part of being able to read on grade-level, their increasing independence in navigating the definitions and then using the words in context correctly is an absolute dream.\r\n\r\nI'm so thankful for your help in making a classroom set of dictionaries a reality in my classroom, and for giving my students a simple tool that will make a huge impact.","fullyFundedDate":1779903262651,"projectUrl":"project/back-to-basics-vocabulary-they-can-hol/10303075/","projectTitle":"Back to Basics - Vocabulary They Can Hold","teacherDisplayName":"Ms. Toups","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1673933_orig.png?crop=812,812,x8,y0&width=272&height=272&fit=bounds&auto=webp&t=1779407269113","teacherClassroomUrl":"classroom/1673933"},{"teacherId":9424070,"projectId":9782611,"letterContent":"The impact of your generosity through the \"Mindful Spaces, Nourished Minds: Supporting Grade 9 Inclusion\" project has been nothing short of transformative for our classroom. When the materials first arrived, my students' faces lit up with pure excitement and curiosity. Many of them couldn't wait to explore the new resources, and there was an immediate shift in the room's energy to one of warmth and inclusion. For several students who often feel overwhelmed during the school day, seeing a dedicated space and tailored materials just for them made them feel deeply seen, valued, and welcome.\r\n\r\nCurrently, we are using these resources daily to create a more supportive, focused learning environment. A specific moment that stands out happened last week during a challenging cooperative group lesson. One of my students, who typically struggles with sensory overload and anxiety during group work, was able to utilize the new calming tools in our dedicated mindful space. Instead of shutting down or needing to leave the room, they regulated their emotions independently and returned to their group completely re-energized, successfully contributing to their team's project. It was a beautiful testament to how physical comfort and mindful resources directly translate to academic confidence and inclusion.\r\n\r\nLooking ahead, our next steps are to fully integrate these resources into an upcoming student-led reflection project. As we move into our next unit, the students will be using the mindful space not just for regulation, but as a collaborative area to brainstorm and share their learning insights. Your incredible support has not only provided us with physical materials but has helped build a sustainable culture of empathy and mental well-being in our classroom. Thank you for being such an essential part of our educational journey!","fullyFundedDate":1769177439925,"projectUrl":"project/mindful-spaces-nourished-minds-support/9782611/","projectTitle":"Mindful Spaces, Nourished Minds: Supporting Grade 9 Inclusion","teacherDisplayName":"Ms. Pungtilan","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9424070_orig.jpg?crop=720,720,x0,y12&width=272&height=272&fit=bounds&auto=webp&t=1704485538251","teacherClassroomUrl":"classroom/9424070"},{"teacherId":9507128,"projectId":10107126,"letterContent":"Thank you so much for supporting our classroom hygiene station. Your generosity has made a meaningful difference in the daily lives of my students.\r\n\r\nThe hygiene station provides students with access to essential personal care items whenever they need them. Students can discreetly take any necessities without having to ask for help or worry about where they will get them. By removing this barrier, students are able to focus more fully on learning and participating in class.\r\n\r\nWhen students first learned about the hygiene station, many were excited and grateful to know that these resources would be available to them. One of the most meaningful reactions came from students who were so moved by the project that they asked if they could contribute their own donations to help keep the station stocked. Seeing students not only benefit from the station but also want to support their peers demonstrated the sense of community and compassion that this project has fostered in our classroom.\r\n\r\nThe hygiene station has quickly become a valued resource. Students can access items independently and with dignity, helping ensure that basic needs do not become barriers to learning. It has helped create a classroom environment where students feel supported, respected, and cared for.\r\n\r\nMoving forward, I hope to involve more students, staff, and community members in sustaining this project so that it can continue serving students throughout the year. My long-term goal is to expand the idea beyond my classroom and establish similar hygiene stations in other locations around the school, making these resources accessible to even more students. The positive response from students has shown that there is both a need for and a desire to support this effort.\r\n\r\nBecause of your generosity, students can spend less time worrying about unmet basic needs and more time focusing on their education, personal growth, and future goals. Thank you for helping create a classroom where every student feels valued and supported. Your contribution has made a lasting impact, and we are incredibly grateful for your support.","fullyFundedDate":1771695076632,"projectUrl":"project/fresh-starts-for-focused-minds/10107126/","projectTitle":"Fresh Starts for Focused Minds","teacherDisplayName":"Ms. Terrazas Aguilera","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/9507128"},{"teacherId":10316627,"projectId":10107042,"letterContent":"The true impact of this project will be felt every single day in the atmosphere of our classroom. Instead of viewing writing as a tedious chore, my students will now see themselves as actual authors.\r\n\r\nBecause of you, a student who used to struggle to write a single paragraph will now eagerly watch their typed words print out. You have provided more than just a printer and a cabinet -- you have provided the tools for a lifetime of confidence, self-expression, and academic pride. \r\n\r\nThank you for investing in the next generation of storytellers.","fullyFundedDate":1771641678807,"projectUrl":"project/ink-imagination-and-inspiration/10107042/","projectTitle":"Ink, Imagination, and Inspiration!","teacherDisplayName":"Mr. Ibarra","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10316627_orig.jpg?crop=1000,1000,x250,y0&width=272&height=272&fit=bounds&auto=webp&t=1760664310665","teacherClassroomUrl":"classroom/10316627"},{"teacherId":9424070,"projectId":10109228,"letterContent":"Our new technology and hands-on materials have completely transformed how our students engage with Social-Emotional Learning (SEL) and mindfulness. While many of us use printers and devices for standard documents at home, in our classroom, they act as a bridge between digital tools and tactile, real-world practice. We are now able to instantly print customized mindfulness journals, while simultaneously filling our walls with vibrant, interactive SEL posters that serve as daily visual anchors for emotional regulation. The students are incredibly excited about this hands-on agency; they love interacting with the physical coping cards, emotion-tracking charts, and breathing mats that they can actually hold and use. Combined with our new air-purifying and cleaning equipment, this technology has helped us curate a pristine, calming, and physically safe environment where students feel secure enough to focus entirely on their emotional well-being.\r\n\r\nThis setup has been a total game-changer for several students who previously struggled to articulate their feelings or manage classroom anxiety. In particular, a few of my more reserved and overwhelmed students have completely warmed to these resources. The routine of choosing a physical coping card or stepping up to a breathing poster gave them a tangible, predictable anchor during high-stress moments. Instead of withdrawing or shutting down, they now independently head to our clean, dedicated mindfulness corner, grab their favorite hands-on tools, and use them to self-regulate. Seeing students who once felt completely overwhelmed transform into calm, self-aware individuals who confidently advocate for their own mental health is the greatest gift this project has given us, and it wouldn't have been possible without your generous support.","fullyFundedDate":1771723870119,"projectUrl":"project/hearts-minds-in-harmony-empowering-se/10109228/","projectTitle":"Hearts & Minds in Harmony: Empowering SEL for Students","teacherDisplayName":"Ms. Pungtilan","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9424070_orig.jpg?crop=720,720,x0,y12&width=272&height=272&fit=bounds&auto=webp&t=1704485538251","teacherClassroomUrl":"classroom/9424070"},{"teacherId":10438070,"projectId":10106358,"letterContent":"When the materials first arrived, students immediately gravitated toward the flashlights, lasers, and globes. One of my favorite moments was watching students overlap colored beams of light in a darkened classroom and realize they could create entirely new colors. The room got loud in the best way possible as students started testing combinations, making predictions, and arguing about why certain colors appeared while others did not. Another group spent time adjusting mirrors and laser angles to see whether the angle of reflection really matched the angle of incidence.\r\n\r\nWe have also started using the globes to trace ocean currents and discuss how energy moves through Earth's systems. Students who normally struggle to stay engaged during abstract discussions became much more active once they could physically manipulate a model and test ideas for themselves. The calculators and graph paper have also helped students organize and analyze data more confidently during labs and modeling activities.\r\n\r\nThe next step is continuing to build these materials into larger inquiry projects throughout the year. I want students using models not just as demonstrations, but as tools for developing explanations and asking better scientific questions. Thank you again for helping create a classroom where students can see science happening in front of them instead of only reading about it.","fullyFundedDate":1771688246157,"projectUrl":"project/making-the-invisible-visible-in-science/10106358/","projectTitle":"Making the Invisible Visible in Science","teacherDisplayName":"Mr. Fisher","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10438070_orig.jpg?crop=2106,2106,x629,y519&width=272&height=272&fit=bounds&auto=webp&t=1771466305521","teacherClassroomUrl":"classroom/10438070"},{"teacherId":10294428,"projectId":10108143,"letterContent":"A Warm Mahalo from Mr. Yoshida's JCHS Marine Science Class!\r\nOn behalf of myself and the incredibly talented students here in our JCHS Marine Science class (P2,3, &4), I want to express our deepest gratitude for your incredibly generous donation of art and modeling supplies. Your support has quite literally brought the ocean depths to life inside our classroom, transforming complex scientific concepts into hands-on, unforgettable learning experiences.\r\nBecause of your kindness, our classroom was bustling with creativity and discovery. Here is a glimpse of how your donation directly impacted our students:\r\n1. Bringing Coral Reefs to Life\r\nUsing the black and white Crayola modeling clay alongside the vibrant, multi-color Play-Doh, students transitioned from looking at flat textbook diagrams to sculpting accurate, three-dimensional coral polyps. This tactile activity allowed them to physically construct the anatomy of a polyp—from the calcium carbonate cup to the stinging tentacles (nematocysts) —giving them a profound, structural understanding of how coral reefs are built and why they are so vital to our beautiful Hawaiian ecosystems.\r\n2. Illuminating the Deep Ocean Zones\r\nThe deep sea often feels completely out of reach, but your donation of heavy-duty 98# U.S. Art Supply poster paper, Crayola markers, and giant boxes of Crayola colored pencils allowed our students to dive right in. They mapped out the mysterious bathypelagic, abyssopelagic and hadalpelagic zones, illustrating native species like the viperfish, gulper eel and deep-sea brittle stars with incredible detail. The high-quality paper and rich colors made their scientific poster presentations look professional, vibrant, and deeply engaging.\r\n3. Engineering the Future: Unique Biological Adaptations\r\nPerhaps the most fun and innovative part of our project was when students became evolutionary biologists. Using a mix of all the supplies, they engineered entirely new, unique organisms. They designed creative, speculative adaptations—such as specialized bioluminescence patterns, (under the fingertips) pressure-resistant armor, and novel feeding mechanisms—aimed at making these fictional creatures highly successful in surviving the harsh realities of the deep ocean. Some of the organisms were more creative than functional but we had fun doing and looking at them. \r\n\r\n\"Howzit, my name is Xayden and I am in Mr. Yoshida's period 4 class. I am here to say thank you to \"donorchoose\" for your donations of paper, color pencils, and color markers to our class. This really was very helpful for me and my classmates. This helped me because I did not buy pens and color pencils for my personal use like some others in my class. But now Mr. Yoshida's class has the best stuff to draw and color. I feel like the drawing paper was used at least once in every unit we did. This came in very helpful because we could showcase our drawing skills and be creative with the projects we had. We had to draw and color about 6 posters total and I got better as I went along. Also for the colors marker and pencils they were also very helpful not just when we did the projects but the little word wall papers we did and also filled in the blank worksheets and color assignments we did. Overall thank you for donating these materials because it was very helpful to class and the work we did. \"\r\nSincerely, Xayden .\r\n\r\nIn conclusion, your generosity did more than just provide supplies; it sparked curiosity, fostered collaboration, and brought an immense amount of joy to our classroom during a crucial time in the school year. We are so incredibly grateful for your investment in our students and their education.\r\nWith warmest mahalo and aloha ,\r\nMr. Yoshida and the Marine Science Students (Periods 2,3, and 4) 2026.\r\nAttached you will find pictures of our project results. I hope you will enjoy them as much as we did.","fullyFundedDate":1771684852536,"projectUrl":"project/creating-and-explaining-coral-polyps/10108143/","projectTitle":"Creating and Explaining Coral Polyps","teacherDisplayName":"Mr. Yoshida","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-5_272.png?auto=webp","teacherClassroomUrl":"classroom/10294428"}],"pageName":"schoolpage_50796","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":2882,"numTeachers":185,"percentFrplEligible":51,"percentAsian":39,"percentBlack":2,"percentWhite":7,"percentIndigenous":0,"percentLatinx":19,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":15,"percentMultiracialImputed":16,"gradesServed":"9 - 12","studentTeacherRatio":"15.6:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":46.4,"schoolId":50796,"financialInfo":null,"twitterShareText":"Learn more about James Campbell High School on @DonorsChoose:","schoolName":"James Campbell High School","canonicalPageUrl":"schools/hawaii/leeward-oahu-school-district/james-campbell-high-school/50796"}