{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"P4K @ PS 81","outOfStateSupporters":33.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":6721329,"projectId":10637220,"letterContent":"Thank you for helping us make our classroom more organized and welcoming. The storage cubes give materials a clear place, so students can practice finding what they need and putting it away when an activity ends. The large clock gives us a shared visual reference as we move through lessons, breaks, and transitions.\r\n\r\nThe stools give me flexible seating for small-group work, and the spinning chair offers a supervised movement option for students who benefit from one. Together, these resources give us more ways to set up the room around the work students are doing. The greenery adds a calming touch to the space.\r\n\r\nOur next step is to keep practicing routines with the new setup: choosing materials, checking the time, cleaning up, and getting ready for the next activity. Those everyday skills matter for my students' independence. Thank you for giving all 12 of my students a classroom where they can learn and grow.","fullyFundedDate":1789556792565,"projectUrl":"project/make-our-learning-space-calm-organized/10637220/","projectTitle":"Make Our Learning Space: Calm, Organized, and Ready to Learn","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":10637178,"letterContent":"Thank you for helping us create a classroom space where my students can read, work, and take a structured break when they need one. The flexible seating gives students a choice of where to sit, while the small table keeps books and visual supports close at hand. The rotating bookshelf puts books where students can see them and choose one more independently.\r\n\r\nThese materials support routines we practice every day: selecting a book, settling in to read, using a calm space, and returning to a lesson. For students who benefit from a predictable environment, having a clear place for each activity makes those steps easier to learn and repeat. I'm excited to keep teaching students how to use this space as they build independence and confidence.\r\n\r\nThank you for making our classroom more welcoming and helping my students \"level up\" their learning.","fullyFundedDate":1789556791813,"projectUrl":"project/a-comfortable-classroom-where-every-lear/10637178/","projectTitle":"A Comfortable Classroom Where Every Learner Can Thrive","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":10282525,"letterContent":"Thank you for helping us create more places to think, practice, and share ideas in our classroom! Your support brought us portable dry-erase boards, whiteboard wall space, markers, and magnetic clips.\r\n\r\nThese materials let me bring a lesson to a small group, give students room to work through a problem together, and display visual supports where everyone can see them. Students can draw, write, point, or move closer to the work as they participate. When an answer needs changing, they can erase it and try again.\r\n\r\nIn our classroom, participation looks different for every learner. Having flexible writing surfaces gives my students more ways to show their thinking and take part alongside their classmates. Thank you for helping make our lessons more active, accessible, and collaborative.","fullyFundedDate":1788993517469,"projectUrl":"project/help-my-students-think-big-collaborate/10282525/","projectTitle":"Help My Students Think Big, Collaborate, and Share Their Ideas","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":10230144,"letterContent":"Thank you for helping bring new learning resources to our classroom! The Teachers Pay Teachers gift cards give me access to digital materials that I can adapt, print, and use during lessons and centers. Visual directions, picture choices, and hands-on activities help my students understand what to do and show what they know in ways that work for them.\r\n\r\nMy students are especially engaged when they can point to a picture, move a piece, or make a choice themselves. One student who once had difficulty expressing their needs is beginning to use pictures and simple words to communicate. Having more resources I can tailor to each learner helps me build on progress like this, one meaningful step at a time.\r\n\r\nThank you for believing in my 12 students and making these opportunities possible!","fullyFundedDate":1778026978403,"projectUrl":"project/small-steps-today-big-independence-tomo/10230144/","projectTitle":"Small Steps Today, Big Independence Tomorrow ⭐","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":10287389,"letterContent":"Thank you for bringing a MacBook to our classroom! I use it to prepare and present lessons with visuals, read-alouds, and activities that I can adjust for the different ways my students learn and communicate. It also helps me create picture supports and adapted materials for our reading, writing, math, and life-skills centers.\r\n\r\nMy students are most excited when a lesson includes pictures and activities they can respond to. A student who is still developing verbal communication can point to a picture to make a choice, while another can use the same lesson to answer a question or explain an idea. Those moments let more students take part and show what they know.\r\n\r\nYour gift gives me a dependable way to make and use resources that fit my students' needs. Thank you for helping our classroom learn, communicate, and grow!","fullyFundedDate":1778883587429,"projectUrl":"project/empowering-students-with-disabilities-th/10287389/","projectTitle":"Empowering Students with Disabilities Through Accessible Technology","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":10247382,"projectId":9754575,"letterContent":"Thank you so much for supporting my project, \"Fueling Focus with Snacks, Sensory Tools, and STEM.\" Your generosity has made a meaningful difference in my special education classroom. The snacks help my students stay comfortable, energized, and ready to participate throughout the school day. Having these items available is especially helpful when students need a little extra support before they can return their attention to learning.\r\nMy students have been especially excited about the hands-on sensory and learning materials. The kinetic sand, Play-Doh tools, lacing activities, sensory letters and numbers, and social-emotional learning materials give them opportunities to learn through touching, exploring, and creating. These resources are helping them practice fine-motor skills, letter and number recognition, communication, problem-solving, and self-regulation. The STEM and classroom materials also allow me to make lessons more interactive and accessible for students who learn best through visual and hands-on experiences.\r\nMost importantly, your support has helped me create a classroom where my students can feel safe, calm, included, and excited to learn. Every item has a purpose, whether it is helping a child regulate their emotions, practice an academic skill, communicate a need, or simply feel comfortable enough to participate. Seeing my students enjoy these materials and become more engaged and independent reminds me how much your generosity matters. Thank you for believing in my students and for helping give them the tools they need to learn, grow, and thrive. ❤️","fullyFundedDate":1760847279106,"projectUrl":"project/fueling-focus-with-snacks-sensory-tools/9754575/","projectTitle":"Fueling Focus with Snacks, Sensory Tools, and STEM","teacherDisplayName":"Mrs. Rose","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10247382_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1758122583239","teacherClassroomUrl":"classroom/10247382"},{"teacherId":10428675,"projectId":10083206,"letterContent":"Thank you for supporting our classroom and helping bring these wonderful resources to my students! When the Melissa & Doug toys, letter and number stamps, and sensory toys arrived, my students were filled with excitement. Their faces lit up as they explored the new materials, and many were eager to begin using them right away. For students who often need extra encouragement to engage with academic tasks, seeing their enthusiasm was truly heartwarming.\r\n\r\nWe have been using the fine motor materials during literacy and math centers to strengthen hand muscles, coordination, and control. One of my favorite moments was watching students use the letter and number stamps to create words and math patterns independently. Students who are typically hesitant to participate were eager to take turns stamping letters and numbers, practicing important academic skills while developing fine motor strength. The sensory toys and fidgets have also become valuable tools throughout the day, helping students stay calm, focused, and ready to learn during lessons and transitions.\r\n\r\nBecause of your generosity, my students are building greater independence and confidence in the classroom. Our next steps are to continue incorporating these materials into small-group instruction and hands-on learning activities. We will use the fine motor tools to support handwriting development and classroom tasks, while the sensory supports will help students remain engaged as we work toward their individual academic and social goals. Thank you for providing resources that help my students feel successful, included, and capable every day. Your support has made a meaningful difference in our classroom!","fullyFundedDate":1780508415440,"projectUrl":"project/supporting-learning-through-sensory-and/10083206/","projectTitle":"Supporting Learning Through Sensory and Fine Motor Tools","teacherDisplayName":"Ms. Nez","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-8_272.png?auto=webp","teacherClassroomUrl":"classroom/10428675"},{"teacherId":10428675,"projectId":10087322,"letterContent":"The moment my students walked into our therapy space and saw the new refrigerator, microwave and dressing vests, their faces absolutely lit up. Many of my students learn best through hands‑on, real‑life experiences, and these materials immediately invited them to explore, touch, and try new things. Within minutes, students were proudly showing off their buttoning skills on the dressing vests. Their excitement was genuine and contagious — they knew these tools were meant for them.\r\n\r\nWe've already begun using the refrigerator and microwave during our functional meal‑prep lessons. Students are practicing sequencing steps like opening containers, placing items in the microwave, waiting safely, and cleaning up afterward. The refrigerator has also become essential for storing clean water so we can practice hygiene routines right in our space — something we couldn't do before. One of my favorite moments so far was watching a student who typically needs significant support complete an entire snack‑prep routine independently for the first time. He turned to me with the biggest smile, knowing he had done it on his own.\r\nThese resources will continue to support our ongoing life‑skills units, including hygiene, meal preparation, and independent dressing. Our next steps include building weekly \"life skills stations\" where students rotate through tasks like preparing a simple snack, practicing fasteners, and engaging in pretend play that builds language and problem‑solving. Your generosity didn't just provide materials — it opened the door to meaningful, confidence‑building experiences that help my students grow into more independent learners. Thank you for believing in them and giving them the tools they need to thrive.","fullyFundedDate":1779397597985,"projectUrl":"project/everyday-skills-extraordinary-growth/10087322/","projectTitle":"Everyday Skills, Extraordinary Growth","teacherDisplayName":"Ms. Nez","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-8_272.png?auto=webp","teacherClassroomUrl":"classroom/10428675"},{"teacherId":9457268,"projectId":10203746,"letterContent":"When the large boxes arrived in our classroom, my students were absolutely shocked! Since some of my students are in their second year with me, they are very used to our exact classroom routines and layout. Seeing these vibrant, backless stools was a completely new experience for them. Because of their unique executive functioning needs, we didn't just hand over the stools; my paraprofessionals and I turned it into a hands-on learning moment. We explicitly taught and practiced how to balance, how to engage our cores, and what \"proper stool posture\" looks like. They learned so quickly, and they were incredibly proud to master this new skill!\r\n\r\nNow, these stools are a seamless part of our daily routine. You can see the incredible difference during our morning meetings. In the first attached picture, my students are sitting up straight, focused, and ready to learn. Instead of the usual slouching or sensory-seeking \"wiggles\" that traditional chairs allowed, these stools give them just enough micro-movement to keep their bodies regulated and their minds locked into the lesson.\r\n\r\nWe are also using them to build immense independence at the end of the day. As you can see in the second picture, my students have completely mastered our dismissal routine. They take great pride in carefully flipping and stacking their stools, ensuring the floor is clear for our custodial team. Our next steps are to apply this newfound focus in our upcoming math measurement unit, where students will move around the room and use their stools as mobile workstations. Thank you for completely transforming our classroom environment and helping my students sit up and reach high!","fullyFundedDate":1777939613098,"projectUrl":"project/sit-up-reach-high-sensory-stools-for-s/10203746/","projectTitle":"Sit Up, Reach High: Sensory Stools for Student Success","teacherDisplayName":"Ms. Gomez","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9457268_orig.jpg?crop=605,605,x17,y0&width=272&height=272&fit=bounds&auto=webp&t=1719589007470","teacherClassroomUrl":"classroom/w-gomez"},{"teacherId":6721329,"projectId":9811781,"letterContent":"The first time we used the materials, we turned our math block into a \"Build the Number\" challenge. Instead of worksheets, students worked in small groups using Unifix cubes, base ten blocks, and number mats to physically build numbers like 12, 25, and 37. One of my students, who usually avoids math, carefully stacked cubes to represent the number 14. When he finished, he looked up and said, \"I did it!\"—and then asked to build another number. That moment was powerful. He wasn't just completing a task—he understood it. Across the room, other students were using ten frames and magnetic number bonds to show how numbers break apart. Math became something they could see and touch, not just something they were told. Their faces lit up. Instead of the usual hesitation that can come with math, there was immediate excitement. Students rushed to explore the materials—stacking, sorting, building, and even creating their own games. What stood out most was their willingness to try. Students who typically need prompting were independently engaging, smiling, and asking for \"more math.\" For many of them, this was the first time math felt like something they could play with instead of struggle through. We are now building toward a \"Math Centers Rotation\" model where students will rotate through hands-on stations focused on different skills—number sense, addition and subtraction, measurement, and geometry.\r\nStudents will begin solving simple real-world problems using these tools, like measuring classroom objects, building shapes, and using number lines to solve equations.Our goal is to gradually move from concrete (hands-on materials) to more independent problem-solving, while still giving students access to the supports they need. With these materials, my students aren't just learning math—they're building confidence, independence, and a belief that they can succeed.","fullyFundedDate":1767227320512,"projectUrl":"project/hands-on-math-minds-building-confidence/9811781/","projectTitle":"Hands-On Math Minds: Building Confidence One Cube at a Time!","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":9554305,"letterContent":"Because of your generosity, our classroom kitchen has become one of the most meaningful learning spaces in our room. We now use our refrigerator, microwave, and blender almost weekly during structured cooking lessons. Students practice reading simple recipes, measuring ingredients, using timers, identifying safe food storage, and cleaning up properly. During one recent lesson, students unpacked groceries, sorted refrigerated versus pantry items, and independently prepared smoothies using the blender. For many of them, it was the first time they safely operated real kitchen appliances with guided support. The pride on their faces when they served something they made themselves was unforgettable.\r\n\r\nWhen the students first saw the new appliances, they were beyond excited. Many of them immediately began asking, \"What are we cooking next?\" Cooking has become a high-motivation activity that allows us to embed math (counting, measuring, budgeting), reading (following step-by-step directions), and communication (requesting items, commenting, sequencing). Even students who typically struggle with engagement are eager to participate when it's time to cook. The hands-on experience has increased their independence, confidence, and willingness to try new tasks.\r\n\r\nMoving forward, we are expanding our lessons to include budgeting for groceries, comparing prices, and planning simple meals from start to finish. Students will practice creating grocery lists, identifying sales, and calculating totals using real-world math. These resources are not just tools — they are stepping stones toward independence. Your support is helping prepare my students for life beyond the classroom, and we are deeply grateful for the opportunity to give them these meaningful, lasting skills.","fullyFundedDate":1764714119589,"projectUrl":"project/weekly-cooking/9554305/","projectTitle":"Weekly Cooking","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"},{"teacherId":6721329,"projectId":9701157,"letterContent":"Because of your generosity, my students now have consistent access to basic hygiene products right in our classroom. These items are kept in a discreet, easily accessible area so students can independently take what they need without embarrassment. For many of my students, simply knowing that deodorant, wipes, or other hygiene essentials are available has reduced anxiety and increased their confidence throughout the school day. I have already seen students quietly use the supplies before lunch, after recess, or during transitions — moments that used to cause discomfort or distraction are now handled calmly and independently.\r\n\r\nWhen my students first saw that we had a designated \"care station\" in our room, their reactions were incredibly meaningful. Some students expressed relief, while others smiled and said, \"We have this here?\" One student who often struggles with self-consciousness said, \"Now I don't have to worry.\" That moment alone showed me the true impact of your support. Having access to these supplies reinforces that our classroom is a safe, caring environment where their needs matter.\r\n\r\nBecause my students feel more comfortable and secure, they are better able to focus on learning, social interaction, and self-regulation skills. As we continue working on independence and life skills, these hygiene routines are becoming part of our daily practice — building responsibility, confidence, and self-care habits that will extend far beyond our classroom. Your contribution has not only provided materials; it has strengthened our classroom community and supported my students' mental health in a powerful way. Thank you for helping my students show up each day feeling cared for and ready to learn.","fullyFundedDate":1762831195865,"projectUrl":"project/our-personal-hygieneour-self-esteem/9701157/","projectTitle":"Our Personal Hygiene=Our Self Esteem","teacherDisplayName":"Ms. Glick","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6721329_orig.jpg?crop=664,664,x0,y192&width=272&height=272&fit=bounds&auto=webp&t=1575420915512","teacherClassroomUrl":"classroom/j-glick"}],"pageName":"schoolpage_99684","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":null,"numTeachers":null,"percentFrplEligible":87,"percentAsian":4,"percentBlack":40,"percentWhite":18,"percentIndigenous":0,"percentLatinx":33,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"US Census Data for the surrounding geographic area","percentHawaiianImputed":0,"percentMultiracialImputed":2,"gradesServed":"Not specified","studentTeacherRatio":null,"demographicsDataSource":"Census ZCTA","equityFocus":true,"titleOne":false,"metroType":"URBAN","ncesMetroType":null},"inStateSupporters":67.0,"schoolId":99684,"financialInfo":null,"twitterShareText":"Learn more about P4K @ PS 81 on @DonorsChoose:","schoolName":"P4K @ PS 81","canonicalPageUrl":"schools/new-york/district-75-city-wide-programs/ps-4k-public-school-81/99684"}