{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Summit Tamalpais","outOfStateSupporters":27.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9907531,"projectId":9096598,"letterContent":"Thank you so much for donating to my project. Having access to these essential materials has made a huge impact on all of the students in my classroom. It means so much to me that I did not have to pay out of pocket for these materials as I have had to do in the past!\r\nMy students have been able to use the pencils, highlighters, chargers, and other new items that were included in this package throughout the year. Your contribution makes a huge difference to my classroom and the lives/success of my students","fullyFundedDate":1742582779724,"projectUrl":"project/empowering-biology-students-with-essenti/9096598/","projectTitle":"Empowering Biology Students with Essential Tools for Success","teacherDisplayName":"Ms. O","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9907531_orig.png?crop=587,587,x173,y0&width=272&height=272&fit=bounds&auto=webp&t=1742779287784","teacherClassroomUrl":"classroom/9907531"},{"teacherId":9707460,"projectId":9590255,"letterContent":"In the words of my student, Victoria: By reading these books, we gain insight into the lives of unsung heroes. We get to learn about their lives, goals, aspirations, the injustices done against them, and the way they rose above them. And through this, we ourselves, as readers, can grow, using their stories to gain a deeper understanding of social justice and the injustices of the past. Reading in our classroom is mostly self-directed. After students receive their books, they are expected to read a bit at home, but are also granted time and encouraged to read at school! \r\nThe students are also required to complete assignments and answer questions regarding the book and their social change leader, such as summaries, identifying any literary devices and their meanings, and discussing the overall themes and messages of the book. At the end of the project, we are expected to develop an opening speech where we share everything that we learned and take a stance on whether the social change leader deserves national recognition in the form of a monument, and then engage in a Socratic Seminar with 4-5 of our peers, with the main topic being our chosen social change leaders: Who the person is and how they are a champion for social change? And does this person deserve a monument? Why or why not? We are expected to become an expert on our social change leader, ensuring that we are motivated to read our books.\r\nIn fact, when the day of our Socratic Seminar arrived, we were able to have deep, meaningful discussions about the lives of these chosen social change leaders, their impacts, and the legacy they left behind. For example, many students were able to draw similarities between their social change leaders, allowing for a thoughtful discussion on the injustices done to marginalized groups in the past. To put it simply, this is one of the few projects that our students seem to willingly throw themselves into and complete with vigor. \r\n\r\nHere are some appreciation quotes:\r\n\r\nKaleah: \"I enjoyed this project because it helped me uncover things about people I never even knew existed. I read about Ethel Waters, and she was overall a really cool person.\"\r\nMichael: \"Reading about Henrietta Lacks, about the injustices done to her and her family, helped open my eyes to more ways people of color were abused and exploited back then.\"\r\nAdrian: \"This project was my personal favorite. Learning about Elie Wiesel and his struggles during the holocaust changed my entire perspective on the idea that staying out of conflict affects nobody. Learning about Elie Wiesel taught me that staying on the sidelines still results in aiding oppressors. Changing somebody's perspective of the world is one of the most impactful things a project can do.\"","fullyFundedDate":1758857083543,"projectUrl":"project/ap-english-language-choose-your-champio/9590255/","projectTitle":"AP English Language: Choose Your Champion","teacherDisplayName":"Ms. Smith","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9707460_orig.jpg?crop=407,407,x22,y167&width=272&height=272&fit=bounds&auto=webp&t=1758669840305","teacherClassroomUrl":"classroom/9707460"},{"teacherId":9707460,"projectId":8836688,"letterContent":"My student Juliet has a message for you:\r\nHi guys, my name is Juliet and I am a student of Ms. Smith's AP English Language and Composition class as well as being apart of her mentor group. I am very grateful for all your donations because now we have more books and study materials for the AP English exam. These books are very helpful to me and my peers because without them I would probably not pass the exam. The new lights have also created a chill ambiance in the classroom to help us be productive and not slack off with the amount of work we have to do. I also very much appreciate the snacks which have been given to us. I have Ms. Smith's class before lunch meaning I'm usually hungry during class, so getting snacks for participating is very encouraging. Passing the AP English Exam is important to me because I do not want to take this class again in college. I want to study Cellular and Molecular Biology and I would like to be able to focus on that and other things related to science and not be super stressed out about other classes which I wouldn't have to take if I passed the exam. College units are also very expensive, so passing the exam also means saving money which is important because money is something I lack. \r\n\r\nVictoria adds: \r\nSome of the skills that we're learning about and practicing in Ms. Smith's AP English Language class are theme/central idea, point of view/purpose, development, structure, selection and explanation of evidence, word choice, and organization. We have learned how to determine themes and central ideas using details, analyze the point of view or purpose of the speaker of the text, and how that point of view influences the message or meaning of the text. Additionally, we learned how to explain how the author uses details to develop the elements of a story or the individuals, events, or ideas in a non-fiction text. We also learned how to identify the features and elements that together create a text's structure and analyze the underlying meanings and effects conveyed through the author's structural choices. Furthermore, we are analyzing how the author's word choice impacts the meaning, tone, or mood of a text and explaining how word choice relates to context or medium while also constructing explanations or conveying ideas and information through clear, well-organized, relevant ideas.\t\r\n\r\nIn closing, Juliet and Victoria would like you to know that, \"Every moment is an organizing opportunity, every person a potential activist, every minute a chance to change the world.\"","fullyFundedDate":1735597831154,"projectUrl":"project/reading-for-the-ap-english-language-and/8836688/","projectTitle":"Reading for the AP English Language and Composition Exam","teacherDisplayName":"Ms. Smith","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9707460_orig.jpg?crop=407,407,x22,y167&width=272&height=272&fit=bounds&auto=webp&t=1758669840305","teacherClassroomUrl":"classroom/9707460"}],"pageName":"schoolpage_110802","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":null,"numTeachers":null,"percentFrplEligible":76,"percentAsian":10,"percentBlack":10,"percentWhite":17,"percentIndigenous":0,"percentLatinx":48,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Not specified","studentTeacherRatio":null,"demographicsDataSource":"MDR District Weighted Average","equityFocus":true,"titleOne":false,"metroType":"UNCLASSIFIED","ncesMetroType":null},"inStateSupporters":72.5,"schoolId":110802,"financialInfo":null,"twitterShareText":"Learn more about Summit Tamalpais on @DonorsChoose:","schoolName":"Summit Tamalpais","canonicalPageUrl":"schools/california/contra-costa-county-office-of-education/summit-tamalpais/110802"}
Join the 51 supporters who believe in this school.
About this school
Summit Tamalpais is
a public school
in San Pablo, California that is part of Contra Costa County Office of Education.
Its teachers have had 12 projects funded on DonorsChoose.
Boost support for our school's classrooms. Share this page with friends and family who want to make a difference. If you're a teacher, sign up to get started!
DonorsChoose is the most trusted classroom funding site for teachers.
As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. Each classroom request for funding was created by a classroom teacher and reviewed by the DonorsChoose team.
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
68%
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.
Summit Tamalpais Support on DonorsChoose
Last updated Dec 5, 2025
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.
Summit Tamalpais
$7,569
raised using DonorsChoose
12
projects
funded
5
teachers
funded
51
donors
1
project
for
basic supplies
3
projects for
technology
3
projects for
books
2
projects
for
art supplies
Summit Tamalpais has received support from
37 individuals from California and
14 individuals out-of-state.