{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Tottenville High School","outOfStateSupporters":44.6,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9851375,"projectId":9627439,"letterContent":"I can't thank you enough for supporting my students and me through this project. The Samsung Galaxy Tab has quickly become one of the most impactful tools in our classroom. It's allowed me to move freely around the room, work with students one-on-one, and use translation tools instantly for my English Language Learners. Instead of being tied to my desk or relying on my phone, I can now conference with students at their seats, annotate work, and give feedback in real time, all while modeling the professionalism and digital literacy I want them to develop.\r\n\r\nWhat's most exciting to my students is how interactive learning has become. They love when I project their work onto the screen directly from the tablet to celebrate great thinking or talk through strategies together. They light up seeing their ideas shared with the class, and it's helped build confidence, especially for those who were shy about participating before. It's also been wonderful for small-group instruction. Students can literally see edits and explanations appear in front of them as we talk.\r\n\r\nSeveral of my English Language Learners have especially benefited. One student told me, \"Now you understand me right away,\" after I used the tablet to translate his lab reflection. That moment captured exactly why this tool matters, it bridges communication and helps every student feel seen and supported.\r\n\r\nBecause of your generosity, our classroom feels more connected, efficient, and inclusive. You've made it possible for me to meet students where they are—both figuratively and literally. Thank you for helping us create a space where every student can succeed.","fullyFundedDate":1755720516792,"projectUrl":"project/learning-without-limits-technology-that/9627439/","projectTitle":"Learning Without Limits: Technology That Moves With Us","teacherDisplayName":"Ms. Peri","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9851375_orig.jpg?crop=627,627,x208,y32&width=272&height=272&fit=bounds&auto=webp&t=1733090558567","teacherClassroomUrl":"classroom/9851375"},{"teacherId":9025202,"projectId":9640439,"letterContent":"The 3D printer has allowed my students to design and test their own wind turbine blades, turning abstract lessons about energy into hands-on engineering. Students experiment with blade shape, pitch, and surface area, then collect real performance data. This has boosted engagement, problem-solving, and scientific inquiry, especially for learners who benefit from visual and tactile instruction. The project connects science to real-world renewable energy solutions and gives students ownership of their learning.","fullyFundedDate":1758899125671,"projectUrl":"project/3d-printing-wind-turbines/9640439/","projectTitle":"3D Printing Wind Turbines","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"},{"teacherId":9025202,"projectId":9660991,"letterContent":"Receiving a small group whiteboard for my ICT Biology classroom has had a significant and meaningful impact on the way I deliver instruction, differentiate content, and support student engagement. In an ICT setting, where students have a wide range of learning needs, processing speeds, language abilities, and executive functioning skills, having the right instructional tools can make the difference between passive participation and deep, active learning. The small group whiteboard has become a central part of our instructional routine, particularly during guided practice, re-teaching, and small-group intervention. It allows me to provide immediate visual feedback, break down complex biology concepts in real time, and model strategies that support students who require scaffolded instruction in order to access grade-level material.\r\n\r\nOne of the most powerful benefits of the small group whiteboard is the way it supports multi-sensory learning. Many ICT students struggle with working memory, so being able to see the information drawn or annotated live, instead of only hearing it verbally, helps reinforce key concepts. When we cover topics such as cell structure, feedback mechanisms, or natural selection, I can quickly sketch diagrams, label processes, or color-code key vocabulary to help students make connections. This live modeling process also allows me to pause and check for understanding more frequently, which has been especially helpful for students who are hesitant to ask questions in front of a full class. The whiteboard creates a smaller, safer space for academic risk-taking, where mistakes are viewed as part of the learning process.\r\n\r\nThe board has also improved the quality of my small-group interventions. In Biology, many misconceptions stem from a breakdown in earlier steps of reasoning. With the whiteboard, I can immediately revisit a concept from the scaffolded entry point each student needs—whether that is vocabulary clarification, reading data from a graph, or connecting a phenomenon to a prior unit. This has helped my students not only complete assignments, but also actually understand the why behind biological processes. During Regents review, I often use the board to break down multi-step questions the same way students will need to on the exam. This targeted support has increased both student confidence and independence.\r\n\r\nAdditionally, the small group whiteboard has enhanced student collaboration. There are frequent moments during our lessons where students come up and contribute their own ideas or reasoning, drawing arrows, revising models, or adding labels as a group. This active participation strengthens scientific discourse—a skill that many ICT students often avoid due to fear of being incorrect. Because everything can be erased and adjusted with ease, students are more willing to revise their thinking without feeling singled out.\r\n\r\nIn an ICT classroom, instructional equity often depends on access to the right tools. The small group whiteboard may seem like a simple resource, but its impact is substantial. It has allowed me to more effectively differentiate instruction, make lessons more visual and responsive, and give students the scaffolding they need to meaningfully participate in science learning. It is now one of the most essential instructional supports in my classroom, helping bridge the gap between teacher modeling and student understanding in ways that directly contribute to academic growth.","fullyFundedDate":1758898743401,"projectUrl":"project/small-group-whiteboard/9660991/","projectTitle":"Small Group Whiteboard","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"},{"teacherId":9025202,"projectId":9524844,"letterContent":"A horseshoe-shaped table allows the teacher to sit within arm's reach of every student, making redirection, prompting, and checking for understanding immediate and personal. Because students face both the teacher and one another, it strengthens collaboration, eye contact, and academic discussion. This layout supports clearer modeling of note-taking, graphing, and lab skills, while reducing distractions that occur in traditional rows. For an ICT Biology class, the shape also helps deliver accommodations more naturally, allowing the teacher to provide visual cues, guided questioning, and scaffolded explanations without isolating anyone. The close proximity builds confidence, increases participation, and creates an inclusive space where students feel supported and connected throughout instruction.","fullyFundedDate":1755707327837,"projectUrl":"project/small-group-learning/9524844/","projectTitle":"Small Group Learning","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"},{"teacherId":9025202,"projectId":9172664,"letterContent":"Our classroom hydroponic garden has quickly become one of the most exciting parts of our science lessons. When the materials first arrived, my students could hardly contain their excitement. They were eager to explore the grow lights, water system, and seed trays. Many of them had never seen plants grown without soil before, and their curiosity was immediate. During our first planting, students carefully measured nutrient solutions and placed seeds in the system, marveling at how this setup looked so different from a traditional garden. One student even exclaimed, \"It's like science fiction in real life!\" That sense of wonder has carried over into their daily check-ins, where they take turns recording plant growth and adjusting water levels.\r\n\r\nThe hydroponic setup has allowed us to tie biology concepts directly to hands-on experiences. For example, in our recent unit on photosynthesis, students didn't just learn the formula. They tracked how light and nutrients visibly influenced plant health in real time, making abstract concepts much more concrete. Our next step is to expand the project by comparing the growth of plants in hydroponic conditions to those in soil, allowing students to collect and analyze data for a real experiment.","fullyFundedDate":1746739019753,"projectUrl":"project/growing-minds-growing-greens-hydroponi/9172664/","projectTitle":"Growing Minds, Growing Greens: Hydroponics for Wellness","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"},{"teacherId":9025202,"projectId":9191390,"letterContent":"Thanks to your generous support, the tablet you provided for our classroom has made a powerful difference in the way my students with disabilities access instruction and engage in learning. As a special education teacher, I work with students who often need lessons delivered in multiple formats and with frequent check-ins. Having this tablet has transformed my ability to deliver personalized, real-time support both for the whole class and in small groups.\r\n\r\nOne of the biggest advantages is that I can now walk around the classroom while casting notes, diagrams, and examples directly to our board. This allows me to maintain a dynamic presence in the room—no longer tied to the front of the classroom—and helps me keep an eye on how students are doing, redirect behaviors when needed, and offer support to individual students on the spot. While teaching, I can annotate directly on the tablet using a stylus, highlight key terms, and zoom in on important details—all of which make it easier for students with visual, language processing, or attention challenges to stay engaged.\r\n\r\nStudents also benefit from the small group instruction I can now do more efficiently with the tablet. During independent work time, I can meet with groups at their desks or in our calming corner, use the tablet to review examples, model writing, or replay videos with closed captions. For students who struggle with organization or tracking on paper, being able to follow along electronically makes a big difference. Because the tablet is portable, I don't have to interrupt the flow of the lesson—I can bring the instruction to where the students are.","fullyFundedDate":1742911002305,"projectUrl":"project/small-group-electronics/9191390/","projectTitle":"Small Group Electronics","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"},{"teacherId":9851375,"projectId":8980363,"letterContent":"The addition of the hydro fish tanks, tank stand, and accessories has transformed our classroom into a living laboratory, where students engage in hands-on scientific exploration every day. We are using these resources to study aquatic ecosystems, water chemistry, and sustainability, making abstract scientific concepts come to life. One particularly exciting project involved students testing water quality parameters such as pH, ammonia, and nitrate levels, then analyzing how these factors influence fish health and plant growth in a symbiotic environment. Watching students make real-time observations and adjustments, just like real scientists, has been a game-changer for their engagement and understanding of ecological balance.\r\n\r\nWhen my students first saw the fish tanks set up in our classroom, their faces lit up with excitement and curiosity. Many had never seen a working aquaponic system before, and they immediately started asking questions about how it worked and how they could get involved. Some students even volunteered to take on additional responsibilities, such as monitoring water levels and feeding schedules, taking ownership of the project in a way that exceeded my expectations. Their enthusiasm has created a ripple effect, sparking interest in biology, environmental science, and even potential career paths related to marine biology and sustainable agriculture.\r\n\r\nLooking ahead, our next steps involve expanding our studies on water ecosystems by integrating data collection and analysis into our lessons. Students will track changes in the water parameters over time, make predictions, and propose adjustments to improve the system's efficiency. With Con Edison's support, we have been able to elevate our science curriculum beyond textbooks and lectures, fostering critical thinking and real-world problem-solving skills. Because of the materials provided, I have been able to incorporate more inquiry-based learning, allowing students to take an active role in their education. Thank you, Con Edison, for helping to create an inspiring, hands-on learning experience that will continue to impact my students for years to come!","fullyFundedDate":1733261445412,"projectUrl":"project/dive-into-learning-exploring-aquatic-ec/8980363/","projectTitle":"Dive Into Learning: Exploring Aquatic Ecosystems With Classroom Fish Tank","teacherDisplayName":"Ms. Peri","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9851375_orig.jpg?crop=627,627,x208,y32&width=272&height=272&fit=bounds&auto=webp&t=1733090558567","teacherClassroomUrl":"classroom/9851375"},{"teacherId":9812007,"projectId":8895672,"letterContent":"This calming corner board divider is such a wonderful addition to our classroom. Thank you for donating this. It seems to be a very nice addition to our classroom. We have moved the partition around and are having students decide where they like it best. Some days it is on the side so students are still part of the class and some days it goes around the table for a little more privacy.\r\n\r\nStudents have many things going on in their lives, minds and heads. We are in class and trying to teach them biology. At some times, students need to self regulate and take a break. To realize this comes with practice and maturity. Now, there is an area in the classroom where they can have this break. Students can determine themselves if they need a few minutes to relax from the rigor of the science class. We have some classes with students who have autism and for some of them the demands of the day are very trying and they are overstimulated. If we see this as an issue we may ask some to take a break or many determine that on their own. There is a great deal of discussion during the class. When they are in this area, the teachers know that they do not want to be called upon. The students are not taking advantage of this privilege and have been using it when necessary. \r\n\r\nWe have expanded this area and also use it to have small group instruction when a few students need a bit more explanation or clarification. It now has 2 very different purposes and is used for a good portion of the day for one situation or another. We can write some scientific information on the boards on one side and have the other side for the quiet, reflective or scribble side.\r\n\r\nThank you for this opportunity to supply the students with this area. The students and teachers in the room are grateful for this area.","fullyFundedDate":1730813294530,"projectUrl":"project/calming-corner-partition-wall-for-social/8895672/","projectTitle":"Calming Corner Partition Wall for Social Emotional Learning","teacherDisplayName":"Ms. Angarola","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/9812007"},{"teacherId":9025202,"projectId":8940701,"letterContent":"The addition of a 3D printer and a hydroponic tower to my classroom through your donation is has transformed the learning environment, making lessons more interactive and engaging. The 3D printer has allowed my students to bring abstract biological concepts to life by designing and printing models of cells, organelles, and even DNA. These tangible, hands-on experiences have made complex topics easier to understand and more enjoyable to learn, fostering creativity and curiosity in my students.\r\n\r\nThe hydroponic tower has provided a unique opportunity to explore plant biology, ecosystems, and sustainability. Watching plants grow without soil has sparked curiosity and led to meaningful discussions about modern farming techniques and environmental conservation. Students actively participate in maintaining the system, which teaches responsibility while enhancing their understanding of biological processes like photosynthesis and nutrient cycles. These tools have not only enriched the curriculum but have also inspired students to explore STEM fields, making our classroom a hub of innovation and discovery.","fullyFundedDate":1731793868750,"projectUrl":"project/3d-printer-for-hydroponics/8940701/","projectTitle":"3d Printer for Hydroponics","teacherDisplayName":"Mr. Pinho","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9025202_orig.png?crop=627,627,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1755971946460","teacherClassroomUrl":"classroom/9025202"}],"pageName":"schoolpage_1197","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":3725,"numTeachers":199,"percentFrplEligible":74,"percentAsian":13,"percentBlack":2,"percentWhite":63,"percentIndigenous":0,"percentLatinx":18,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"18.7:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":55.4,"schoolId":1197,"financialInfo":null,"twitterShareText":"Learn more about Tottenville High School on @DonorsChoose:","schoolName":"Tottenville High School","canonicalPageUrl":"schools/new-york/new-york-city-dept-of-ed/tottenville-high-school/1197"}