{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Julie Korenstein Elementary School","outOfStateSupporters":23.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":8521154,"projectId":9812590,"letterContent":"We are so incredibly thankful for your generous book donations to our classroom. Because of your support, we are able to strengthen our small group reading instruction in meaningful and engaging ways. During small group time, students are now reading high-interest, leveled books that match their individual reading goals. This allows me to target specific skills such as fluency, comprehension strategies, vocabulary development, and decoding. One special moment that stood out was when a student who has been working hard on building confidence proudly read an entire passage independently using one of the new books. The smile on their face said it all your donation is truly making a difference.","fullyFundedDate":1770696434676,"projectUrl":"project/little-unique-library/9812590/","projectTitle":"Little Unique Library","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"},{"teacherId":9163189,"projectId":10075357,"letterContent":"Trading cards have quietly become one of the most powerful coaching tools I use with 1st graders. What looks like \"just cards\" on the surface has turned into a structured way to build confidence, social skills, academic habits, and emotional regulation. When I coach young students, especially at the 1st grade level, I have to meet them where they are. Trading cards do exactly that.\r\n\r\nFirst, trading cards create instant engagement. Whether students are talking about Pokémon, Yu-Gi-Oh!, or sports cards featuring athletes like Stephen Curry, they come in excited and ready to talk. That excitement gives me an entry point. Coaching 6- and 7-year-olds requires buy-in, and trading cards naturally lower defenses. Instead of feeling like they're being corrected or redirected, they feel like they're participating in something they love.\r\n\r\nSecond, trading cards support social coaching in real time. First graders are still learning how to share, negotiate, handle disappointment, and resolve conflict. Trading situations bring all of that to the surface. When a student feels a trade is unfair, that's an opportunity to coach perspective-taking. When someone doesn't get the card they wanted, that's a chance to practice emotional regulation. We can pause, name feelings, and rehearse better responses. I've seen students go from tears over a \"bad trade\" to calmly saying, \"No thank you, I'll keep mine,\" within weeks of intentional coaching.\r\n\r\nThere is also an academic layer that often goes unnoticed. Trading cards require reading names, interpreting numbers, comparing values, and understanding rules. With younger students, I use the cards to reinforce math vocabulary like greater than, less than, equal, and more. They sort cards by type, color, or point value. They practice addition when combining scores. Even reluctant readers are motivated to decode tricky names because the payoff is meaningful to them. When learning is connected to something they care about, effort increases.\r\n\r\nFrom a behavioral coaching perspective, trading cards create built-in incentives. I've used them as part of goal-setting systems where students earn time to trade or play by demonstrating target behaviors: raising a hand, staying on task, using kind words. The reward isn't random; it's connected to a community activity. That connection reinforces that positive behavior leads to participation, not just prizes.\r\n\r\nWhat I appreciate most is how trading cards give students a sense of identity and expertise. Many 1st graders struggle with confidence in academic settings. But when they can explain card abilities, statistics, or character backstories, they feel capable. That confidence transfers. I've watched quiet students become leaders during structured trading time. I've seen students who typically need redirection step into mentoring roles, helping peers understand rules and fairness.\r\n\r\nCoaching at this age is about shaping habits early. Trading cards provide a safe, structured microcosm of the real world. There are rules. There are negotiations. There are wins and losses. There are emotions. Instead of avoiding those moments, I use them. We practice self-control. We practice honesty. We practice empathy.\r\n\r\nAt the end of the day, trading cards aren't the goal. They're the vehicle. Through something developmentally appropriate and highly motivating, I can coach executive functioning, communication, resilience, and character. For 1st graders, that combination of play and purpose is powerful.","fullyFundedDate":1770444544067,"projectUrl":"project/leveling-the-playing-field-with-hands-on/10075357/","projectTitle":"Leveling the Playing Field With Hands-On Learning","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10080052,"letterContent":"Trading cards have quietly become one of the most powerful coaching tools I use with 1st graders. What looks like \"just cards\" on the surface has turned into a structured way to build confidence, social skills, academic habits, and emotional regulation. When I coach young students, especially at the 1st grade level, I have to meet them where they are. Trading cards do exactly that.\r\n\r\nFirst, trading cards create instant engagement. Whether students are talking about Pokémon, Yu-Gi-Oh!, or sports cards featuring athletes like Stephen Curry, they come in excited and ready to talk. That excitement gives me an entry point. Coaching 6- and 7-year-olds requires buy-in, and trading cards naturally lower defenses. Instead of feeling like they're being corrected or redirected, they feel like they're participating in something they love.\r\n\r\nSecond, trading cards support social coaching in real time. First graders are still learning how to share, negotiate, handle disappointment, and resolve conflict. Trading situations bring all of that to the surface. When a student feels a trade is unfair, that's an opportunity to coach perspective-taking. When someone doesn't get the card they wanted, that's a chance to practice emotional regulation. We can pause, name feelings, and rehearse better responses. I've seen students go from tears over a \"bad trade\" to calmly saying, \"No thank you, I'll keep mine,\" within weeks of intentional coaching.\r\n\r\nThere is also an academic layer that often goes unnoticed. Trading cards require reading names, interpreting numbers, comparing values, and understanding rules. With younger students, I use the cards to reinforce math vocabulary like greater than, less than, equal, and more. They sort cards by type, color, or point value. They practice addition when combining scores. Even reluctant readers are motivated to decode tricky names because the payoff is meaningful to them. When learning is connected to something they care about, effort increases.\r\n\r\nFrom a behavioral coaching perspective, trading cards create built-in incentives. I've used them as part of goal-setting systems where students earn time to trade or play by demonstrating target behaviors: raising a hand, staying on task, using kind words. The reward isn't random; it's connected to a community activity. That connection reinforces that positive behavior leads to participation, not just prizes.\r\n\r\nWhat I appreciate most is how trading cards give students a sense of identity and expertise. Many 1st graders struggle with confidence in academic settings. But when they can explain card abilities, statistics, or character backstories, they feel capable. That confidence transfers. I've watched quiet students become leaders during structured trading time. I've seen students who typically need redirection step into mentoring roles, helping peers understand rules and fairness.\r\n\r\nCoaching at this age is about shaping habits early. Trading cards provide a safe, structured microcosm of the real world. There are rules. There are negotiations. There are wins and losses. There are emotions. Instead of avoiding those moments, I use them. We practice self-control. We practice honesty. We practice empathy.\r\n\r\nAt the end of the day, trading cards aren't the goal. They're the vehicle. Through something developmentally appropriate and highly motivating, I can coach executive functioning, communication, resilience, and character. For 1st graders, that combination of play and purpose is powerful.","fullyFundedDate":1770320811335,"projectUrl":"project/hands-on-learning-for-every-child/10080052/","projectTitle":"Hands-On Learning for Every Child","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":1266252,"projectId":9683648,"letterContent":"Because of your generosity, our classroom has been transformed in ways that go far beyond simply adding an iPad and new technology. These tools have become powerful learning bridges for my students. In school, technology is used to personalize instruction, provide immediate feedback, support research, strengthen reading and math skills, and encourage creativity. My students are able to access differentiated programs that meet them at their individual levels, whether they need intervention, enrichment, language support, or opportunities to extend their thinking. The iPad allows them to collaborate on projects, record their thinking, create presentations, and engage in STEM-based problem solving in ways that build both academic skills and confidence.\r\n\r\nWhat excites my students most about the new technology is the independence and ownership it gives them. They light up when they are able to research topics that interest them, create digital projects, or use interactive tools that respond to their answers in real time. The instant feedback helps them self-correct and grow without fear of embarrassment. They especially love using creative apps to design presentations, record explanations of their math thinking, and produce digital stories. The technology makes learning feel dynamic and engaging, and even my most hesitant learners are eager to participate when an iPad is in their hands.\r\n\r\nSeveral of my students have especially flourished with this new technology. My English learners are using translation and speech-to-text features to express ideas that they previously struggled to share. Students who are shy about speaking in front of the class feel empowered to record their responses and showcase their learning digitally. I also have students who need additional academic support, and the adaptive programs on the iPad provides them with practice at just the right level, helping them build skills and confidence step by step. Because of you, my scholars feel seen, capable, and motivated. Your support has made a meaningful and lasting impact on their learning journey, and we are deeply grateful for your investment in their future.","fullyFundedDate":1767158053847,"projectUrl":"project/innovative-stem-learning-for-scholars-wi/9683648/","projectTitle":"Innovative STEM Learning for Scholars With an iPad","teacherDisplayName":"Ms. Manzo","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1266252_orig.jpg?crop=551,551,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1748498618171","teacherClassroomUrl":"classroom/1266252"},{"teacherId":9163189,"projectId":9979298,"letterContent":"My first graders were beyond excited when our new games arrived! When I brought out Guess Who?, Operation, and Don't Break the Ice, there were gasps, cheers, and so many wide eyes. For many of my students—especially my English Learners—these were brand-new experiences. Just opening the boxes together felt like a celebration. Students immediately started noticing the colors, the characters, and the different pieces. It created an instant sense of curiosity and joy in our classroom.\r\n\r\nWe are using these games during structured small group time to build language, social skills, and critical thinking. *Guess Who?* has been especially powerful for my English Learners. Students practice asking and answering complete questions, such as, \"Does your person have brown hair?\" or \"Is your person wearing glasses?\" This game naturally reinforces descriptive vocabulary, sentence frames, and listening skills. I provide sentence stems and visual supports, which help students feel confident speaking in English. I've seen quieter students begin to take risks and participate more because the game makes practice feel fun instead of intimidating.\r\n\r\nOperation has supported fine motor development and focus. My students must carefully remove pieces without touching the sides, which strengthens hand control and patience. It also creates opportunities for academic language. Students describe what they are doing: \"I am taking out the funny bone,\" or \"I need to move slowly.\" For my English Learners, this hands-on experience connects vocabulary to action, which deepens understanding. They are not just hearing new words—they are using them in context.\r\n\r\nDon't Break the Ice has become a favorite for teaching turn-taking, teamwork, and problem-solving. Students predict which ice block might fall and explain their reasoning. This supports math language like \"more,\" \"less,\" \"middle,\" and \"edge.\" It also builds resilience. When the ice breaks, students practice saying, \"Good game!\" and try again. These social-emotional skills are just as important as academics in first grade.\r\n\r\nWhen my students first saw the materials, their excitement was contagious. One student said, \"Are these really for us?\" Another shared that he had never played a board game before. Watching them learn how to set up the games, follow directions, and encourage one another has been incredibly rewarding.\r\n\r\nThe next steps for our classroom include connecting these games more intentionally to literacy and math lessons. We are working on writing simple \"How-To\" books, and students will write directions for playing one of the games. This connects to sequencing words like first, next, then, and last. In math, we will collect data about which game is the class favorite and create simple graphs. Students will also continue building speaking and listening skills by explaining strategies and reflecting on what they learned.\r\n\r\nThanks to this project, our classroom has become an even more joyful, language-rich environment. These games are not just play—they are powerful tools that help all of my students, especially my English Learners, grow in confidence, communication, and collaboration.","fullyFundedDate":1769921107980,"projectUrl":"project/building-teamwork-and-leadership-through/9979298/","projectTitle":"Building Teamwork and Leadership Through Play","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10073510,"letterContent":"Pokémon has been an incredible motivator for my first graders! We used the Pokémon-themed resources as part of our reading and math centers, and students immediately connected with the familiar characters. One favorite moment was during a reading comprehension activity where students \"trained\" their Pokémon by answering questions about the text. Each correct answer helped their Pokémon evolve, and the excitement in the room was contagious. Even my most reluctant readers were eager to participate.\r\n\r\nWhen students first saw the materials, their faces lit up with pure joy. There were gasps, cheers, and lots of \"I love Pokémon!\" The excitement quickly turned into engagement—students were motivated to follow directions, work collaboratively, and persevere through challenging tasks because learning felt like a game. The materials helped create a positive, energetic learning environment where students felt confident and excited to try.\r\n\r\n\r\nThanks to our donors, students now have access to engaging tools that support both academic growth and social-emotional learning. As we move forward, students will continue using these resources during small-group instruction to strengthen reading fluency, problem-solving, and teamwork. Coaching plays an important role in this process—I work closely with instructional coaches to reflect on lessons, adjust strategies, and ensure that activities meet the diverse needs of my students. With their guidance, I'm able to maximize the impact of these resources and help every student grow.\r\nYour support has truly made a difference. Thank you for helping make learning joyful, meaningful, and motivating for our first graders!","fullyFundedDate":1770170655380,"projectUrl":"project/coaching-life-skills-through-play-and-le/10073510/","projectTitle":"Coaching Life Skills Through Play and Leadership","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10025306,"letterContent":"Books like **Kittycorn**, **Pokémon**, and **Pete the Cat** have had a powerful impact on my first-grade classroom because they meet students where they are while intentionally building the skills they need as developing readers. While many people love reading for enjoyment, teaching reading requires selecting texts that motivate students *and* support specific literacy skills. These books do exactly that by combining high interest with strong instructional value.\r\n\r\nOne of the most important skills these texts support is **reading stamina and engagement**. For many first graders, especially those who are reluctant readers or English Learners, building the confidence to sit with a book and attempt to read independently is a major milestone. Familiar characters like Kittycorn, Pokémon, and Pete the Cat immediately draw students in. Because students are excited about the characters and stories, they are more willing to try decoding unfamiliar words, reread pages, and persist through challenging parts of the text. This motivation is critical for helping students see themselves as readers.\r\n\r\nThese books also support **foundational reading skills** such as decoding, sight word recognition, and fluency. Many Pete the Cat books use predictable sentence patterns and repeated phrases, which allow students to practice reading smoothly and confidently. Kittycorn books often include playful language and expressive dialogue, encouraging students to read with expression and pay attention to punctuation. Pokémon books, especially nonfiction or hybrid texts, introduce domain-specific vocabulary and give students practice using picture clues, captions, and bold words to support comprehension.\r\n\r\nIn my classroom, reading looks active, joyful, and student-centered. Students read independently, with partners, and in small groups. They talk about books, retell stories using pictures, and make connections to their own lives. During independent reading time, students choose books that interest them, which has increased both time on task and overall enthusiasm for reading. I frequently hear students recommending books to one another, rereading favorite titles, and proudly sharing new words they have learned. This culture of reading has been strengthened because students feel ownership over their book choices.\r\n\r\nThese texts have also been especially impactful for specific groups of students. Several of my English Learners gravitate toward Kittycorn and Pete the Cat because the illustrations strongly support comprehension. The pictures help students understand the story even when the language feels challenging, allowing them to participate confidently in discussions. Some of my reluctant readers, particularly students who previously avoided books, are drawn to Pokémon texts. Their interest in the characters and facts motivates them to read longer texts and attempt more complex vocabulary than they might otherwise choose. I have seen students who once struggled to stay engaged now eagerly reading and sharing facts with their classmates.\r\n\r\nAdditionally, these books support **social-emotional learning**. Pete the Cat stories often focus on resilience, problem-solving, and staying positive when things don't go as planned—messages that resonate deeply with first graders. Kittycorn books celebrate imagination and kindness, while Pokémon stories encourage perseverance, teamwork, and goal setting. These themes spark meaningful classroom conversations and help students connect reading to their own experiences.\r\n\r\nOverall, these books have strengthened my ability to support diverse learners by combining skill-building with genuine joy. They have helped students develop confidence, independence, and a love of reading—foundational qualities that will support their academic growth well beyond first grade. Because of these texts, reading in my classroom is not just a lesson; it is an experience students look forward to every day.","fullyFundedDate":1768871540314,"projectUrl":"project/books-to-build-strong-readers/10025306/","projectTitle":"Books to Build Strong Readers!","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":9974883,"letterContent":"Trading cards have been a meaningful and effective tool in supporting my first graders' academic, social, and emotional growth. From the moment they were introduced, the cards immediately captured students' interest and created a shared sense of excitement. For many students—especially those who struggle to stay engaged with traditional learning tools—the cards provided an accessible, motivating entry point into learning.\r\n\r\nBecause the cards are hands-on and visual, they helped make expectations concrete for young learners. First graders practiced taking turns, following rules, and managing emotions during real interactions. Students learned how to respond appropriately to both success and disappointment, creating natural opportunities for coaching self-regulation, perseverance, and problem-solving—skills that are essential at this developmental stage.\r\n\r\nTrading cards also supported language development and communication, particularly for English Learners. Students were eager to talk about their cards, explain their thinking, ask questions, and negotiate with peers. This high-interest context increased meaningful oral language practice while reducing anxiety. The visual elements helped lower language barriers, allowing all students to participate regardless of language proficiency or learning needs.\r\n\r\nThe cards played an important role in building classroom community. Students practiced kindness, fairness, and empathy while interacting with peers. Conflicts became teachable moments where students were coached to listen, use respectful language, and resolve problems peacefully. Over time, students grew more confident in supporting one another, strengthening peer relationships and fostering a sense of belonging.\r\n\r\nLeadership development was another key benefit. Students rotated through roles such as organizer, rule-reminder, and peer helper, giving them ownership and responsibility. These opportunities helped students build confidence and see themselves as leaders. Students who were previously hesitant to participate began to take initiative and engage more actively.\r\n\r\nFor students who need additional support—such as those with social-emotional challenges, attention difficulties, or learning differences—the cards provided structure, predictability, and motivation. Clear routines helped reduce anxiety and improve focus. Because the activity was engaging, students were more willing to persist, follow expectations, and practice positive behaviors.\r\n\r\nOverall, trading cards helped transform engagement, peer interactions, and classroom culture. They allowed me to coach essential life skills such as teamwork, communication, resilience, and leadership, creating an equitable learning environment where all first graders felt included, confident, and excited to","fullyFundedDate":1768626912711,"projectUrl":"project/turning-play-into-math-mastery/9974883/","projectTitle":"Turning Play Into Math Mastery","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9798855,"projectId":9747778,"letterContent":"Thank you again for your generous donation and supporting our library. Receiving these new books have sparked excitement amongst students and teachers and continued to help improve their reading skills. Reading these new books have encouraged students to continue practicing comprehension skills like making predictions, identifying themes, and analyzing character's choices and motivations. Not only has the stories strengthened student's comprehension and vocabulary skills, but the books are relatable and makes them feel seen. These improvements are a direct result of your generosity, and we are so grateful for the lasting impact you've made on our students' learning and love of reading.","fullyFundedDate":1759343203341,"projectUrl":"project/fueling-minds-with-the-power-of-books/9747778/","projectTitle":"Fueling Minds with the Power of Books","teacherDisplayName":"Ms. De Benedictis","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-8_272.png?auto=webp","teacherClassroomUrl":"classroom/9798855"},{"teacherId":8521154,"projectId":9958751,"letterContent":"Receiving iPhones had a positive impact on student learning and engagement. Students were highly motivated and eager to use the devices as learning tools rather than distractions. During our animal habitat project, students worked collaboratively in small groups, using the iPhones to research animals, explore different habitats, and gather facts such as climate, diet, and adaptations.\r\n\r\nThe devices supported active learning by allowing students to quickly access age-appropriate resources, watch short educational videos, and view images that helped them better visualize each habitat. Students discussed information together, made group decisions, and shared responsibilities, which strengthened both their research skills and teamwork. Overall, the use of iPhones enhanced student understanding, increased participation, and helped students take ownership of their learning while completing their projects.","fullyFundedDate":1768451486556,"projectUrl":"project/tech-in-small-groups/9958751/","projectTitle":"Tech in Small Groups","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"},{"teacherId":8521154,"projectId":9866584,"letterContent":"With the new books we have received, we have begun our small-group instruction where students take turns reading chapter books aloud. These sessions have quickly become something the students look forward to. While the Roald Dahl books challenge them as readers, they are equally engaging and enjoyable, encouraging rich discussion, laughter, and a genuine excitement for reading. It has been wonderful to see students build confidence, perseverance, and a love of literature through these stories. Thank you for helping bring such joy and enthusiasm for reading into my classroom it has made a meaningful difference for both my students and me.","fullyFundedDate":1763583263952,"projectUrl":"project/reading-is-a-superpower/9866584/","projectTitle":"Reading is a Superpower!","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"},{"teacherId":8521154,"projectId":9941061,"letterContent":"Thank you so much for the generous donation of the Dairies and The Diary of Anne Frank books. These texts have been a meaningful addition to our classroom and provide students with powerful opportunities to learn about history through personal stories and reflection. The books have already sparked thoughtful discussions and deep engagement, helping students develop empathy, critical thinking, and a stronger connection to the material. We truly appreciate your support and the lasting impact this donation will have on our students' learning experiences. My third grade students are excited to start writing their own stories in their dairies.","fullyFundedDate":1767247437757,"projectUrl":"project/the-dairy-that-changed-the-world/9941061/","projectTitle":"The Dairy that Changed the World!","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"}],"pageName":"schoolpage_101261","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":314,"numTeachers":20,"percentFrplEligible":95,"percentAsian":3,"percentBlack":2,"percentWhite":3,"percentIndigenous":0,"percentLatinx":88,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 5","studentTeacherRatio":"15.7:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":76.6,"schoolId":101261,"financialInfo":null,"twitterShareText":"Learn more about Julie Korenstein Elementary School on @DonorsChoose:","schoolName":"Julie Korenstein Elementary School","canonicalPageUrl":"schools/california/los-angeles-unified-school-district/valley-region-elementary-school7/101261"}