{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Julie Korenstein Elementary School","outOfStateSupporters":22.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9163189,"projectId":9949102,"letterContent":"My students are using the Alpha Catch Phonics Game and Rainbow Sentences as hands-on tools to strengthen foundational reading skills. During small-group phonics instruction, students play the Alpha Catch game by identifying letter sounds, matching uppercase and lowercase letters, and producing beginning sounds before tossing the ball to a partner. This movement-based activity keeps students actively engaged while reinforcing phonics skills. Rainbow Sentences are used during literacy centers to help students build and read simple sentences. One meaningful classroom moment occurred when students worked together to arrange the color-coded sentence pieces, read their sentences aloud, and proudly explain how they knew the sentence made sense. These activities promote collaboration, oral language, and confidence in early reading.\r\n\r\nWhen students first saw the materials, they were excited and eager to participate. The Alpha Catch game immediately grabbed students' attention because it allowed them to learn while moving, which is especially beneficial for first graders. Even students who are typically reluctant readers were eager to join in and try. The Rainbow Sentences materials were equally motivating, as the bright colors and hands-on pieces made sentence building feel like a puzzle rather than a task. Students were proud to read the sentences they created and showed increased confidence when working with peers. The materials helped make phonics and sentence structure fun, interactive, and accessible.\r\n\r\n\r\nMoving forward, students will continue using these resources during phonics and literacy centers to support decoding, fluency, and comprehension. We will begin incorporating writing extensions where students build a sentence using Rainbow Sentences and then write the sentence in their journals. The Alpha Catch game will be used to reinforce blends, digraphs, and word families as students progress. These next steps will allow students to deepen their phonics knowledge, strengthen sentence structure, and develop a strong foundation for reading success through hands-on, student-centered learning.","fullyFundedDate":1765394249665,"projectUrl":"project/hands-on-phonics/9949102/","projectTitle":"Hands-on Phonics!","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":9965382,"letterContent":"My students are using these new resources daily to support motivation, engagement, and hands-on learning. The trading card collections are part of a structured reward and learning system in our classroom. Students earn cards when they fill out their ticket charts, complete i-Ready lessons, or pass high-frequency word assessments. Once earned, the cards are intentionally incorporated into lessons, especially during math and small-group instruction. Students use them to count, sort, compare quantities, and practice addition and subtraction, helping make abstract concepts more concrete. The visual timers are used throughout the day to support transitions, independent work time, and small-group rotations. One meaningful moment occurred when students used the rainbow timer during a writing block; students stayed focused, monitored their own time, and transitioned smoothly when the timer ended. The small mirrors are used during phonics and social-emotional lessons to help students observe mouth movements while practicing sounds and identify facial expressions when discussing emotions.\r\n\r\nWhen students first saw the materials, their excitement was immediate and motivating. Many students were eager to learn how they could earn the trading cards and proudly shared their accomplishments once they met their goals. The cards became a strong incentive for students to stay focused, complete assignments, and challenge themselves academically. The visual timers were quickly embraced, especially by students who struggle with transitions or anxiety around time. Being able to see time passing helped students feel calmer and more in control. The mirrors sparked curiosity and engagement, with students enjoying the opportunity to see themselves while practicing sounds and expressions. Overall, the materials created a positive classroom energy while reinforcing responsibility, effort, and pride in learning.\r\n\r\n\r\nMoving forward, these resources will continue to support both academic instruction and classroom routines. Students will use the trading cards during math centers for data collection and graphing projects, where they will create picture graphs and write simple sentences describing their data. The visual timers will remain a consistent support during assessments, independent work, and group activities to help students build time-management and self-regulation skills. The mirrors will continue to be used during phonics instruction and social-emotional learning lessons to support articulation, oral language, and emotional awareness. These next steps will help students remain motivated, focused, and engaged while developing confidence, independence, and a love for learning. Thanks to these resources, my classroom has become more structured, hands-on, and student-centered.","fullyFundedDate":1766243965015,"projectUrl":"project/hands-on-learning-tools-that-engage-and/9965382/","projectTitle":"Hands-On Learning Tools That Engage and Empower First Graders","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":9953189,"letterContent":"My students are using the fidget and sensory tools as both learning supports and motivational rewards to encourage positive behavior and academic effort. The tools are earned when students fill out their ticket charts, complete i-Ready lessons, or pass their high-frequency word assessments. Once earned, the fidgets are used during structured times such as reading groups, writing, math centers, and independent work to support focus and self-regulation. One meaningful classroom moment occurred during a small-group literacy lesson when several students who had earned their reward were able to stay engaged and calmly participate while holding a squishy or stress cube. The combination of motivation and sensory support helped students feel successful and proud of their hard work.\r\n\r\nWhen students first saw the sensory materials, their excitement and motivation were immediate. Many students were eager to work toward earning them and asked questions about how they could meet their goals. Once expectations were clearly explained, students understood that the fidgets were privileges tied to effort, responsibility, and academic growth. Students showed increased focus and perseverance during lessons, especially when working toward completing i-Ready activities or mastering high-frequency words. Several students shared that the fidgets helped them feel calmer and more confident during learning tasks. The materials created positive energy in the classroom while reinforcing accountability and goal setting.\r\n\r\n\r\nMoving forward, students will continue using the sensory tools as part of our academic and social-emotional routines. The fidgets will remain incentives connected to ticket charts, assessment goals, and independent learning progress. Students will reflect on which tools help them focus best and practice choosing strategies that support their learning. The tools will also be incorporated into calm-down areas and self-regulation lessons, helping students build independence and emotional awareness. These next steps will allow students to stay motivated, focused, and engaged while developing lifelong skills in self-control, perseverance, and responsible decision-making.","fullyFundedDate":1765548686833,"projectUrl":"project/fidgets-for-focus-hands-on-tools-to-sup/9953189/","projectTitle":"Fidgets for Focus: Hands-On Tools to Support Our Young Scholars","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":9954175,"letterContent":"In my first-grade classroom, these materials are used as hands-on resources that support both learning and positive behavior. Students earn them by showing effort, completing assignments, and following classroom expectations. Once earned, the materials are intentionally incorporated into lessons, especially during math small groups. Students use them to count, sort, and compare numbers, making abstract math concepts more concrete and accessible. One meaningful classroom moment occurred when students worked collaboratively to organize their items and explain which group had more or fewer, using complete sentences to share their thinking. This approach keeps students engaged while reinforcing academic and social skills.\r\n\r\n\r\nWhen students were first introduced to the materials, their reactions were filled with excitement and curiosity. Many students immediately smiled, shared prior knowledge, and eagerly asked questions. Even students who are typically quiet or reluctant to participate became more involved and motivated. Once expectations were clearly explained, students understood that the materials were earned through responsibility, kindness, and effort. The resources created instant buy-in and helped establish a positive classroom environment where students were excited to learn and proud of their achievements.\r\n\r\nMoving forward, students will continue using the materials as part of math and literacy centers to support counting, addition, subtraction, and oral language development. They will also engage in a simple data and graphing project where they tally their items, create picture graphs, and write sentences describing their findings. The materials will remain part of our classroom motivation system as students practice goal setting, reflection, and social-emotional skills. These next steps will allow students to deepen their learning while continuing to benefit from hands-on, student-centered instruction.","fullyFundedDate":1765579175465,"projectUrl":"project/level-up-learning/9954175/","projectTitle":"Level Up 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":9952763,"letterContent":"In my first-grade classroom, these materials are used as hands-on resources that support both learning and positive behavior. Students earn them by showing effort, completing assignments, and following classroom expectations. Once earned, the materials are intentionally incorporated into lessons, especially during math small groups. Students use them to count, sort, and compare numbers, making abstract math concepts more concrete and accessible. One meaningful classroom moment occurred when students worked collaboratively to organize their items and explain which group had more or fewer, using complete sentences to share their thinking. This approach keeps students engaged while reinforcing academic and social skills.\r\n\r\n\r\nWhen students were first introduced to the materials, their reactions were filled with excitement and curiosity. Many students immediately smiled, shared prior knowledge, and eagerly asked questions. Even students who are typically quiet or reluctant to participate became more involved and motivated. Once expectations were clearly explained, students understood that the materials were earned through responsibility, kindness, and effort. The resources created instant buy-in and helped establish a positive classroom environment where students were excited to learn and proud of their achievements.\r\n\r\nMoving forward, students will continue using the materials as part of math and literacy centers to support counting, addition, subtraction, and oral language development. They will also engage in a simple data and graphing project where they tally their items, create picture graphs, and write sentences describing their findings. The materials will remain part of our classroom motivation system as students practice goal setting, reflection, and social-emotional skills. These next steps will allow students to deepen their learning while continuing to benefit from hands-on, student-centered instruction.","fullyFundedDate":1765394248945,"projectUrl":"project/catch-em-with-learning/9952763/","projectTitle":"Catch ’Em With 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":9959775,"letterContent":"My students are using the Pokémon cards as a hands-on motivational and instructional tool woven into our daily routines. One memorable moment was during a math small-group lesson focused on comparing numbers. Students earned cards for showing effort and following expectations, then used those cards to count, sort, and compare quantities. They eagerly worked together to organize their cards by number, explain which group had more or fewer, and justify their thinking aloud. This simple activity turned an abstract math concept into a concrete, engaging experience. I also use the cards as positive reinforcement for completing assignments, helping classmates, and demonstrating self-control, which has strengthened our classroom community.\r\n\r\nWhen students first saw the Pokémon cards, their excitement was immediate and genuine. Many students gasped, smiled, and began sharing what they already knew about different characters. Even students who are typically quiet or hesitant to participate were suddenly eager to engage. That excitement quickly translated into focus and motivation once expectations were clearly set. Students understood that the cards were something to be earned through hard work, kindness, and responsibility. The materials instantly increased student buy-in and created a joyful, positive energy in the classroom.\r\n\r\nNext, students will continue using the cards during math and literacy centers to support counting, addition, subtraction, and oral language development. We will also begin a simple data and graphing project where students tally their cards, create picture graphs, and write sentences describing their data. Additionally, the cards will remain part of our positive behavior system as we work on goal setting, reflection, and social-emotional skills. These resources will continue to support hands-on, student-centered learning while helping my first graders build confidence, academic skills, and a love for learning.","fullyFundedDate":1765991575611,"projectUrl":"project/level-up-our-learning/9959775/","projectTitle":"Level Up Our 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":9972203,"letterContent":"My students are using the Pokémon cards as a hands-on motivational and instructional tool woven into our daily routines. One memorable moment was during a math small-group lesson focused on comparing numbers. Students earned cards for showing effort and following expectations, then used those cards to count, sort, and compare quantities. They eagerly worked together to organize their cards by number, explain which group had more or fewer, and justify their thinking aloud. This simple activity turned an abstract math concept into a concrete, engaging experience. I also use the cards as positive reinforcement for completing assignments, helping classmates, and demonstrating self-control, which has strengthened our classroom community.\r\n\r\nWhen students first saw the Pokémon cards, their excitement was immediate and genuine. Many students gasped, smiled, and began sharing what they already knew about different characters. Even students who are typically quiet or hesitant to participate were suddenly eager to engage. That excitement quickly translated into focus and motivation once expectations were clearly set. Students understood that the cards were something to be earned through hard work, kindness, and responsibility. The materials instantly increased student buy-in and created a joyful, positive energy in the classroom.\r\n\r\nNext, students will continue using the cards during math and literacy centers to support counting, addition, subtraction, and oral language development. We will also begin a simple data and graphing project where students tally their cards, create picture graphs, and write sentences describing their data. Additionally, the cards will remain part of our positive behavior system as we work on goal setting, reflection, and social-emotional skills. These resources will continue to support hands-on, student-centered learning while helping my first graders build confidence, academic skills, and a love for learning.","fullyFundedDate":1766851799255,"projectUrl":"project/level-up-scholars/9972203/","projectTitle":"Level Up Scholars!","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":9944508,"letterContent":"My students are using the Pokémon cards as a hands-on motivational and instructional tool woven into our daily routines. One memorable moment was during a math small-group lesson focused on comparing numbers. Students earned cards for showing effort and following expectations, then used those cards to count, sort, and compare quantities. They eagerly worked together to organize their cards by number, explain which group had more or fewer, and justify their thinking aloud. This simple activity turned an abstract math concept into a concrete, engaging experience. I also use the cards as positive reinforcement for completing assignments, helping classmates, and demonstrating self-control, which has strengthened our classroom community.\r\n\r\nWhen students first saw the Pokémon cards, their excitement was immediate and genuine. Many students gasped, smiled, and began sharing what they already knew about different characters. Even students who are typically quiet or hesitant to participate were suddenly eager to engage. That excitement quickly translated into focus and motivation once expectations were clearly set. Students understood that the cards were something to be earned through hard work, kindness, and responsibility. The materials instantly increased student buy-in and created a joyful, positive energy in the classroom.\r\n\r\nNext, students will continue using the cards during math and literacy centers to support counting, addition, subtraction, and oral language development. We will also begin a simple data and graphing project where students tally their cards, create picture graphs, and write sentences describing their data. Additionally, the cards will remain part of our positive behavior system as we work on goal setting, reflection, and social-emotional skills. These resources will continue to support hands-on, student-centered learning while helping my first graders build confidence, academic skills, and a love for learning.","fullyFundedDate":1765151622593,"projectUrl":"project/catch-em-with-learning/9944508/","projectTitle":"Catch ’Em With 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":10228483,"projectId":9658512,"letterContent":"Thank you so much for providing our classroom with these wonderful social-emotional learning books. Titles like The Curious Why, Magical Yet, and Marvelous Now have had a powerful impact on my 2nd grade students, not just as readers, but as growing individuals learning to understand themselves and others.\r\n\r\nTeaching reading also means helping children build important life skills. These books introduce lessons in perseverance, self-confidence, curiosity, empathy, and mindfulness. Through the characters and stories, students are learning how to talk about their feelings, embrace challenges, appreciate the present moment, and recognize that growth takes time. We use these texts to practice reading comprehension skills such as identifying the message of a story, making connections, and discussing character feelings and choices.\r\n\r\nReading in our classroom is thoughtful and engaging. We often read these books aloud together and pause to reflect, turn and talk, or share personal connections. During independent reading time, students revisit these stories, discuss them with classmates, and even use them as inspiration for writing and drawing. The books have helped create a calm, supportive classroom environment where students feel comfortable sharing their thoughts and emotions.\r\n\r\nSeveral students have especially connected with these books. Some children who struggle with confidence see themselves in the characters and are beginning to believe in their own abilities. Others who feel big emotions are learning strategies to pause, reflect, and express themselves more clearly. It has been incredibly meaningful to hear students reference these stories during real-life moments, reminding themselves or each other of the lessons they've learned.\r\n\r\nThank you for supporting our classroom and helping us grow not only as readers, but as kind, thoughtful, and resilient learners. Your generosity has made a lasting difference in our students' hearts and minds.","fullyFundedDate":1760455845032,"projectUrl":"project/motivated-minds/9658512/","projectTitle":"Motivated Minds","teacherDisplayName":"Ms. Ramirez","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10228483_orig.jpg?crop=1545,1545,x37,y0&width=272&height=272&fit=bounds&auto=webp&t=1756338255145","teacherClassroomUrl":"classroom/10228483"},{"teacherId":9163189,"projectId":9877379,"letterContent":"We are using *My Strong Mind* and the emotions poster during morning meetings, read-alouds, and throughout the day when students experience big feelings. After reading the book, students worked together to create a \"strong mind toolbox,\" where they practiced strategies from the story such as positive self-talk, taking deep breaths, and trying again when something feels hard. One powerful moment was when a student felt frustrated during math and independently walked to the emotions poster, pointed to \"frustrated,\" and said, \"I need a calm breath.\" This showed real growth in self-awareness and self-regulation.\r\n\r\nWhen students first saw the materials, they were excited and immediately engaged. They loved recognizing the emotions on the poster and connecting them to their own feelings. Many students eagerly shared times they felt happy, nervous, or proud. The book sparked meaningful conversations and helped students feel safe, understood, and supported in our classroom.","fullyFundedDate":1762650503549,"projectUrl":"project/supporting-mental-health/9877379/","projectTitle":"Supporting Mental Health!","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":8521154,"projectId":9884587,"letterContent":"Thank you for the generous donation of the Apple touch pad. Our students truly enjoy using it during STEAM lessons, especially when they have the opportunity to present their work to their peers. It has made sharing their ideas easier and more engaging, and it has encouraged them to take pride in their learning. We appreciate your support in helping create a more interactive and innovative classroom environment for our third graders. Thank you for supporting and providing equitable learning for all my students.","fullyFundedDate":1764696908052,"projectUrl":"project/tech-tools-for-tomorrows-leaders/9884587/","projectTitle":"Tech Tools for Tomorrow’s Leaders","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":9694562,"letterContent":"My scholars are using the new Pokémon cards as part of our classroom reward and learning system. We use them during small-group activities, math games, and literacy centers to encourage teamwork, positive behavior, and effort. One special moment was when a group of scholars worked together to solve a challenging math puzzle just so they could earn a card for their team—everyone was cheering each other on, and it built such a strong sense of community.\r\n\r\nWhen my students first saw the Pokémon cards, their faces lit up with pure excitement. Many gasped, some jumped, and others immediately started naming their favorite characters. Their enthusiasm has truly transformed our classroom, bringing increased motivation and joy in learning.","fullyFundedDate":1761237758008,"projectUrl":"project/classroom-currency/9694562/","projectTitle":"Classroom Currency!","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"}],"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":78.0,"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"}