{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Elizabeth Learning Center","outOfStateSupporters":24.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":8904299,"projectId":9214482,"letterContent":"Thanks to your generous support, our mental health office now has a warm, welcoming chair that has become more than just a piece of furniture—it's become a safe space for students to breathe, open up, and feel seen. As soon as the chair arrived, students noticed it right away. One student sat down, took a deep breath, and said, \"This feels like home.\" That moment confirmed exactly what this project was meant to do: create comfort and connection.\r\n\r\nWe use the chair daily during individual check-ins, emotional regulation breaks, and moments when students just need a quiet, safe place to sit. Whether they're talking through a tough moment, participating in a guided mindfulness activity, or simply needing a few calm minutes between classes, this chair has become a grounding spot. For students who struggle with anxiety or emotional dysregulation, having a soft, supportive place to land makes a world of difference.\r\n\r\nNext, we're building a full \"comfort corner\" around the chair with sensory tools, student-created affirmation cards, and calming visuals. We're also beginning a self-reflection journal activity, where students can sit in the chair and write about their feelings, goals, or challenges in a quiet, private space. Your donation was the first step in transforming our office from a clinical space into a true sanctuary.\r\n\r\nThank you for helping create not just comfort, but connection—for every student who walks through our door.","fullyFundedDate":1746785339922,"projectUrl":"project/comfort-and-connection/9214482/","projectTitle":"Comfort and Connection","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":9539473,"projectId":9076290,"letterContent":"On behalf of my girl students and myself, I want to extend a heartfelt thank you for your generous donation of the self-love workbooks. Your kindness and thoughtfulness is truly making a difference. \r\n\r\nTherese workbooks are more than just pages, they have helped my students' self-esteem improve significantly. They are learning to see their worth and honor their feelings. Thanks to you, they are building a foundation for a healthier relationship with themselves. Thank you once again for investing in their growth, healing, and empowerment.","fullyFundedDate":1747844225572,"projectUrl":"project/self-love-starts-here-empowering-the-ne/9076290/","projectTitle":"Self-Love Starts Here: Empowering the Next Generation","teacherDisplayName":"Ms. Aceves","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9539473_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1746861266169","teacherClassroomUrl":"classroom/alejandra-aceves"},{"teacherId":8904299,"projectId":9213941,"letterContent":"Thanks to your generous support, the \"Empowering Minds in Motion\" project has brought flexibility, empowerment, and engagement into my therapy sessions with students. The rolling laptop desk may seem like a simple addition, but in the mental health setting, it has made a significant difference in how my students experience learning, healing, and self-expression.\r\n\r\nWhile many people associate technology with screens, apps, or devices, this project reminds us that technology also includes tools that support how we interact with learning environments. The rolling desk is a form of adaptive furniture that has helped bridge the gap between movement and focus. In my office, I work with students who often face challenges such as anxiety, ADHD, trauma, and emotional dysregulation. For these students, being seated for a traditional session can feel restrictive or even triggering. The option to stand while working creates a sense of freedom and reduces feelings of confinement, which are common barriers to engagement.\r\n\r\nFrom a therapeutic perspective, the desk allows students to complete tasks such as journaling, drawing, completing worksheets, or engaging with interactive digital platforms—all while standing or even gently moving. It helps regulate energy levels and offers an outlet for kinesthetic learners who benefit from physical movement to stay engaged. The mobility of the desk also means I can adjust the environment quickly, making it more accessible for students with different sensory or emotional needs.\r\n\r\nWhat's most exciting for students is the element of choice. This desk sends a clear message: \"Your body matters. Your comfort matters. You get to choose how you participate.\" That autonomy is critical in therapy, especially for students who may feel powerless in other parts of their lives. One middle school student, who struggles with anxiety and often avoids eye contact during sessions, has started using the desk to work on art prompts while standing. She recently shared, \"It helps me feel less stuck—I don't feel trapped in the chair.\" Another student who has ADHD now looks forward to sessions because he knows he can move freely while completing tasks that once felt overwhelming.\r\n\r\nStudents have become more engaged, confident, and open since this tool was introduced. It has reduced tension and increased motivation. I've seen quieter students speak more freely while coloring or writing at the standing desk, and more active students sustain focus longer without becoming dysregulated. Even for those who choose to sit, just having the option to stand if needed gives them a sense of control that is emotionally grounding.\r\n\r\nThe desk also encourages a more collaborative dynamic. When students choose where and how to work, they are participating more actively in their therapeutic process. This kind of empowerment is key to trauma-informed care, which emphasizes safety, choice, and collaboration. The rolling desk is a physical representation of these values, making my office a more inclusive and student-centered space.\r\n\r\nIn short, this project has helped create an environment where students feel respected, capable, and free to express themselves. It supports both their learning and emotional growth in meaningful ways. Your donation has helped me meet students where they are—emotionally, physically, and developmentally—and for that, I am deeply grateful.\r\n\r\nThank you for believing in innovation, flexibility, and the power of small tools to make a big difference in students' lives.","fullyFundedDate":1746699626107,"projectUrl":"project/empowering-minds-in-motion/9213941/","projectTitle":"Empowering Minds in Motion","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9213913,"letterContent":"We are so excited to share the incredible impact your generosity has made through the \"Healing Through Play\" project. Because of your contribution, our students now have access to a therapeutic space filled with tools that foster self-expression, emotional safety, and healing. One of the most meaningful additions to our office has been the sandtray, which has become a central part of our work with students in individual and small-group sessions.\r\n\r\nThe sandtray offers students a powerful way to communicate feelings and experiences that are often too complex or overwhelming to express with words. One unforgettable moment happened during a session with a student who had experienced a recent loss. Quiet and withdrawn, they initially resisted verbal discussion. But when invited to the sandtray, they began carefully selecting figures—placing a small, lone tree at the edge of the tray, a figure representing themselves sitting beneath it, and several animals watching from afar. As they constructed their scene, they slowly began to talk about feeling \"alone but watched,\" describing how others tried to help but didn't always understand. This moment was a breakthrough—it allowed the student to feel seen and heard in a way they hadn't been able to articulate before. That single tray led to deeper conversations in later sessions and helped guide our therapeutic goals moving forward.\r\n\r\nWhen I first introduced the sandtray and miniature figures to my clients, the reactions were priceless. Their eyes widened in awe, and many immediately began exploring the tray and asking questions. \"Can we use all of this?\" one student asked, pointing to a collection of tiny buildings, animals, and fantasy figures. Others began quietly creating their own worlds without any prompting—some making scenes of peaceful homes, others crafting chaotic battlefields. Even students who typically struggle with engagement or have difficulty opening up found themselves drawn in. It was clear from the beginning: this was not just a new tool—it was a doorway into connection, insight, and healing.\r\n\r\nFor many of my students, this space has become a safe haven where they can reflect, play, and process their experiences on their own terms. Your donation didn't just provide materials—it created opportunities for healing that wouldn't have happened otherwise.\r\n\r\nLooking ahead, I am continuing to build on this momentum with a new lesson series focused on emotional literacy through themed sandtray work. Right now, students are working on trays based around prompts such as \"Show me what safety looks like\" or \"Create a world that feels calm.\" These activities help them externalize their inner experiences and develop emotional language they can use in other parts of their lives. The next step in this project involves reflective storytelling, where students will be invited to describe the scenes they've built and connect them to real-life emotions, challenges, and successes. I am also planning to integrate short journaling and art activities to reinforce the lessons from the sandtray and provide additional modes of self-expression.\r\n\r\nThanks to your support, my office has transformed into a place where creativity and healing meet. I am seeing students make connections faster, explore emotions more freely, and feel more ownership of their growth journeys. You gave me the means to support my students in ways that are both meaningful and developmentally appropriate—and for that, I am deeply grateful.","fullyFundedDate":1746785410469,"projectUrl":"project/healing-through-play/9213913/","projectTitle":"Healing Through Play","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9128180,"letterContent":"Thank you from the bottom of our hearts for supporting the \"Empowering Minds Through Creative Expression\" initiative. Your generosity has made a real, tangible difference in the lives of my clients, and I'm so excited to share some of the impact your donation has already had.\r\n\r\nWith the new resources—pens, notebooks, and specially curated mental health stickers—we've created a safe, creative, and empowering space where my clients can explore their emotions and experiences in ways that feel personal and validating. These seemingly simple materials have opened the door to deeper conversations, self-reflection, and healing in ways that words alone sometimes cannot.\r\n\r\nWhen the clients first saw the materials, especially the mental health stickers, their eyes lit up. One of my younger clients, who has difficulty expressing feelings verbally, immediately started flipping through the stickers, pointing to ones that said things like \"It's okay to ask for help\" and \"Feelings aren't facts.\" She chose one that read \"Brave, not broken\" and proudly placed it on the front of her new notebook. In that moment, she wasn't just receiving a sticker—she was claiming a message that she needed to hear. That was the beginning of her journaling journey, which has since become a weekly ritual in our sessions.\r\n\r\nOne specific project that has flourished thanks to these materials is our \"Emotion Mapping\" journal series. Each client receives a notebook, which they use to create visual and written \"maps\" of their week—highlighting stressors, victories, emotional highs and lows, and coping strategies they used. They use different pens to symbolize different emotions or energy levels, and stickers to mark important milestones, whether it's \"I asked for help today\" or \"I practiced self-care.\" This creative format has become a vital therapeutic tool, allowing clients to identify patterns, take pride in progress, and develop emotional insight in a way that feels engaging and non-judgmental.\r\n\r\nFor many of my clients, this is the first time they've ever had a space that's just for them—where they can write freely, decorate pages with their thoughts, and feel safe doing it. That sense of ownership and validation has been truly powerful.\r\n\r\nBy contributing to this project, you also got a little peek into our mental health space—and I want you to know that you're now part of something that's continuing to grow. As for next steps, we're building on the journaling foundation to explore a project called \"Storylines of Strength.\" Clients are now working on short creative narratives based on their own lives, written in the third person to give emotional distance. These stories will incorporate metaphors and imagery that reflect their challenges and triumphs, helping them build a stronger internal narrative of resilience and hope. The materials you provided continue to be instrumental—clients choose pens that reflect their mood, use stickers to highlight breakthroughs in their story, and return to their journals for inspiration.\r\n\r\nSome clients are also preparing to share selected pages of their journals (anonymously) as part of a \"Wall of Courage\" display within the office. It will serve as a reminder to others that they are not alone, and that growth, healing, and creativity go hand in hand.\r\n\r\nNone of this would have been possible without your support. You didn't just donate supplies—you helped create a culture of empowerment, emotional expression, and healing. From every journal entry written to every sticker placed, your kindness echoes through the space you helped build.","fullyFundedDate":1746699708457,"projectUrl":"project/empowering-minds-through-creative-expres/9128180/","projectTitle":"Empowering Minds Through Creative Expression","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9216262,"letterContent":"I want to take a moment to extend my heartfelt gratitude for your generous contributions to our project, \"Transforming Lives One Brushstroke at a Time.\" Because of you, my students and I now have access to an abundance of vibrant paints, clean canvases, and high-quality brushes that have already made a deep and visible impact in our mental health-centered art sessions.\r\n\r\nThe moment the materials arrived was nothing short of magical. Several students helped me unpack the boxes, and their reactions were priceless—wide eyes, excited chatter, and immediate ideas bubbling to the surface. \"Are these really for us?\" one student asked, hesitating to touch a crisp white canvas. Another picked up a fine-tipped brush and whispered, \"This is the kind they use in real art studios!\" For many of these students, this was their first time holding professional-grade art supplies. The respect and enthusiasm they showed were moving and a reminder of how transformational access can be.\r\n\r\nWe've already launched a special project in my mental health office called \"Windows to My Mind,\" in which each student creates a painting representing their inner world—how they see themselves, their experiences, and their hopes. Using the new materials, they've created stunningly raw, beautiful pieces that wouldn't have been possible without your support. One student, who has long struggled to express their emotions verbally, painted a cracked but blooming sunflower on a stormy background. \"It's how I feel most days,\" they shared. \"I'm still growing, even if things feel dark.\" That painting now hangs proudly on our office wall, a symbol of courage and self-awareness.\r\n\r\nAnother memorable moment came during a group session focused on anxiety and self-soothing strategies. We invited students to paint their \"safe space\"—a mental image they could return to during anxious moments. As they dipped their brushes into color, the room became quiet, almost sacred. One student painted the ocean at night, another a quiet forest. When we reflected as a group, it was clear the act of creating gave them not only a tool for calming themselves but also a voice.\r\n\r\nWhat's next? We're expanding this project into a larger, semester-long initiative called \"Identity in Color.\" This project invites students to explore culture, heritage, and personal growth through a series of guided art pieces. Each week, we focus on a new theme—like \"My Roots,\" \"My Journey,\" and \"My Dream Self\"—with corresponding art exercises. Students are keeping journals alongside their artwork, tracking both their mental health reflections and artistic process. Eventually, we plan to host a small gallery showing at the school where students can showcase their work to teachers, peers, and family—a celebration of both their artistry and their healing journey.\r\n\r\nThanks to you, our office has become more than just a place to talk—it's become a space of creativity, transformation, and empowerment. Art has offered my students a new way to process trauma, connect with themselves, and find joy again. You've given them more than materials—you've given them a mirror, a voice, and a safe canvas for their inner worlds.\r\n\r\nFrom the bottom of my heart, thank you for being part of this journey.","fullyFundedDate":1746698825309,"projectUrl":"project/transforming-lives-one-brushstroke-at-a/9216262/","projectTitle":"Transforming Lives One Brushstroke at a Time","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9213854,"letterContent":"Thank you so much for contributing to A Jar of Support. Your generosity has made a lasting and deeply meaningful impact in my therapy office. With your help, I was able to bring in beautiful, engaging sensory materials—like easy-shake glitter, sensory bottles, and sensory bottle supplies—that have created new opportunities for emotional regulation, creative expression, and healing.\r\n\r\nFrom the moment my clients saw the new materials, their faces lit up with curiosity and excitement. Many children immediately reached for the bottles, shaking them gently and watching the glitter swirl. One child said, \"It's like watching my brain calm down.\" That moment said it all. For kids who often struggle to find the words for their emotions or to settle their bodies after a stressful day, these tools are more than just visually appealing—they are powerful grounding supports.\r\n\r\nOne of our first projects using the materials was a \"Create Your Own Calm\" activity. Each child got to make their own sensory bottle, choosing colors, glitter, and even small objects to represent feelings or calming thoughts. As they worked, we talked about what helps them feel safe, who supports them, and how they know when their bodies need a break. The act of creating something so personal helped build self-awareness and offered a concrete, tangible reminder that they have tools within reach to support their emotional wellbeing.\r\n\r\nThe bottles have also become a regular part of sessions. I now have a \"Calm Corner\" in my office where clients can go when they feel overwhelmed. It's stocked with sensory bottles made by themselves or others, and it's been amazing to see children use them voluntarily, saying, \"I need a minute with the glitter.\" That kind of self-regulation is a huge milestone, and it wouldn't be happening without your support.\r\n\r\nClients who deal with anxiety, trauma, or ADHD have especially benefitted. One young client who often comes into sessions very dysregulated now starts each appointment by shaking his bottle and watching it settle before he begins to talk. It sets the tone for a much more connected and productive session. Another client brought her bottle home to use before bed and proudly reported that she's sleeping better because she watches her \"calm jar\" instead of thinking about scary thoughts.\r\n\r\nYour donation also gave students the opportunity to practice mindfulness in a hands-on, engaging way. For many, this is the first time they're learning that emotions can come and go, just like glitter settling to the bottom. We use the bottles to model how thoughts and feelings stir up like glitter in a storm, but eventually settle with time and breath. This visual metaphor has stuck with so many of my clients—it's accessible, nonjudgmental, and empowering.\r\n\r\nLooking ahead, we're beginning a new project called \"A Jar for Every Feeling,\" where students will create bottles that represent different emotions—anger, joy, sadness, and peace. This will be part of a broader emotional identification lesson, helping students understand that all feelings are valid and manageable. These jars will live in our office and be used as visual cues during discussions or moments of dysregulation.\r\n\r\nBecause of you, my therapy office has become not just a space for talking, but a space for experiencing healing through touch, color, and movement. Thank you for believing in the power of small tools to make a big difference. You've given my clients not just materials—but moments of peace, control, and confidence they carry with them long after they leave my office.","fullyFundedDate":1746699604798,"projectUrl":"project/a-jar-of-support/9213854/","projectTitle":"A Jar of Support","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9216276,"letterContent":"I want to extend my deepest gratitude for your generous support of the Turning Pages to Healing project. As a mental health therapist, I've always believed in the power of stories—not just as entertainment, but as tools for growth, reflection, and healing. Thanks to your contributions, I've been able to introduce a rich variety of therapeutic books into my practice, and the impact on my clients has been truly transformative.\r\n\r\nMany of you, like me, love to read and know the comfort, inspiration, and escape that a good book can bring. In my mental health office, books serve a similar purpose—but they go even further. They become bridges for understanding emotions, tools for building empathy, and mirrors that reflect back a client's own experiences in ways that words alone often can't. With the addition of these new texts, I've been able to introduce skills and lessons around emotional literacy, trauma awareness, self-regulation, empathy, identity exploration, and even communication within families.\r\n\r\nReading in my office doesn't look like a traditional classroom or even a quiet library moment. It often looks like a child curled up on the couch flipping through pages with expressive illustrations, or a teenager reading a chapter aloud and stopping to say, \"That's exactly how I feel.\" It looks like clients writing their own endings to a story that once felt too painful, or choosing a character they relate to and using that connection to talk about their own experiences. Sometimes we read together; other times, clients borrow books to take home and continue their reflection outside of session. The beauty of these moments is that reading becomes a safe entry point into deeper therapeutic conversations.\r\n\r\nOne of my younger clients, a 9-year-old boy navigating anxiety and anger issues, has been especially drawn to a book about a character who feels \"big emotions\" and doesn't know what to do with them. At first, he was reluctant to engage, but over time, the story gave him language and confidence to talk about his feelings. He now refers back to the character when describing his own experiences, saying things like, \"I felt like the volcano in the book today.\" That shared vocabulary has created a breakthrough in our work together.\r\n\r\nAnother powerful moment came with a teenage client exploring issues of self-worth and identity. A novel we read together had a character with a similar background and struggles, and for the first time, my client said, \"I don't feel so alone.\" That sense of connection—to someone, even a fictional someone—helped open the door to self-acceptance and hope.\r\n\r\nBooks are also helping parents and caregivers. With access to these resources, I've been able to introduce family reading time as a therapeutic strategy—encouraging bonding, communication, and mutual understanding. Several families have told me that reading together has become a calming part of their evening routine, and that it's helping to normalize conversations around mental health at home.\r\n\r\nBecause of Turning Pages to Healing, my therapy space now feels warmer, more inviting, and filled with meaningful tools for growth. These books don't just sit on a shelf—they are held, loved, reread, and remembered. You've helped provide more than stories; you've helped give voice to emotions, pathways to healing, and moments of connection that change lives.\r\n\r\nThank you again for your generosity and belief in this work. You are truly helping turn pages—and lives.","fullyFundedDate":1746785502695,"projectUrl":"project/turning-pages-to-healing/9216276/","projectTitle":"Turning Pages to Healing","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9222815,"letterContent":"Thanks to your generous support, our project \"Empowering Healing Through Visual Connection\" has brought meaningful change to the therapeutic experience of our students. The new technology you helped fund — the projector — has not only transformed our counseling space into a more engaging environment, but has also deepened the quality of connection, learning, and emotional exploration for my clients.\r\n\r\nMany of you are familiar with how technology is used at home — for work, entertainment, or even learning. But in a school-based mental health setting, the role of technology is both unique and powerful. Unlike traditional therapy sessions that rely heavily on conversation alone, this new visual tool allows us to meet students where they are emotionally and developmentally. The projector makes it possible to integrate multimedia resources that capture students' attention, stimulate conversation, and foster reflection in ways that a whiteboard or notebook simply cannot.\r\n\r\nFor example, I now incorporate visual storytelling, short animated clips about emotional regulation, and mindfulness videos into sessions. This visual element has been especially effective for my younger clients or those who struggle with verbal expression. When we project an animated video about anxiety or trauma responses, students often point to the screen and say, \"That's how I feel.\" This creates a moment of clarity and shared understanding — a moment where the student feels seen, and the healing process can begin.\r\n\r\nThe excitement the projector brings into the room is palpable. Students who previously viewed therapy as intimidating or \"boring\" are now genuinely curious about what we'll explore together. One middle school student even asked if our sessions could be longer so they could \"see more videos and learn more stuff.\" This enthusiasm opens the door to conversations about coping strategies, emotional triggers, and goal setting — conversations that can otherwise feel heavy or abstract.\r\n\r\nWhat's especially moving is how this technology levels the playing field for students with different learning styles. Some clients are visual learners who may not fully grasp a coping skill until they see it modeled visually. The projector allows us to illustrate social scenarios, facial expressions, and body language, helping clients better understand emotional cues — something particularly helpful for students on the autism spectrum or those with social-emotional challenges.\r\n\r\nSeveral students have especially warmed to this new technology, and I'd love to share a few brief stories that highlight the impact:\r\n\r\nOne high school client, who is typically very reserved and struggles with anxiety, opened up significantly after watching a visual representation of the \"fight, flight, freeze\" response. He told me, \"It's like my brain is always on the 'freeze' part, and I thought I was broken.\" The visual helped him reframe his experience and start working on grounding techniques. Since then, he's been more participatory and reflective during our sessions.\r\n\r\nAnother student, a 5th grader who has experienced trauma, responded positively to a visual journaling activity where we projected calming nature scenes while listening to instrumental music. She drew while watching the screen and later explained how the scene reminded her of a safe place she used to visit with a loved one. That session opened the door to deeper emotional processing that hadn't been possible before.\r\n\r\nOverall, your support has done more than just provide a piece of equipment — it has reimagined what therapeutic connection can look like for students in a school setting. You've helped create a warm, inclusive, and innovative space where healing and learning happen simultaneously.\r\n\r\nThank you for believing in this vision and making it a reality. Because of you, our students are not just talking — they're connecting, understanding, and growing in new and powerful ways.","fullyFundedDate":1746786143455,"projectUrl":"project/empowering-healing-through-visual-connec/9222815/","projectTitle":"Empowering Healing Through Visual Connection","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":9794171,"projectId":8859738,"letterContent":"Thank you for all your help! Since obtaining the privacy shields we have created a positive and productive test-taking classroom environment. Students were thrilled to have actual privacy shields. Prior to generously receiving these shields we were using taped pieces of cardboard that served as shields. The students are genuinely happy with these blue plastic shields. They have made a huge difference to our testing protocols, now everyone is able to have their own shield instead of every other student using one.\r\nStudents are now able to concentrate and remain on task, versus looking around the classroom. It truly does minimize the overall distractions they see. Lastly, it helps minimize the noise level during testing. When students see the shields up, it's a reminder that their classmates are still working. Cueing them to be courteous by working silently so their classmates can stay focused and be successful.\r\nCurrently, we are using these shields when we take our assessments, and they will be extremely useful for end of the year standardized testing, where we are gong to show our growth in math.","fullyFundedDate":1728610844454,"projectUrl":"project/less-distractions/8859738/","projectTitle":"Less Distractions!","teacherDisplayName":"Ms. Pena","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-6_272.png?auto=webp","teacherClassroomUrl":"classroom/9794171"}],"pageName":"schoolpage_7496","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1322,"numTeachers":76,"percentFrplEligible":95,"percentAsian":0,"percentBlack":0,"percentWhite":1,"percentIndigenous":0,"percentLatinx":96,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 12","studentTeacherRatio":"17.4:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":75.5,"schoolId":7496,"financialInfo":null,"twitterShareText":"Learn more about Elizabeth Learning Center on @DonorsChoose:","schoolName":"Elizabeth Learning Center","canonicalPageUrl":"schools/california/los-angeles-unified-school-district/elizabeth-learning-center/7496"}