{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Woodland Early Learning Community School","outOfStateSupporters":47.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10297566,"projectId":10169742,"letterContent":"Thank you for your contribution to my project. Towards the end of the school year when I am running out of materials or simply looking to refresh the options in my classroom these materials came in handy. I can never have enough bubbles, we use our bubble machine daily. My children's imaginations grew so much by the end of the school year and they were looking for more variety in the daily classroom experiences and ways to express themselves more visually. The chalk, erasers, are writing tablets were helpful to support literacy, we had some fun creations which I was able to extend language through by asking them to describe what they had drawn to me. The trampoline was the class favorite and it really added that extra engagement to my gross motor area. Even my children who are purely sensory seekers and typically participate in isolated play were able to have more parallel play experiences in the gross motor area with the trampoline. We practiced sharing and counting by allowing every friend to have 10 jumps and counting together before we switched. I guided this routine in the beginning and eventually my students started independently taking turns in this way which made me so proud! Us teachers can make real strides when we have adequate materials so I can't thank you all enough.","fullyFundedDate":1774733363837,"projectUrl":"project/exploring-through-the-end-of-the-school/10169742/","projectTitle":"Exploring Through the End of the School Year","teacherDisplayName":"Ms. Aaliyah","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10297566_orig.jpg?crop=1280,1280,x350,y710&width=272&height=272&fit=bounds&auto=webp&t=1759364185497","teacherClassroomUrl":"classroom/10297566"},{"teacherId":10297566,"projectId":9785086,"letterContent":"I am so grateful for the ways the items in this fundraiser impacts the daily engagement and social-emotional regulation in my classroom. I came into my classroom 2 months into the school year with the goals of building connections with my students, establishing positive routines, and increasing instructional learning while trying to meet their developmental needs in a special education classroom setting. I took the time to observe the interests of my children to determine what items would be most beneficial. I also noticed that many of my children were sensory seeking which led to my need for more resources to give the children choices to meet that need and refresh those items throughout the school year. While participating in our daily large group my students are able to hold the weighted animals, lava timers, or other fidgets I have to increase their ability to sit and focus as we sing songs focusing on recognizing colors, counting, recognizing body parts, etc. During our free play time the students are able to explore life sciences and dinosaurs or participate in dramatic play with the baby dolls with peers which have all become very popular choices. We are able to be more creative with art projects by having the paint rack because it allows a clean and organized space to store our art work.\r\n\r\nThe area of my classroom that I am most grateful for is our new calming area. Having the cozy cube gave me the opportunity to create a designated space for my students to have alone time when they get overstimulated or a comfortable space to rest when they are tired. I have been able to incorporate Conscious Discipline visuals and methods for this area. It also has become integrated into safety routines for my students who need a safe space to prevent physical harm to themselves when they become frustrated. Thank you for your support of my dreams for my classroom and educating my students.","fullyFundedDate":1764025576347,"projectUrl":"project/creating-an-early-childhood-sped-classro/9785086/","projectTitle":"Creating an Early Childhood Sped Classroom Comparable to Gen-Ed Pre-Kindergarten","teacherDisplayName":"Ms. Aaliyah","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10297566_orig.jpg?crop=1280,1280,x350,y710&width=272&height=272&fit=bounds&auto=webp&t=1759364185497","teacherClassroomUrl":"classroom/10297566"},{"teacherId":9907569,"projectId":9293439,"letterContent":"In our vibrant community of practice dedicated to pedestrian safety, students are actively immersing themselves in essential skills that empower them to navigate the streets safely under adult supervision. They engage thoughtfully in a detailed examination of various traffic signs, learning to decode the vital messages each one conveys. For example, they delve into the significance of a stop sign, grasping the importance of its commanding presence, as well as the unique roles played by the diverse array of traffic signals.\r\n\r\nTheir enthusiasm is infectious as they participate in hands-on activities, creating colorful street signs and constructing imaginative traffic lights. Here, they gain a thorough understanding that a red light commands them to halt, a yellow light signals caution, and a green light beckons safe passage. Eagerly collaborating, the students assemble an intricate miniature community garage and design a bustling street scene, allowing them to put their pedestrian safety skills into practice. This miniature world serves as a dynamic stage for role-playing, where they carefully navigate the pedestrian safety walk, waiting with anticipation for the walk signals to indicate when it is genuinely safe to cross the street.\r\n\r\nWhen the students first received the materials, their excitement was palpable. Their wide eyes sparkled with delight, accompanied by cheerful exclamations of joy as they discovered the resources provided for our classroom project. The prospect of learning through engaging play filled them with enthusiasm, and they were eager to embark on the activities that would deepen their understanding of pedestrian safety.\r\n\r\nLooking ahead, our upcoming project, titled \"All About Me,\" invites the students on an exciting journey of personal discovery. They will engage deeply with their families, posing thoughtful questions to gather insights about the members of their household and any pets they may cherish. 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Join the 70 supporters who believe in this school.
About this school
Woodland Early Learning Community School is
a public school
in Kansas City, Missouri that is part of Kansas City School District 33.
It serves 200 students
in grades Pre-K - Pre-K.
Its teachers have had 12 projects funded on DonorsChoose.
Supporting this school will directly impact historically underfunded classrooms.
Public School
Grades Pre-K - Pre-K
200 Students
# of teachers unavailable
711 Woodland AveContact info is sourced from our partners at MDR Education, and DonorsChoose updates our site ahead of each school year.
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Woodland Early Learning Community School Demographics
95%
of students receive free or reduced price lunch
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
Source: the National Center for Education Statistics
84%
of students are Black, Latino, Native
American, or Asian
Data about school demographics comes from the National Center for Education Statistics, via our partners at MDR Education. The numbers in this chart may not add up to 100% because of limitations in the available data.
Woodland Early Learning Community School Support on DonorsChoose
Last updated Aug 17, 2026
DonorsChoose makes it easy for anyone to help a teacher in need, moving us closer to a nation where students
in every community have the tools and experiences they need for a great education.
Woodland Early Learning Community School
$5,818
raised using DonorsChoose
12
projects
funded
7
teachers
funded
70
donors
1
project for
technology
Woodland Early Learning Community School has received support from
37 individuals from Missouri and
33 individuals out-of-state.
