{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Winfield Middle School","outOfStateSupporters":27.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10186893,"projectId":9969729,"letterContent":"I would like to sincerely thank you for supporting the addition of flexible floor seating in my classroom. Your investment in this initiative has already made a meaningful difference in our learning environment, and I am truly grateful for your commitment to meeting the diverse needs of our students.\r\n\r\nFlexible floor seating has transformed the atmosphere of our classroom in positive and noticeable ways. By providing students with options such as floor cushions, low seating, and alternative workspaces, we have created a more comfortable and student-centered learning space. Students now have the opportunity to choose seating that best supports their focus and productivity. This sense of ownership has increased engagement and motivation during lessons.\r\n\r\nMany of our students benefit from opportunities for movement and sensory input throughout the day. Traditional desks and chairs do not always meet those needs. With flexible floor seating, students who need a change in position or environment are able to remain on task without becoming disruptive. As a result, I have observed improved attention, longer periods of sustained focus, and increased participation during instruction.\r\n\r\nThe impact has also extended to collaboration and classroom culture. When students gather in flexible seating areas for group discussions, science labs, or project-based learning, the environment feels more inviting and inclusive. Students are more willing to share ideas, ask questions, and work together. This has strengthened peer relationships and fostered a greater sense of classroom community.\r\n\r\nAdditionally, flexible seating has supported positive behavior and self-regulation. Students are learning to make responsible choices about where and how they work best. Clear expectations have helped ensure that the seating options are used appropriately and respectfully. Giving students structured choices has reduced minor behavior concerns and increased overall accountability.\r\n\r\nAs an educator, I strive to create a learning environment that supports the whole child academically, socially, and emotionally. Your support of flexible floor seating aligns with best practices in differentiated instruction and recognizes that students learn in different ways. By helping provide this opportunity, you have contributed to a classroom setting that values comfort, autonomy, and engagement.\r\n\r\nMost importantly, students have expressed how much they appreciate the new seating options. They feel heard and valued when their needs are considered. Their enthusiasm for learning has been evident, and that excitement carries into daily lessons and activities.\r\n\r\nThank you again for your generosity and commitment to innovative classroom practices. Your support has positively impacted not only the physical space of our classroom but also the academic growth and well-being of every student within it. I am truly thankful for the opportunity to provide this enhanced learning experience.","fullyFundedDate":1771383426462,"projectUrl":"project/flexible-seating/9969729/","projectTitle":"Flexible Seating","teacherDisplayName":"Ms. Stricklin","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10186893_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1759350798812","teacherClassroomUrl":"classroom/10186893"},{"teacherId":10186452,"projectId":9618842,"letterContent":"I am very grateful for your donation to my classroom. My students absolutely loved being able to go outside on a nicer day this winter to break open Geodes. We were very lucky to have some warmer weather to make this even more enjoyable for my students. They were so happy to learn that not only were they able to break open their own geodes after our mineral introduction, but that they were all also able to keep them! I had teachers from around the school telling me how they had heard about the lab and that it was such a hit with the students! \r\n\r\nAfter we completed our Geode Exploration Lab, the students also wrote a CER the next day. They had to make a Claim that they could back up with Evidence and Reasoning. Being able to talk about and explore their own experience with geodes the day prior greatly helped the students with their answers. I am truly honored by your donation to help my students have a fun and interesting lab in their science class, thank you.","fullyFundedDate":1758546588938,"projectUrl":"project/engaging-geode-lesson/9618842/","projectTitle":"Engaging Geode Lesson","teacherDisplayName":"Ms. Wilfong","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/10186452"},{"teacherId":10177047,"projectId":9992616,"letterContent":"Since we brought the 3D printer into our STEAM space, the impact on our students has been immediate and lasting—academically, creatively, and socially. What started as an exciting piece of technology quickly became a \"learning engine\" that helped students connect ideas across science, technology, engineering, art, and math in a way that feels real, hands-on, and meaningful. For many of our kids, the printer didn't just make objects; it helped them see themselves as designers, problem-solvers, and makers.\r\n\r\nOne of the biggest impacts has been student engagement. Some students who struggle to stay focused during traditional instruction become locked-in when they're working on a design challenge. They can visualize a goal, sketch a plan, and then use digital tools to turn that plan into something physical they can hold. That tangible result is powerful. It turns abstract concepts—measurement, scale, geometry, tolerances, and prototypes—into something students can test and improve. When a print fails, it becomes a learning moment instead of a dead end. Students start asking the kinds of questions engineers ask: \"Where did it warp?\" \"Was the support strong enough?\" \"Did we measure correctly?\" \"Do we need to change the thickness or the angle?\" They learn that revision isn't punishment—it's part of the process.\r\n\r\nThe 3D printer has also boosted collaboration and communication in our STEAM group. Students naturally take on roles: one becomes the \"CAD captain,\" another focuses on measurements, another becomes the quality checker, and someone else documents the process or presents the final solution. They learn to explain their reasoning to teammates, defend design choices, and accept feedback. That kind of communication is hard to teach through worksheets, but it happens organically when students are building something together that actually has to work.\r\n\r\nAnother major impact is that the printer supports different kinds of learners. Some students don't show their strengths through written work alone. With 3D printing, students who are hands-on, visual, or spatial thinkers can shine. They can demonstrate understanding through modeling and building. This is especially important in a mixed-ability group because it creates authentic entry points: beginners can start with simple designs and modifications, while advanced students can tackle complex assemblies, functional parts, or iterative prototypes. The learning scales up naturally, and students feel proud because everyone contributes something meaningful.\r\n\r\nThe printer has also helped our students understand that STEAM is connected to the real world. We've been able to create custom tools, classroom organizers, replacement parts, and project components that would otherwise be too expensive or impossible to get quickly. Students see that technology isn't just for consuming content—it's for creating solutions. When a student designs a part that fixes a problem, they experience a real sense of agency: \"I can make something that helps.\" That's a huge confidence builder, especially for kids who may not always feel successful in school.\r\n\r\nJust as important, the 3D printer has elevated our art and creativity. Students are learning that design is both technical and artistic. They've explored form, symmetry, pattern, and aesthetics while still needing to meet functional requirements like strength and fit. That blend is the heart of STEAM. They also get practice with digital design tools, which builds skills that transfer to careers in engineering, architecture, product design, animation, and manufacturing.\r\n\r\nOver time, the printer has helped build a stronger maker culture among our STEAM kids. Students are more willing to take risks, troubleshoot problems, and keep going when something doesn't work the first time. They celebrate each other's wins, share tips, and learn to take pride in progress—not just perfection. The 3D printer has become more than a tool; it's a catalyst. It has helped our students think bigger, work smarter, and believe that their ideas are worth building.","fullyFundedDate":1768302697642,"projectUrl":"project/filament-dryer/9992616/","projectTitle":"Filament Dryer","teacherDisplayName":"Mr. Mitchell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10177047_orig.jpg?crop=953,953,x460,y108&width=272&height=272&fit=bounds&auto=webp&t=1755199214317","teacherClassroomUrl":"classroom/10177047"},{"teacherId":10177047,"projectId":9915476,"letterContent":"Since we brought the 3D printer into our STEAM space, the impact on our students has been immediate and lasting—academically, creatively, and socially. What started as an exciting piece of technology quickly became a \"learning engine\" that helped students connect ideas across science, technology, engineering, art, and math in a way that feels real, hands-on, and meaningful. For many of our kids, the printer didn't just make objects; it helped them see themselves as designers, problem-solvers, and makers.\r\n\r\nOne of the biggest impacts has been student engagement. Some students who struggle to stay focused during traditional instruction become locked-in when they're working on a design challenge. They can visualize a goal, sketch a plan, and then use digital tools to turn that plan into something physical they can hold. That tangible result is powerful. It turns abstract concepts—measurement, scale, geometry, tolerances, and prototypes—into something students can test and improve. When a print fails, it becomes a learning moment instead of a dead end. Students start asking the kinds of questions engineers ask: \"Where did it warp?\" \"Was the support strong enough?\" \"Did we measure correctly?\" \"Do we need to change the thickness or the angle?\" They learn that revision isn't punishment—it's part of the process.\r\n\r\nThe 3D printer has also boosted collaboration and communication in our STEAM group. Students naturally take on roles: one becomes the \"CAD captain,\" another focuses on measurements, another becomes the quality checker, and someone else documents the process or presents the final solution. They learn to explain their reasoning to teammates, defend design choices, and accept feedback. That kind of communication is hard to teach through worksheets, but it happens organically when students are building something together that actually has to work.\r\n\r\nAnother major impact is that the printer supports different kinds of learners. Some students don't show their strengths through written work alone. With 3D printing, students who are hands-on, visual, or spatial thinkers can shine. They can demonstrate understanding through modeling and building. This is especially important in a mixed-ability group because it creates authentic entry points: beginners can start with simple designs and modifications, while advanced students can tackle complex assemblies, functional parts, or iterative prototypes. The learning scales up naturally, and students feel proud because everyone contributes something meaningful.\r\n\r\nThe printer has also helped our students understand that STEAM is connected to the real world. We've been able to create custom tools, classroom organizers, replacement parts, and project components that would otherwise be too expensive or impossible to get quickly. Students see that technology isn't just for consuming content—it's for creating solutions. When a student designs a part that fixes a problem, they experience a real sense of agency: \"I can make something that helps.\" That's a huge confidence builder, especially for kids who may not always feel successful in school.\r\n\r\nJust as important, the 3D printer has elevated our art and creativity. Students are learning that design is both technical and artistic. They've explored form, symmetry, pattern, and aesthetics while still needing to meet functional requirements like strength and fit. That blend is the heart of STEAM. They also get practice with digital design tools, which builds skills that transfer to careers in engineering, architecture, product design, animation, and manufacturing.\r\n\r\nOver time, the printer has helped build a stronger maker culture among our STEAM kids. Students are more willing to take risks, troubleshoot problems, and keep going when something doesn't work the first time. They celebrate each other's wins, share tips, and learn to take pride in progress—not just perfection. The 3D printer has become more than a tool; it's a catalyst. It has helped our students think bigger, work smarter, and believe that their ideas are worth building.","fullyFundedDate":1766073370024,"projectUrl":"project/from-imagination-to-innovation-a-3d-pri/9915476/","projectTitle":"From Imagination to Innovation: A 3D Printer for STEAM Learning","teacherDisplayName":"Mr. Mitchell","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10177047_orig.jpg?crop=953,953,x460,y108&width=272&height=272&fit=bounds&auto=webp&t=1755199214317","teacherClassroomUrl":"classroom/10177047"},{"teacherId":6182387,"projectId":9715191,"letterContent":"Since receiving access to Bloxels, it has become a new creative option for students alongside the tools we were already using in our classroom. I've introduced it through small-group rotations and choice-based work time, and it has been exciting to see how quickly a group of students gravitated toward it. Students who are especially interested in gaming, storytelling, or design have truly blossomed as they experiment with building characters, creating levels, and testing their own ideas. One of my favorite moments so far was watching a student proudly walk a classmate through a level they built and explain how they changed it after noticing where players were getting stuck.\r\n\r\nWhen students first saw Bloxels, there were lots of wide eyes and immediate questions: \"Can we really make our own games?\" and \"When can we try it?\" Even students who haven't used it yet have been watching their peers, offering suggestions, and asking when it will be their turn. The excitement has spread beyond the small group, and overall engagement during choice time has noticeably increased because students now have one more meaningful way to create and explore.\r\n\r\nNext, I hope to build on this momentum by writing a new DonorsChoose project for additional iPads so more students can participate as game testers, designers, and collaborators. With more devices, students will be able to test each other's games, offer feedback, and also explore other robotics and coding tools alongside Bloxels. My goal is to continue expanding student choice and access so every learner can find a creative pathway that fits their interests. Because of your generosity, my classroom now offers another powerful outlet for creativity—one that is already helping students see themselves as designers and creators. Thank you for giving my students this opportunity.","fullyFundedDate":1763557589579,"projectUrl":"project/charged-up-for-game-design/9715191/","projectTitle":"Charged Up for Game Design","teacherDisplayName":"Mrs. Wideman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6182387_orig.png?crop=828,827,x0,y483&width=272&height=272&fit=bounds&auto=webp&t=1568392933532","teacherClassroomUrl":"classroom/6182387"},{"teacherId":10186893,"projectId":9964233,"letterContent":"Funding classroom headphones and folders has a significant and lasting impact on student learning, organization, and focus. Headphones allow students to engage in digital lessons, instructional videos, and assessments without distractions, creating a quieter and more supportive learning environment for all learners. They are especially beneficial for students who need accommodations, additional support, or a reduced-noise setting to stay focused. Folders provide students with a reliable way to organize assignments, notes, and important materials, helping them develop responsibility and executive functioning skills. Access to these essential supplies ensures that all students, regardless of background, have the tools they need to stay organized and fully participate in classroom activities. By funding headphones and folders, you are directly supporting student success, equity, and a more effective learning environment","fullyFundedDate":1767839742286,"projectUrl":"project/student-materials/9964233/","projectTitle":"Student Materials","teacherDisplayName":"Ms. Stricklin","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10186893_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1759350798812","teacherClassroomUrl":"classroom/10186893"},{"teacherId":10186893,"projectId":9945420,"letterContent":"Funding school calculators has a direct and powerful impact on student learning and academic confidence. Calculators are an essential tool that support problem solving, data analysis, and real-world math and science applications. Access to classroom calculators ensures that all students can fully participate in lessons without being limited by personal resources or financial barriers. With consistent access, students are able to focus on understanding concepts such as operations, equations, graphing, and data interpretation rather than struggling with lengthy calculations. Calculators also promote accuracy, allow for deeper exploration of complex problems, and support students with diverse learning needs. By providing a class set of calculators, this funding helps create an equitable learning environment where every student has the tools needed to succeed, build confidence, and engage more deeply in math and science instruction.","fullyFundedDate":1765982010428,"projectUrl":"project/classroom-calculators/9945420/","projectTitle":"Classroom Calculators","teacherDisplayName":"Ms. Stricklin","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10186893_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1759350798812","teacherClassroomUrl":"classroom/10186893"},{"teacherId":10186893,"projectId":9761519,"letterContent":"Funding an oobleck lab has a meaningful and lasting impact on student learning by transforming abstract science concepts into hands-on, engaging experiences. Through this lab, students explore states of matter, physical properties, and non-Newtonian fluids in a way that is both memorable and accessible. Instead of simply reading about viscosity or particle behavior, students actively observe how oobleck behaves as both a solid and a liquid depending on the force applied. This type of inquiry-based learning strengthens critical thinking, encourages curiosity, and supports scientific discussion and reasoning. The materials funded for the oobleck lab allow all students to participate equally, regardless of background or resources, promoting equity in science education. Additionally, the excitement generated by this lab increases student confidence and interest in STEM subjects. By supporting this lab, you are helping foster a classroom environment where students learn by doing, ask meaningful questions, and develop a deeper understanding of science concepts that will stay with them far beyond the lesson itself.","fullyFundedDate":1765996225269,"projectUrl":"project/oobleck-lab/9761519/","projectTitle":"Oobleck Lab","teacherDisplayName":"Ms. Stricklin","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10186893_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1759350798812","teacherClassroomUrl":"classroom/10186893"},{"teacherId":10179028,"projectId":9628251,"letterContent":"I would like to extend my gratitude for your generous donation of our classroom prizes and a spinning prize wheel for my sixth grade math classroom at Winfield Middle School.\r\n\r\nYour support has made a meaningful difference in my students motivation and success with math. Once the prize wheel was put together, my sixth graders interest was peeked. They were so excited and were asking me tons of questions about the \"Wheel of Wonder\". Once they learned that if they received an A on their math test, that meant they could spin the prize wheel and they were thrilled. I love seeing additional students get to spin the prize wheel with each new test we take. Students enjoy seeing all the different rewards they have earned over time. This reward system encourages students to study for their tests, stay engaged during classroom instruction, and improve their previous test scores. Overall, I'm very pleased with the motivation and success that this has led to for a lot of my students.\r\n\r\nThank you again for your generosity and support in the classroom.","fullyFundedDate":1757423430618,"projectUrl":"project/hard-work-pays-off/9628251/","projectTitle":"Hard Work Pays Off","teacherDisplayName":"Mrs. Walker","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10179028_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755320311436","teacherClassroomUrl":"classroom/10179028"},{"teacherId":10179028,"projectId":9599545,"letterContent":"I would like to extend my gratitude for your generous donation of calculators to my sixth grade math classroom at Winfield Middle School.\r\n\r\nYour support has made a meaningful difference in our class instruction. The calculators allow students to engage more deeply in their lessons, check their answers, and encourage students when learning new and challenging material. My students were very excited to get to use their new calculators and learn useful calculator functions. Having access to this resource allows all students an equal opportunity in their education, regardless of their individual circumstances. \r\n\r\nYour donation also sends a powerful message to my students - that their education matters and that there are people in the community who support and believe in them. Thank you again for your generosity and support in the classroom.","fullyFundedDate":1758638844553,"projectUrl":"project/calculating-essential-math-skills/9599545/","projectTitle":"Calculating Essential Math Skills","teacherDisplayName":"Mrs. Walker","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10179028_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755320311436","teacherClassroomUrl":"classroom/10179028"},{"teacherId":10186452,"projectId":9674100,"letterContent":"Thank you for your generous donation to help purchase my class materials to create Gravity Wells for class demonstration on how we perceive gravity in space. With your help, I was able to create two Gravity Wells to use this year with my students in class. They were extremely engaged with our lesson on demonstrating gravity and excited to be able to learn physically by testing out different scenarios on their own. I also have enough supplies to be able to continue this interesting lab with future classes due to having reusable materials. \r\n\r\nMy students were very shocked coming into the classroom and seeing the Gravity Wells created and sitting out. They were not sure what to expect but by the end of the lesson, they were begging to have their own turn testing out different situations simulated with the marbles. While they had completed a digital simulation prior to this lesson, I truly believe this physical, hands-on simulation helped cement aspects of gravity in space that may have been harder for them to understand at first. \r\n\r\nEven though we have finished up with our lesson on gravity and the use of the Gravity Wells, I am able to refer back to the lab on occasion and the students are able to recall information that we had discussed with it. Their lessons after have continued their growth of their knowledge of gravity and I can tell that they are learning and retaining information in class. Thank you again for all you have done to make this possible for my class!","fullyFundedDate":1757515414950,"projectUrl":"project/materials-to-make-gravity-wells/9674100/","projectTitle":"Materials to Make Gravity Wells","teacherDisplayName":"Ms. Wilfong","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-7_272.png?auto=webp","teacherClassroomUrl":"classroom/10186452"},{"teacherId":10240707,"projectId":9680142,"letterContent":"I want to again thank you for donating towards my classroom. Thanks to your donations all of my students had a nice, new copy of \"The Outsiders\" to read during our Memoir reading unit. Allowing each student to have a new, functional copy of the book helped not only in the learning process, but also in classroom management as students weren't missing out on parts of the story due to missing or unreadable pages. \r\n\r\nAdditionally, we are using \"The Outsiders\" books as a mentor text for our memoir writing unit. Students are using S.E. Hinton's writing to help them discover their own author's craft as well as the plethora of narrative techniques used within the book. \r\n\r\nStudents are also excited to dive into the historical fiction book sets purchased when we get to our Holocaust unit. I never expected the excitement that the new books have brought to our classroom and all of my students.","fullyFundedDate":1758121938494,"projectUrl":"project/the-power-of-pages-in-8th-grade/9680142/","projectTitle":"The Power of Pages in 8th Grade","teacherDisplayName":"Mrs. Dawson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10240707_orig.jpg?crop=212,212,x0,y1&width=272&height=272&fit=bounds&auto=webp&t=1756948979721","teacherClassroomUrl":"classroom/10240707"}],"pageName":"schoolpage_42073","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":317,"numTeachers":24,"percentFrplEligible":54,"percentAsian":0,"percentBlack":1,"percentWhite":90,"percentIndigenous":0,"percentLatinx":2,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"6 - 8","studentTeacherRatio":"13.2:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"RURAL","ncesMetroType":"RURAL_DISTANT"},"inStateSupporters":72.6,"schoolId":42073,"financialInfo":null,"twitterShareText":"Learn more about Winfield Middle School on @DonorsChoose:","schoolName":"Winfield Middle School","canonicalPageUrl":"schools/missouri/winfield-school-district-r4/winfield-middle-school/42073"}