{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Mount Vernon High School","outOfStateSupporters":32.0,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":397982,"projectId":9684565,"letterContent":"When my students saw the boxes being delivered to my classroom, excitement ensued. \"What's in there? Can we open them?\" It was Christmas in October.\r\n\r\nThe kids were especially grateful for the snacks, but the brightly colored paper and 3-ring binders were also a big hit. They enjoyed sorting all the goodies and taking inventory as we filled my classroom closet with copy paper and tissues. \r\n\r\nIt warms my heart to know that there are so many generous and kind people out there. My students and I are very thankful for the donors who helped to fund this project, and we hope your kindness comes back to you tenfold!","fullyFundedDate":1757501273723,"projectUrl":"project/everyday-essentials-for-an-extraordinary/9684565/","projectTitle":"Everyday Essentials for an Extraordinary Classroom","teacherDisplayName":"Ms. Dupree","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/397982"},{"teacherId":9398170,"projectId":9123544,"letterContent":"Thank you for providing the rewards our classroom needed to make our PBIS initiative come full circle. We have just rolled out 5 week progress reports and just over 90% of my students are passing at this time. I know a huge part of the success thus far comes from students contributing to classroom expectations and defining scenarios where points toward reward(s) can be earned. We classified the points into the categories \"community\", \"character\", and \"excellence\" which align our school values. Students are encouraged to share their testimony when witnessing others contribute positively to our campus by showing these traits. \r\nWe received the rewards during the second week of school and students were most excited for the stickers and the chargers. They helped me to assign point values to the rewards so that each prize properly represented the hard work it is worth. \r\nSo far, several students have \"cashed in\" on stickers and snacks mostly as they are currently \"priced\" lowest and easiest to earn within one instructional week while the others require a higher point total. I am hopeful that the coming weeks will present possible transactions for the more novel items like the airpod cases and chargers. I will make a point to carve out time dedicated to encouraging such a celebration as the first quarter comes to an end. \r\n\r\nClassroom 286 is a math classroom where students are encouraged to be expressive, critical and inquiring as they take their Algebra 2, IB Math, and Geometry studies head on. We are grateful for your donations as we recognize the excitement and value that comes with rewarding students for hard work, dedication, consistency and good character.","fullyFundedDate":1749951721434,"projectUrl":"project/pbis-in-the-classroom/9123544/","projectTitle":"PBIS in the Classroom","teacherDisplayName":"Ms. Noer","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-6_272.png?auto=webp","teacherClassroomUrl":"classroom/9398170"},{"teacherId":9540356,"projectId":9204188,"letterContent":"Thank you so much for your generous support of \"Gear Up for Global: Tools for Regents Success!\" The resources you helped provide have made a noticeable difference in our classroom. From highlighters and graphic organizers to study guides and test prep materials, everything has been put to immediate use as we geared up for the Global History Regents Exam.\r\n\r\nOne powerful moment came during a Regents boot camp session. A student who had been struggling with essay structure used one of the new writing templates and proudly said, \"This finally makes sense!\" That same student went on to score above proficiency on their practice essay—something they never thought possible. These tools have given my students the confidence to engage with challenging historical content and, most importantly, to believe in their ability to succeed.\r\n\r\nWe also focused on strengthening core writing and thinking skills through mini-projects that allow students to reflect on enduring issues in today's world. The momentum we built thanks to your donation continues to carry us forward. Your kindness didn't just supply materials—it fueled determination and built academic confidence in students who needed it most.","fullyFundedDate":1742933711989,"projectUrl":"project/gear-up-for-global-tools-for-regents-s/9204188/","projectTitle":"\"Gear Up for Global: Tools for Regents Success!\"","teacherDisplayName":"Mrs. Applewhite","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9540356_orig.png?crop=780,780,x0,y18&width=272&height=272&fit=bounds&auto=webp&t=1754966132581","teacherClassroomUrl":"classroom/9540356"},{"teacherId":9540356,"projectId":9093042,"letterContent":"Thank you so much for supporting \"Write, Draw, Engage: Essential Supplies for History Class!\" The arrival of these resources sparked instant excitement and joy among my students. As soon as the supplies were unboxed—brightly colored folders, fresh notebooks, markers, highlighters, and chart paper—students eagerly dove in, ready to bring their ideas to life. One student even said, \"Now it feels like we have a real workshop, not just a classroom!\"\r\n\r\nWe're already using these materials for our \"History Alive!\" group project, where students create illustrated themes in Global history to analyze global revolutions and turning points. Having quality tools at their fingertips has allowed even my more reserved students, including English Language Learners and those with IEPs, to participate fully with confidence. Visual learning has become more accessible, and the classroom is buzzing with collaboration and creativity.\r\n\r\nOur next steps will involve a museum-style gallery walk where students will showcase their projects with visuals, written reflections, and presentations. Thanks to your generosity, they have the tools to not only complete the work—but to take pride in it. You've helped create an environment where students feel empowered, seen, and motivated. Thank you for being a part of our journey.","fullyFundedDate":1742569335584,"projectUrl":"project/write-draw-engage-essential-supplies/9093042/","projectTitle":"Write, Draw, Engage: Essential Supplies for History Class!","teacherDisplayName":"Mrs. Applewhite","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9540356_orig.png?crop=780,780,x0,y18&width=272&height=272&fit=bounds&auto=webp&t=1754966132581","teacherClassroomUrl":"classroom/9540356"},{"teacherId":9888177,"projectId":9033622,"letterContent":"Reading \"Long Way Down\" by Jason Reynolds has truly transformed our classroom experience. Using the mind map activity, students explored not just the plot, but also the novel's powerful themes, characters, and emotional layers. This visual strategy encouraged critical thinking, as students made connections between the story's structure, its symbols, and the important choices faced by the protagonist, Will. They practiced essential literacy skills such as inference, textual analysis, and evidence-based discussion, all while actively engaging with a text that speaks to their own lives and questions.\r\n\r\nReading in our classroom is interactive and student-centered. Students formed small groups to brainstorm ideas, shared their interpretations, and used the mind maps to guide lively conversations about revenge, grief, and the cycle of violence. Several students who were previously reluctant readers found themselves deeply invested in Will's journey—one student even took the initiative to lead a discussion on the story's ending, citing personal connections to the character's struggles. The excitement was palpable, and many students expressed how much they appreciated reading a book that felt both relevant and real.\r\n\r\nThanks to your support, our students not only developed stronger reading and analytical skills, but also gained confidence in their voices and ideas. The new books have sparked a love of reading and thoughtful discussion that will last well beyond this project.","fullyFundedDate":1738818908500,"projectUrl":"project/breaking-cycles-and-empowering-students/9033622/","projectTitle":"Breaking Cycles and Empowering Students with a \"Long Way Down\"","teacherDisplayName":"Ms. DellaPorte","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/9888177"},{"teacherId":8994483,"projectId":9225040,"letterContent":"I am delighted to express my deepest gratitude for your generous contribution, which provided our classroom with a class set of the novel \"The Stranger\" by Albert Camus. This invaluable resource has significantly enriched our educational experience and has become a cornerstone in our International Baccalaureate (IB) Language and Literature curriculum. I am eager to share with you the profound impact this project has had on both my students and our learning environment.\r\n\r\nWhen the students first saw the stack of \"The Stranger\" novels, their excitement was palpable. Many had heard of Camus' work but had not yet had the opportunity to engage with it in such a focused and meaningful way. The immediate reaction was a blend of curiosity and eagerness to dive into the existential themes and philosophical inquiries that the novel presents. Having their own copies of the book allowed students to annotate, reflect, and engage with the text on a deeper level, which has proven essential for developing their analytical skills.\r\n\r\nIncorporating \"The Stranger\" into our curriculum has opened up a myriad of learning opportunities. The novel serves as a perfect catalyst for discussions about existentialism, the absurd, and the philosophical underpinnings of human existence. We embarked on a project titled \"Existential Reflections,\" where students were tasked with exploring the themes of the novel through various creative and analytical lenses. One memorable moment was when a group of students performed a dramatic interpretation of a pivotal scene, using their understanding of Meursault's character to bring the text to life. This exercise not only demonstrated their grasp of the material but also encouraged them to think critically about the implications of Camus' philosophy in contemporary contexts.\r\n\r\nThe discussions that have emerged from reading \"The Stranger\" have been incredibly enriching. Students are encouraged to draw connections between the novel's themes and real-world issues, fostering a deeper understanding of the societal and personal relevance of literature. This has led to insightful debates on topics such as the nature of justice, the meaning of life, and the role of societal norms in shaping individual identity. These discussions have been instrumental in honing students' critical thinking and communication skills, which are essential components of the IB Language and Literature program.\r\n\r\nThe donation of these novels has not only provided immediate educational benefits but has also laid the foundation for a more enriched and engaged learning environment. The opportunity to explore complex philosophical themes through literature has inspired students to think critically, challenge assumptions, and express their ideas creatively. Your contribution has made a lasting impact on their academic journey, fostering a love for literature and a deeper appreciation for the power of ideas.\r\n\r\nThank you for your generosity and support. Your investment in our students' education has not only enhanced their learning experience but has also empowered them to become thoughtful, informed, and engaged global citizens. We are deeply grateful for your contribution and look forward to sharing more successes and insights as we continue our exploration of literature and philosophy.","fullyFundedDate":1744818312680,"projectUrl":"project/the-stranger/9225040/","projectTitle":"The Stranger","teacherDisplayName":"Ms. Sherlock","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/8994483"},{"teacherId":8994483,"projectId":9044933,"letterContent":"I am thrilled to share with you the profound impact your generous contributions have had on our classroom through the donation of candy and snacks for our Positive Behavioral Interventions and Supports (PBIS) rewards program. These resources have not only added an element of excitement and motivation to our classroom but have also played a crucial role in fostering a positive and supportive learning environment.\r\n\r\nUpon receiving the candy and snacks, the students' faces lit up with genuine excitement and appreciation. The immediate reaction was one of joy and gratitude, as they recognized that their hard work and positive behavior were being acknowledged and rewarded. This tangible recognition has been instrumental in encouraging students to continue striving for excellence and maintaining a positive attitude.\r\n\r\nIncorporating these rewards into our PBIS program has allowed us to emphasize the importance of positive behavior and the impact it has on our classroom community. We have developed a system where students earn points for demonstrating behaviors such as kindness, responsibility, teamwork, and perseverance. These points can then be exchanged for the candy and snacks you provided, creating a sense of accomplishment and motivation among the students.\r\n\r\nLooking ahead, these resources have set the stage for our next steps in promoting a culture of positivity and support within our classroom. We are planning to implement a \"Student of the Month\" program, where students who consistently demonstrate outstanding behavior and contribute positively to the classroom environment will be recognized and rewarded. This initiative aims to create role models within the student body and further encourage positive behavior across the board.\r\n\r\nAdditionally, the snacks have been integrated into our academic projects as well. For instance, during group assignments or collaborative projects, students who work well together and show exceptional teamwork skills are rewarded with a treat. This not only incentivizes positive behavior but also strengthens teamwork and collaboration skills, which are essential for their future academic and personal endeavors.\r\n\r\nYour contribution has truly made a lasting impact on our classroom. By supporting the PBIS rewards program with candy and snacks, you have helped create a more engaging and supportive learning environment. The students are more motivated, the classroom atmosphere is more positive, and the lessons on kindness and cooperation are resonating with the students in meaningful ways.\r\n\r\nThank you once again for your generosity and support. Your contribution has not only provided immediate rewards but has also laid the groundwork for ongoing positive behavior and a thriving classroom community. We are deeply grateful for your investment in our students' growth and development, and we look forward to continuing to build upon the strong foundation you have helped establish.","fullyFundedDate":1741055117538,"projectUrl":"project/sweet-rewards-for-pbis/9044933/","projectTitle":"Sweet Rewards for PBIS","teacherDisplayName":"Ms. Sherlock","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/8994483"},{"teacherId":8994483,"projectId":9044828,"letterContent":"I am thrilled to share the impact your generous contributions have had on our classroom. While we originally intended to purchase Spanish copies of \"The Nickel Boys,\" the funds were instead utilized to acquire essential classroom materials: copy paper, Expo markers, and larger poster paper. These resources have been invaluable in enhancing our learning environment and enriching our educational experiences.\r\n\r\nThe new materials have facilitated a variety of collaborative and interactive learning activities. The poster paper, for instance, has been instrumental in group projects where students visually represent their analyses and interpretations of texts. This not only fosters creativity but also enhances comprehension by allowing students to express their understanding through different mediums. The Expo markers have been vital for discussions and brainstorming sessions, enabling us to maintain an engaging and dynamic classroom atmosphere.\r\n\r\nAdditionally, the copy paper has been crucial for creating handouts and resources that support our reading lessons. These materials have helped us explore critical skills such as literary analysis, empathy, and cultural awareness through a diverse range of texts. Students are now more engaged and enthusiastic about reading, as they can interact with the material in innovative ways.\r\n\r\nThank you for your support in making these transformative experiences possible for our students.","fullyFundedDate":1738361597371,"projectUrl":"project/spanish-copies-of-the-nickel-boys-for-en/9044828/","projectTitle":"Spanish Copies of The Nickel Boys for ENL Students","teacherDisplayName":"Ms. Sherlock","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/8994483"},{"teacherId":8994483,"projectId":8971471,"letterContent":"I am delighted to share the profound impact that our class set of The Nickel Boys by Colson Whitehead has had on my students. This compelling novel has been instrumental in introducing critical themes such as justice, resilience, and the power of history. Through engaging with this text, students are developing essential skills in critical analysis and empathy. They are learning to navigate complex narratives, assess character motivations, and draw parallels between the novel's themes and contemporary societal issues. This deep analysis not only enhances their literary skills but also encourages them to think critically about the world around them.\r\n\r\nIn our classroom, reading The Nickel Boys has become an interactive and collaborative experience. Students engage in group discussions, participate in role-playing activities, and write reflective essays that allow them to express their interpretations and connections to the text. This dynamic approach to reading fosters a culture of open dialogue and collective learning. Students are encouraged to voice their perspectives, challenge each other's ideas, and support their arguments with evidence from the text, creating a vibrant and inclusive learning environment.\r\n\r\nSeveral students have shown a particular enthusiasm for The Nickel Boys. One student, who initially struggled with engagement, has become captivated by the novel's narrative, often leading discussions and inspiring peers with insightful observations. Another student, who identifies with the themes of resilience, has been motivated to explore personal reflections and share them with the class, sparking meaningful conversations. These experiences highlight the transformative power of your support, which has enriched our learning environment and inspired students to engage deeply with literature. Thank you for making this possible.","fullyFundedDate":1734451638311,"projectUrl":"project/the-nickel-boys/8971471/","projectTitle":"The Nickel Boys","teacherDisplayName":"Ms. Sherlock","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-2_272.png?auto=webp","teacherClassroomUrl":"classroom/8994483"}],"pageName":"schoolpage_23847","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1034,"numTeachers":85,"percentFrplEligible":66,"percentAsian":1,"percentBlack":66,"percentWhite":3,"percentIndigenous":0,"percentLatinx":27,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"12.2:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":68.0,"schoolId":23847,"financialInfo":null,"twitterShareText":"Learn more about Mount Vernon High School on @DonorsChoose:","schoolName":"Mount Vernon High School","canonicalPageUrl":"schools/new-york/mount-vernon-city-school-district/mt-vernon-high-school/23847"}