{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Gallberry Farm Elementary School","outOfStateSupporters":51.8,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":1025629,"projectId":10130066,"letterContent":"The impact of this project has been exciting to see in our first grade classroom. These new bug and animal resources have helped turn science lessons into hands-on investigations where students are not just listening about insects and animals—they are observing, touching, comparing, questioning, and talking like young scientists.\r\n\r\nWhen the students first saw the giant bugs and realistic zoo animals, they were immediately excited. Their faces lit up, and they could not wait to hold them, look closely at the details, and share what they noticed. The oversized insects especially grabbed their attention because students could clearly see body parts like wings, legs, antennae, and body segments. The animal figures quickly became conversation starters as students began comparing animals, discussing where they live, and thinking about how they move and survive.\r\n\r\nWe are using these materials during science exploration time in small coaching teams. Students rotate through roles such as Observation Coach, Detail Spotter, Question Asker, and Evidence Recorder. One of my favorite moments was watching students coach each other through their observations instead of simply waiting for me to tell them the answer. They asked questions like, \"What do you notice about its legs?\" and \"Why do you think this animal would live there?\" These conversations helped students practice using evidence, listening to classmates, and explaining their thinking.\r\n\r\nBecause of this project, my students are building more than science knowledge. They are practicing communication, teamwork, patience, curiosity, and confidence. Our next step is to use these materials to create simple animal and insect comparison charts, habitat discussions, and student-led presentations where students can share what they observed and learned with their classmates.\r\n\r\nThank you for helping bring science to life for our first graders. These materials have made learning more meaningful, engaging, and joyful.","fullyFundedDate":1773285220212,"projectUrl":"project/bug-coaches-zoo-crew-first-graders-in/10130066/","projectTitle":"Bug Coaches & Zoo Crew: First Graders Investigate the Wild!","teacherDisplayName":"Mrs. McCoy","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1025629_orig.jpg?crop=614,614,x1632,y1330&width=272&height=272&fit=bounds&auto=webp&t=1768247480587","teacherClassroomUrl":"classroom/1025629"},{"teacherId":6710595,"projectId":9916596,"letterContent":"Every day, 126 curious kindergarteners walked into our classrooms ready to learn, explore, and shine. They were hands-on learners who thrived when learning was bright, colorful, and meaningful.\r\nBefore this project, limited access to color printing meant many of our materials were in black and white—making it harder for our youngest learners to fully connect and understand. At this age, color wasn't just fun—it helped learning click.\r\nWith this printer, our classroom came to life. Students built words with vibrant letters, explored math with colorful visuals, and took home materials they were proud to share. Families felt more connected, and students felt more confident.\r\nThis wasn't just a printer—it became a tool that turned confusion into clarity and small moments into big \"I did it!\" successes.\r\nYour support helped every child feel capable, excited, and seen.","fullyFundedDate":1769296180847,"projectUrl":"project/prints-charming-bring-learning-to-life-i/9916596/","projectTitle":"Prints Charming Bring Learning to Life in Full Color!\"","teacherDisplayName":"Mrs. Maroney","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6710595_orig.jpg?crop=1918,1918,x0,y89&width=272&height=272&fit=bounds&auto=webp&t=1565967178420","teacherClassroomUrl":"classroom/6710595"},{"teacherId":6710595,"projectId":9916352,"letterContent":"his project has made an immediate and meaningful difference in our classroom. Because we now have the toner we need, we are able to provide consistent, high-quality materials that support every learner, every day.\r\n\r\nOur classroom printer has truly become the heart of our instruction. We are now able to create engaging, hands-on activities that meet students exactly where they are in their learning. From personalized alphabet books to interactive math games, students are more involved, more confident, and more excited to learn.\r\n\r\nWe've seen a noticeable increase in student engagement. Children who once felt unsure are now eager to participate because they have the tools they need to succeed. Visual supports help students understand routines and expectations, creating a calmer and more structured learning environment. Social-emotional resources have also helped students express their feelings and build confidence in themselves and their abilities.\r\n\r\nOne of the most impactful changes has been the ability to send materials home. Families are now more connected to what their children are learning, and students take pride in sharing their work. This connection strengthens learning beyond the classroom and builds confidence in our young learners.\r\n\r\nMost importantly, this project has helped turn moments of frustration into moments of success. Instead of feeling stuck, students now have the resources to keep trying, growing, and believing in themselves.\r\n\r\nBecause of this project, our classroom is a place where every child feels supported, capable, and excited to learn.","fullyFundedDate":1766010956958,"projectUrl":"project/running-on-empty-our-printers-need-a-dr/9916352/","projectTitle":"Running on Empty… Our Printers Need a Drink of Ink!","teacherDisplayName":"Mrs. Maroney","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp6710595_orig.jpg?crop=1918,1918,x0,y89&width=272&height=272&fit=bounds&auto=webp&t=1565967178420","teacherClassroomUrl":"classroom/6710595"},{"teacherId":4977741,"projectId":9924499,"letterContent":"Thank you so much for helping provide ink cartridges for our 3rd grade classroom. This project may sound simple, but it has made a daily difference for my students. In 3rd grade, printed materials are part of almost everything we do, including reading passages, math practice, science investigations, writing activities, center work, graphic organizers, and resources that go home to families.\r\n\r\nBefore receiving these cartridges, our printed pages were becoming faded, streaky, and difficult for students to read. My students were trying their best, but it is hard to stay focused when a reading passage is too light, a math problem is unclear, or a diagram looks like it is slowly disappearing from the page. Fresh ink has helped bring our classroom materials back to life.\r\n\r\nMy students noticed the difference right away. They were excited to get clean, readable copies that looked neat and easy to use. Something as small as a crisp worksheet or a clear graphic organizer helps students feel more confident and prepared. They no longer have to guess what a word says or ask if a number is a 3, an 8, or possibly a tiny classroom mystery.\r\n\r\nWe are using these cartridges every day to print materials for small-group instruction, independent practice, science activities, reading comprehension, and classroom communication. One specific impact has been during reading groups. Students are now able to highlight text evidence, underline important details, and write notes directly on clear copies. This helps them stay engaged and participate more confidently in discussions.\r\n\r\nThese ink cartridges also support equity in our classroom. Many students do not have easy access to a printer at home, so the materials we provide at school are important. Clear copies help every student have access to the same learning tools, whether they are practicing in class or taking materials home to share with their families.\r\n\r\nOur next step is to continue using printed resources to support upcoming reading, math, and science units. Students will use graphic organizers, investigation sheets, practice pages, and take-home materials to build skills and show what they know. Because of your generosity, our classroom can keep learning without battling the Printer of Doom. Thank you for helping us keep our pages bright, bold, and actually readable!","fullyFundedDate":1772807494381,"projectUrl":"project/ink-tervention-needed-our-printer-has-e/9924499/","projectTitle":"Ink-tervention Needed: Our Printer Has Entered Its Villain Era","teacherDisplayName":"Mrs. Hickman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp4977741_orig.png?crop=223,223,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1764085234420","teacherClassroomUrl":"classroom/4977741"},{"teacherId":4977741,"projectId":10114229,"letterContent":"Because of your generosity, our classroom has become a place where students can step into the role of real scientists. The amber fossils, thermal conductivity materials, and reasoning games have helped students move beyond simply \"learning about\" science. They are now touching, testing, observing, discussing, and defending their ideas with evidence.\r\n\r\nThe first time students explored the amber fossils, the room got quiet in the best possible way. They were completely focused, carefully turning the specimens and searching for tiny details inside. Then the questions started: \"Is that an insect?\" \"How old could this be?\" \"Why can we still see it?\" That natural curiosity led to thoughtful conversations about evidence, preservation, and how scientists study clues from the past.\r\n\r\nThe thermal conductivity activities gave students another opportunity to think like investigators. They tested materials, made predictions, noticed changes, and compared results. Instead of waiting for me to confirm the answer, students began looking at their observations and talking through what the evidence showed. It was exciting to see them realize that science is not always about getting an instant answer — sometimes it is about testing, discussing, and trying again.\r\n\r\nWe are using these materials during team-based investigation lessons. Students rotate through jobs that help each person contribute, such as observer, data recorder, materials manager, question asker, and team reporter. These roles help students practice leadership and responsibility while making sure every voice is included.\r\n\r\nOne of the biggest impacts has been the way students are learning to talk to each other. They are practicing how to ask stronger questions, explain their thinking, listen to different ideas, and respectfully disagree. The collaborative reasoning games have also helped students strengthen these same skills in a fun, low-pressure way.\r\n\r\nNext, students will use their notes and observations to create \"scientist reports\" about one fossil investigation and one heat-transfer investigation. They will explain what they tested, what they noticed, what evidence supported their thinking, and how their team worked together. Thanks to your support, my students are building confidence not only as science learners, but as leaders, problem-solvers, and teammates.","fullyFundedDate":1772042011411,"projectUrl":"project/third-grade-detectives-the-case-of-the/10114229/","projectTitle":"Third Grade Detectives: The Case of the Mystery Dinner","teacherDisplayName":"Mrs. Hickman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp4977741_orig.png?crop=223,223,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1764085234420","teacherClassroomUrl":"classroom/4977741"},{"teacherId":4977741,"projectId":10120439,"letterContent":"Thank you so much for helping bring amber fossil specimens, thermal conductivity materials, and collaborative reasoning games into our classroom. These resources have allowed my students to experience science as investigators, not just students completing an activity. They are learning how to observe carefully, ask thoughtful questions, test ideas, and work together as a team.\r\n\r\nWhen my students first saw the amber fossil specimens, they were fascinated. They immediately leaned in to look for insects, shapes, and tiny details preserved inside the amber. The fossils sparked so many questions about what the organisms were, how they became trapped, and what clues they could give us about the past. The thermal conductivity materials also created a lot of excitement because students were able to test and observe how heat moves through different materials instead of just hearing about it.\r\n\r\nWe are using these materials in small investigative teams where students have structured roles such as materials manager, observer, recorder, discussion leader, and evidence checker. With the amber fossils, students examine preserved organisms, compare structures, and discuss what details they notice. With the thermal conductivity kits, students test different materials, observe results, record data, and use evidence to explain what happened.\r\n\r\nOne powerful classroom moment was watching students challenge each other's thinking respectfully. Instead of saying, \"That's wrong,\" students began asking questions like, \"What evidence makes you think that?\" or \"Can we test it again to make sure?\" They practiced revising their explanations based on what they observed, which is exactly the kind of thinking scientists use.\r\n\r\nThis project is helping students build leadership, communication, teamwork, and critical-thinking skills through hands-on science exploration. They are learning how to listen actively, manage materials responsibly, record information accurately, explain their reasoning, and support teammates. These skills connect to real-world careers in science, engineering, environmental studies, research, and many other fields.\r\n\r\nOur next step is for students to create team investigation summaries. They will share what they observed, what evidence supported their conclusions, and how their team worked together during the process. Because of your generosity, my students are learning that their ideas matter, their reasoning has value, and science becomes even more powerful when we think and learn together.","fullyFundedDate":1773073570444,"projectUrl":"project/coaching-young-scientists-through-real-w/10120439/","projectTitle":"Coaching Young Scientists Through Real-World Investigation","teacherDisplayName":"Mrs. Hickman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp4977741_orig.png?crop=223,223,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1764085234420","teacherClassroomUrl":"classroom/4977741"},{"teacherId":8947927,"projectId":10125859,"letterContent":"Thank you so much for helping bring mineral and crystal specimens into our 3rd grade learning space. These materials have given my students a beautiful, hands-on way to practice observation, questioning, scientific thinking, and collaboration.\r\n\r\nWhen my students first saw the crystals and minerals, they were immediately drawn in. The amethyst geodes, celestite clusters, pyrite, and quartz formations sparked instant curiosity. Students leaned in, looked closely, and started asking questions right away. They wanted to know how the crystals formed, why they looked different, and what made each specimen unique.\r\n\r\nWe also had the opportunity to use these materials during our Science Night, and it was wonderful to see families take interest in the rocks and crystals alongside their children. Students were excited to share what they noticed, point out details, and invite their families into the investigation. It became more than a display — it became a conversation starter for students and families to explore science together.\r\n\r\nIn our classroom and media center exploration station, students are using the specimens in pairs and small teams. They observe closely, compare textures, study color variations, examine crystal structures, and sort the specimens by observable properties. Instead of waiting for the teacher to give the answer, students are practicing how to ask each other thoughtful questions such as, \"What do you see that makes you think that?\" and \"How is this one different from the others?\"\r\n\r\nOne of the most meaningful parts of this project has been watching students slow down and use evidence. They are learning to describe what they notice with words like layered, reflective, jagged, clustered, smooth, and rough. They are also learning how to listen to a partner's idea, add to it, question it respectfully, and revise their thinking.\r\n\r\nOur next step is for students to continue using the crystal collection as part of student-led investigation stations. They will create observation notes, sort specimens by characteristics, develop questions, and share their findings with classmates. Because of your generosity, my 3rd graders are not simply looking at rocks — they are learning how to question, analyze, communicate, and think like young scientists.","fullyFundedDate":1773286613790,"projectUrl":"project/coaching-curiosity-crystal-investigatio/10125859/","projectTitle":"Coaching Curiosity: Crystal Investigations Through Student-Led Discovery","teacherDisplayName":"Ms. Mills","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/8947927"},{"teacherId":10361931,"projectId":10093462,"letterContent":"Thank you so much for helping provide stools and student headphones for our 3rd grade classroom. These resources have helped transform our classroom into a space where students can gather, listen, discuss, and learn from one another in a more meaningful way.\r\n\r\nWhen my students first saw the stools, they were so excited to have a flexible place to sit and work together. Something as simple as being able to pull up a stool, face a classmate, and join a small group made collaboration feel special and important. The headphones were just as exciting because students knew they would be able to listen more clearly and focus on their learning without as many distractions.\r\n\r\nWe are using these materials during small-group coaching lessons. Students gather in flexible groups and rotate through roles such as Facilitator, Clarifier, Evidence Finder, and Summarizer. The stools help students sit in a way that encourages conversation, eye contact, and participation. Instead of only answering questions for the teacher, students are practicing how to speak to one another, listen carefully, and build on each other's ideas.\r\n\r\nThe headphones have been especially helpful during listening activities. Students use them to listen to short texts, recordings, directions, and learning activities. After listening, they work together to discuss what they heard, explain important details, and help classmates understand. One meaningful moment was watching students rephrase directions for one another instead of immediately asking me to repeat them. They were learning to take responsibility for helping their group succeed.\r\n\r\nThis project has helped my students practice focused listening, academic conversation, patience, leadership, and teamwork. They are learning how to encourage hesitant classmates, ask helpful questions, and explain their thinking clearly. These skills support reading, writing, math, science, and everyday classroom problem-solving.\r\n\r\nOur next step is to continue using these materials during reading discussions and collaborative learning stations. Students will practice leading group conversations, summarizing what they hear, and using evidence from texts or recordings to support their ideas. Because of your generosity, my 3rd graders are building the confidence and communication skills they need to become stronger, more independent learners.","fullyFundedDate":1772737345930,"projectUrl":"project/small-seats-big-voices/10093462/","projectTitle":"Small Seats, Big Voices","teacherDisplayName":"Mrs. Bradley","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10361931_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1770786967094","teacherClassroomUrl":"classroom/10361931"},{"teacherId":10361931,"projectId":10104142,"letterContent":"Thank you so much for helping bring owl pellet investigation materials into our 3rd grade classroom. This project has given my students an unforgettable, hands-on science experience where they are not just memorizing facts — they are learning how to think like investigators.\r\n\r\nWhen my students first saw the owl pellets and chart set, they were excited, curious, and definitely a little amazed. They immediately wanted to know what they would find, what the bones belonged to, and how they could figure it out. That curiosity turned into real scientific thinking as students began observing, questioning, comparing, and using evidence to support their ideas.\r\n\r\nWe are using these materials in research teams. Students work together to carefully analyze owl pellets, identify bones, classify organisms, and record their discoveries. Each team member has an important role, such as evidence specialist, recorder, discussion leader, or verifier. These roles help students understand that science is not just about finding an answer — it is about working together, listening carefully, and explaining your thinking clearly.\r\n\r\nOne powerful classroom moment was watching students coach each other instead of waiting for me to give them the answer. Students asked questions like, \"What evidence do we have?\" \"Does this match the chart?\" and \"Should we check again before we decide?\" They practiced respectful disagreement, revised their conclusions, and learned that mistakes and second guesses are part of real investigation.\r\n\r\nThis project is helping my students build leadership, communication, problem-solving, and teamwork skills while conducting authentic scientific research. They are learning how to support peers, explain discoveries, interpret data, and present claims using evidence. These are the same collaboration and critical thinking skills used in real careers.\r\n\r\nOur next step is for students to complete their investigation reports and share what they discovered with the class. They will explain which organisms they identified, what evidence supported their conclusions, and how their team worked together during the process. Because of your generosity, my students are gaining confidence as young scientists, leaders, and problem-solvers.","fullyFundedDate":1772057426889,"projectUrl":"project/coaching-critical-thinking-featuring-o/10104142/","projectTitle":"Coaching Critical Thinking… Featuring Owl Pellets","teacherDisplayName":"Mrs. Bradley","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10361931_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1770786967094","teacherClassroomUrl":"classroom/10361931"},{"teacherId":9167996,"projectId":10115730,"letterContent":"Thank you so much for helping bring the Sphero Indi coding kit into our 3rd grade classroom. This project has given my students an exciting, hands-on way to practice problem-solving, teamwork, communication, and early coding skills.\r\n\r\nWhen my students first saw the Sphero Indi robots, they were instantly hooked. Their faces lit up as soon as the robots started moving. They wanted to test every color tile, build paths, and figure out what would happen next. We also had the opportunity to use the Sphero Indi robots at Science Night, and watching students and families interact with them was so exciting. Families were able to see students thinking, testing, revising, and celebrating each small success together.\r\n\r\nIn our classroom, students are using the robots in structured coaching teams. They rotate through roles such as Coach, Tester, Pattern Spotter, and Explainer. These roles help students learn that teamwork does not mean one person takes over. Instead, students practice asking helpful questions like, \"What did the robot do differently?\" \"What does that tell us?\" and \"What should we change next?\"\r\n\r\nOne of the most powerful parts of this project is watching students respond when the robot does not go where they expected. Young students naturally want the teacher to fix things, but with Sphero Indi, the mistake becomes part of the learning. A wrong turn becomes a conversation. Students test ideas, observe results, revise their plans, and try again together.\r\n\r\nThis project is helping my 3rd graders see themselves as capable problem-solvers and supportive teammates. They are learning how to listen to one another, encourage hesitant classmates, explain their thinking, and guide a peer without taking over the task. These skills transfer far beyond coding. They support reading discussions, math problem-solving, and everyday classroom learning.\r\n\r\nOur next step is for students to design their own Indi pathways and mazes with a specific challenge goal. They will test their designs, explain their choices, and reflect on how their team worked together. Because of your generosity, my students are not just learning how to code — they are learning how to think, collaborate, and help one another succeed.","fullyFundedDate":1772138427032,"projectUrl":"project/think-like-a-robot-lead-like-a-coach/10115730/","projectTitle":"Think Like a Robot, Lead Like a Coach","teacherDisplayName":"Mrs. Wilson","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9167996_orig.jpg?crop=599,599,x0,y99&width=272&height=272&fit=bounds&auto=webp&t=1771439605076","teacherClassroomUrl":"classroom/mrs-wilson3"},{"teacherId":5393206,"projectId":10082044,"letterContent":"Thank you so much for helping bring a professional wireless weather station into our 5th grade classroom. This resource has given my students an authentic, hands-on way to practice data analysis, teamwork, leadership, and communication using real information from our own school environment.\r\n\r\nWhen my students first saw the weather station, they were immediately excited that they would be working with live data instead of just reading numbers from a worksheet. They loved knowing that the information was coming from right outside our classroom and that they could track real changes happening in real time. It made the learning feel important, purposeful, and connected to the real world.\r\n\r\nWe are using the weather station during small-group data investigations. Students collect and record weather data, look for patterns, compare changes over time, and make evidence-based conclusions. Students rotate through team roles such as data analyst, recorder, discussion leader, and presenter. One meaningful classroom moment was watching students debate why the temperature, wind, or humidity changed from one day to the next, then use actual data to support their thinking. They were not just guessing — they were learning to explain their ideas with evidence.\r\n\r\nThis project is helping my students practice the skills professionals use in careers such as meteorology, environmental planning, emergency management, and data analysis. They are learning how to gather information, study trends, communicate findings, and work together respectfully. These are powerful skills that go far beyond one science lesson.\r\n\r\nOur next step is to create a classroom weather data tracker where students will monitor trends over several days and present their findings to the class. They will practice using academic vocabulary, creating clear explanations, and reflecting on how their team worked together. Because of your generosity, my 5th graders are building confidence as problem-solvers, communicators, and young data analysts.","fullyFundedDate":1770768543260,"projectUrl":"project/weather-data-coaches-building-real-worl/10082044/","projectTitle":"Weather Data Coaches: Building Real-World Skills With Professional Tools","teacherDisplayName":"Ms. McMillan","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/5393206"},{"teacherId":5393206,"projectId":10082017,"letterContent":"Thank you so much for helping bring 4D plant and animal cell models into our 5th grade classroom. These models have made science more hands-on, exciting, and easier for students to understand. Instead of only seeing cell diagrams in a book or on a screen, students are now able to hold, examine, compare, and discuss the parts of plant and animal cells in a real, meaningful way.\r\n\r\nWhen my students first saw the models, they were instantly curious. They wanted to pick them up, look closely at each part, and figure out how the pieces fit together. Their excitement led to great conversations and thoughtful questions. It was one of those moments where students were not just \"doing science\" — they were thinking like scientists.\r\n\r\nWe are using these models during small-group science lessons. Students work together to compare plant and animal cells, identify important cell parts, and explain how the parts work together. They are also practicing teamwork skills by taking on roles such as group leader, model handler, recorder, and presenter. One of my favorite moments was watching students help each other use science vocabulary correctly while preparing to share their observations with the class.\r\n\r\nThese materials have allowed my students to build confidence with a challenging science topic. They are practicing communication, collaboration, leadership, and critical thinking while learning important life science concepts. The models also help students make connections to real-world careers in science, healthcare, research, and laboratory work.\r\n\r\nNext, students will use what they have learned to create short group presentations comparing plant and animal cells. They will explain their thinking, use academic vocabulary, and reflect on how their team worked together. Because of your generosity, my 5th graders have been able to experience science in a way that feels hands-on, memorable, and meaningful.","fullyFundedDate":1770768545319,"projectUrl":"project/no-scalpels-required-learning-to-think/10082017/","projectTitle":"No Scalpels Required: Learning to Think Like the Pros","teacherDisplayName":"Ms. McMillan","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-4_272.png?auto=webp","teacherClassroomUrl":"classroom/5393206"}],"pageName":"schoolpage_1380","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":854,"numTeachers":62,"percentFrplEligible":95,"percentAsian":1,"percentBlack":26,"percentWhite":42,"percentIndigenous":1,"percentLatinx":15,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"K - 5","studentTeacherRatio":"13.8:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":48.2,"schoolId":1380,"financialInfo":null,"twitterShareText":"Learn more about Gallberry Farm Elementary School on @DonorsChoose:","schoolName":"Gallberry Farm Elementary School","canonicalPageUrl":"schools/north-carolina/cumberland-county-schools/gallberry-farms-elementary-school/1380"}