{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Canyon View School","outOfStateSupporters":35.7,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":1932325,"projectId":9632598,"letterContent":"I work primarily with preschool students age 3-5 (approx. 50) and also older students with specific needs that focus around behavioral disorders (approx 6). I used the \"spot\" emotions to continue learning with existing curriculum for more older K-6 students. They are a continuing of care from the classroom to my therapy room. You can see in their eyes familiarity and comfort. The books are used in this instance to teach emotions and then to address IEP goals with k-6 students, many of my students need to either label the emotion (so visuals, high color, emojis are extremely helpful for relatable instruction). The books help us to teach and then try to RELATE to the emotion as it relates to their day to day experiences. This is the STUFF. This leads to self awareness, labeling emotions and finally, we provide solutions (with instruction) how to manage, self regulate etc. Kindness jar is used when students can identify in visual scenarios when students can step outside their emotions and needs and identify and label situations when others are able to act different from their emotions to meet others where they are. This is how often, we are a good \"friend\". We've already identified how it feels to be a good friend and that's a motivating gesture. \r\n\r\nSpecifically, with the preschool students also LOVE the visual chips we use for an emotional \"check in\" for each therapy session. They love the manipulation of chips. Many explore emotions as we label them. Teachers and paras join in the fun and we are often feeling \"SILLY\" and that's ok! We are also often \"tired, irritated, angry, sad\" and that's ok too.\r\n\r\nDuring therapy a student that walked into school, may have felt \"happy\" but then showed signs of irritation with therapeutic demands (he was practicing taking turns). He clearly felt \"mad\", screamed, clenched fists, stomped feet and proceed to scream louder. I used the emotions to label and suggest emotions they are feeling. I modeled sincere empathy and relayed back to him how mad he was at me for not giving him a turn, but while teaching appropriate behavioral responses, we typically continue to do \"hard things\". By simply labeling and identifying and showing empathy regarding emotions, this act alone, typically will highly diffuse children with severe communication delays (pragmatic, social, receptive and expressive). We then check back in. Often the emotion shifts, which we can review ,\"I think you were really mad when you didn't get a turn, but you waited and got another turn and now, you seem \"happy\" (we use lots of sign language and visuals here). These are great teaching, reteaching and validating emotions.\r\n\r\nWe especially focus on any \"kindness\" that looks like taking turns, sharing, exchanging toys etc. This is a leveled up experience that we again tie in emotions with the act of exchanging reciprocal exchanges with another peer. This is HARD stuff for our students. \r\n\r\n Finally, we \"line up\" and check in one last time by learning to point to emoji to represent emotion and using manipulatives including visuals and/or pom poms. My students needed instruction for approx. the first 3 weeks but now, it's just part of our routine! Visuals are shared with parents to keep the labeling and understanding of emotions at home. Now many students are able to move to other options to self regulate, e.g., wait a turn, choose a different toy, take a hug, choose a calm down space, shared 3 breaths or 4 square breathing.\r\n\r\nI could go on with examples, but you get the idea. These tools are resources to connect critical foundational self identification, self regulation and then relatability to the situations of others as we work cooperatively in a small group classroom (real life) setting. Thank you!","fullyFundedDate":1758748450489,"projectUrl":"project/kindness-and-compassion-come-alive/9632598/","projectTitle":"Kindness and Compassion \"Come Alive\"","teacherDisplayName":"Mrs. Chris'","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1932325_orig.jpg?crop=2320,2320,x0,y765&width=272&height=272&fit=bounds&auto=webp&t=1664243165265","teacherClassroomUrl":"classroom/1932325"},{"teacherId":1932325,"projectId":9012411,"letterContent":"Movement is so helpful for motivation and compliance and self regulation in preschool. I didn't get the sit and spin photo in action, but teachers and kids can use it too! We even spin toys on it for \"stop and go\" concepts and centrifugal force (wow!) informal lessons. Since the photos were taken we've also used adapted swing options and an additional Superman connection and we had our custodian secure to the wall and added a small step stool and it's fun and safe! \r\n\r\nThis swing is in high demand- inviting a lot of language. These kids love best to swirl it tight and let it spin!","fullyFundedDate":1736959273856,"projectUrl":"project/rocking-and-rolling-spinning-and-seekin/9012411/","projectTitle":"Rocking and Rolling, Spinning and Seeking Sensory Supports Pre-3","teacherDisplayName":"Mrs. Chris'","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1932325_orig.jpg?crop=2320,2320,x0,y765&width=272&height=272&fit=bounds&auto=webp&t=1664243165265","teacherClassroomUrl":"classroom/1932325"}],"pageName":"schoolpage_49550","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":713,"numTeachers":null,"percentFrplEligible":50,"percentAsian":0,"percentBlack":0,"percentWhite":90,"percentIndigenous":0,"percentLatinx":10,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Not specified","studentTeacherRatio":null,"demographicsDataSource":"MDR School","equityFocus":true,"titleOne":false,"metroType":"URBAN","ncesMetroType":"CITY_SMALL"},"inStateSupporters":64.3,"schoolId":49550,"financialInfo":null,"twitterShareText":"Learn more about Canyon View School on @DonorsChoose:","schoolName":"Canyon View School","canonicalPageUrl":"schools/utah/weber-school-district/canyon-view-school/49550"}
Join the 28 supporters who believe in this school.
About this school
Canyon View School is
an urban public school
in Ogden, Utah that is part of Weber School District.
It serves 713 students
in grades Not specified.
Its teachers have had 46 projects funded on DonorsChoose.
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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
10%
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.
Canyon View School Support on DonorsChoose
Last updated Jan 18, 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.
Canyon View School
$28,275
raised using DonorsChoose
46
projects
funded
31
teachers
funded
28
donors
1
project
for
basic supplies
1
project for
technology
1
project for
books
4
projects
for
art supplies
Canyon View School has received support from
18 individuals from Utah and
10 individuals out-of-state.
