Starting September 4 and continuing until Dan's birthday on October 6, the DJP Memorial Fund is partnering with DonorsChoose to fund 33 projects that honor the things and places Dan loved.
Hughes STEM High School
We purchased realistic, stuffed toy dogs for high school students at Hughes STEM High School in Cincinnati, where more than half of students come from low-income households.
Mrs. Greely-Howard writes that her students often plan to pursue careers in animal science or health sciences. Hands-on learning is vital. These toy dogs will be utilized in multiple labs, including those that teach students how to restrain, bandage, and prep for surgery. The more students can practice these skills, the more accurate they will be in real life.
As the school’s animal science program continues to grow, Mrs. Greely-Howard plans to add other hands-on activities, like tubing and taking temperatures—all skills that translate from animals to humans and vice versa.
We purchased new basketball rims and nets for middle school students at the Excel Program (part of Bridgeton Public School District), where more than three-quarters of students come from low-income households.
Ms. Carbone writes that her students commit to longer school days (7:45 AM - 4:00 PM), half a school day on Saturdays, and three additional weeks of school in the summer. Phys Ed is the only opportunity for many of her students to exercise and focus on their health.
Ms. Carbone tells us that these items will restore the school’s basketball court to functionality. Besides being great exercise, basketball helps students practice cooperation and teamwork. It also assists with social-emotional learning.
We are proud to support Ms. Carbone and her students!
William Davis Elementary School
We purchased a hammock swing and disinfecting wipes for students in the preschool early intervention autistic support class at William Davis Elementary in Southampton, where more than one-third of students come from low-income households.
Ms. Jen writes that this comforting swing will allow frustrated students to take a break and regulate their emotions and body during work or play time. Students will practice taking turns and can also use this swing when the weather prohibits use of the outdoor playground.
Central Elementary School
We purchased books that correspond to weekly letter activities for ESL students in grades PK-2 at Central Elementary in Allentown, where nearly all students come from low-income households.
Ms. Reber writes that her students are just beginning to work on vocabulary, letter names, and sounds, and these books will be a great way to enhance these skills during small group phonics instruction. Each week students learn a letter a time, and these books will go along with activities that directly correlate to the letter for that week.
Amerigo A Anastasia Elementary
Long Branch, NJ
We purchased seeds, gloves, and tools for the school garden at Amerigo A. Anastasia Elementary School in Long Branch, NJ, where more than three-quarters of students come from low-income households.
Ms. Chulsky is a first grade teacher and writes that gardening provides students with opportunities to dig, plant, rake, and connect with nature. Students participate in an enjoyable and engaging activity while learning life skills, and educators can enhance student engagement.
Ms. Chulsky notes that school gardens are an effective way to promote life-long healthy eating habits and connect students to the natural world. Her request for gardening gloves and kid-sized tools allow the school’s 500 students to participate and assist in planting and caring for the garden. A large supply of seeds will enable students to grow vegetables and fruit that they can share with their families at home.
Parkway Northwest High School
We purchased a large rug and three bean bag chairs to make a calming corner for high school students with special needs at Parkway Northwest High School in Philadelphia, where nearly all students come from low-income households.
Ms. Henderson writes that she strives to create a nurturing and conducive learning environment, and these supplies will help give her students a calm space to unwind, de-stress, and refocus in her classroom during the school day.
Ms. Henderson notes that creating this calming corner will directly contribute to the well-being and academic success of her remarkable students. By taking a break and decompressing, her students can later focus more effectively on their studies and coursework and strengthen the tools they need to thrive.
Easton Area Middle School
We purchased a printer for middle school students in Mrs Childs’ history classes to print and share their projects with the larger school community at Easton Area Middle School, where nearly all students come from low-income households.
Mrs. Childs writes that many of her students do not have a printer at home, and the school’s printer is shared among so many teachers that it cannot be used for student work. Her goal with this printer is to allow students to select specific activities throughout the school year that showcased their creativity.
Mrs. Childs describes how her students will explore geography through food trucks, the Boston Tea Party through cartoons, and the Roanoke colony through dioramas. It is her hope that other educators will be able to assign different types of projects that amplify the creativity and passion of students within their classrooms as well.
Aspira Charter School
We purchased a bean bag chair, books about emotions and empathy, fidget toys, and art supplies for elementary school students at Aspire Charter School, where more than half of students come from low-income households.
Ms. Loy is a school counselor who teaches socio-emotional lessons and manages a caseload of individualized education plans (IEPs) for a wide range of students in grades 3-5. She describes how these resources will help create a welcoming environment, allow students to practice their social skills, and help the children identify feelings.
Ms. Loy loves how each of her students thrive off their own strengths. She notes that her favorite part of her job is helping them identify their proud moments and goals, as well as assisting them in building relationships.
Punxsutawney Area Elementary School
We purchased sensory socks, sensory bins, an indoor swing, and hexagon lights for students with autism at Punxsutawney Area Elementary School, where more than half of students come from low-income households.
Mr. Leslie writes that he is lucky enough to teach students who have Autism Spectrum Disorder. His students come into class every day and work to the best of their abilities, but these efforts can be exhausting. To help his students recover and refocus, Mr. Leslie uses sensory time.
Sensory time is a daily need for Mr. Leslie’s students. These supplies will be perfect for helping his students decompress when they are worked up.
William Tilden Middle School
We purchased hockey, soccer, track, basketball, football, first aid, and other supplies for middle school students at William Tilden Middle School in Philadelphia, where nearly all students come from low-income households.
Mr. Owen writes that his students are extremely eager to be active and involved in different sports. They all come from various ethnic backgrounds and low socioeconomic statuses. For most students, sports are directly related to cultural traditions. Mr. Owen requested supplies to give students an intentional and culturally responsive physical education tradition.
Students will use materials for activities during class, as well as skill-building and track and field skills. They will also be used tor extracurricular team activities.
Anne Frank Elementary School
We purchased adaptive materials—including bubbler pens, letter writing guides, magnetic letters, alphabet stamps, touch and trace cards, worksheets, pencil holders, and golf pencils—for elementary students with various disabilities at Anne Frank Elementary in Philadelphia, where nearly all students come from low-income households.
Ms. Chambers is an occupational therapist and writes that these adaptive materials will help her students to participate in functional written communication. Handwriting is an important skill, and it can be challenging for students with disabilities to master.
Whether it’s adaptive paper, adaptive pencil grips, or just fun and creative ways to work on underlying skills, these materials will help Ms. Chambers’ students succeed in learning an important life skill to aid in communication!
Gilbert A Dater High School
We purchased grade-level books for middle- to high-school students in a Multiple Disabilities Unit at Gilbert A Dater High School in Cincinnati, where more than half of students come from low-income households.
Mrs. Demaree writes that her students are broken down into cohorts based on grade level, and their curriculum has changed over the last two years. Her students are now required to learn from the general education standards and take state tests.
Due to these changes, her class sizes have increased by 50%, and she needs more supplies. Supplies are scarce enough that Mrs. Demaree currently projects pages onto a screen because there are not enough copies of each novel for the students.
DonorsChoose is the leading way to give to public schools. Since 2000, 4,489,930 people and partners have contributed $997,314,069 to support 1,742,047 teacher requests for classroom resources and experiences. As the most trusted crowdfunding platform for teachers, donors, and district administrators alike, DonorsChoose vets each request, ships the funded resources directly to the classroom, and provides thank yous and reporting to donors and school leaders. Charity Navigator and GuideStar have awarded DonorsChoose, a 501(c)3 nonprofit, their highest ratings for transparency and accountability.