ÐÇ¿Õ´«Ã½

{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Julie Korenstein Elementary School","outOfStateSupporters":23.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9163189,"projectId":10124463,"letterContent":"Books about the solar system and planets greatly support my 1st graders' learning and connect directly to our **CKLA astronomy domain** in our curriculum. These books help students build background knowledge as they learn about the Sun, Moon, and planets. The engaging pictures and simple text make complex ideas easier for young learners to understand. Students who especially loved our current CKLA domain about the solar system are excited to read these books during independent reading time. They enjoy exploring the planets in more detail and sharing new facts with classmates. These books strengthen reading skills while deepening curiosity and excitement about space and science.","fullyFundedDate":1772579801869,"projectUrl":"project/turning-pages-growing-minds/10124463/","projectTitle":"Turning Pages, Growing Minds","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10117901,"letterContent":"Stickers and trading cards support coaching in my 1st grade classroom by providing immediate, positive feedback that motivates students to try their best. When students earn a sticker or trading card for completing a task, showing kindness, or improving a skill, they can clearly see their progress. These simple rewards help reinforce expectations and encourage goal setting. During coaching moments, I use them to recognize effort, persistence, and growth rather than just correct answers. This helps students build confidence and stay engaged in learning. Over time, students begin to take pride in their progress, making coaching conversations more meaningful and helping them develop responsibility for their learning.","fullyFundedDate":1772153342011,"projectUrl":"project/rewarding-effort-growing-leaders/10117901/","projectTitle":"Rewarding Effort, Growing Leaders","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10108699,"letterContent":"When our new trading cards arrived, my first graders were beyond excited. The moment I introduced them, students were leaning forward in their seats, asking how they could earn one. Instead of simply handing them out as rewards, we use the cards as part of our daily coaching system.\r\n\r\nRight now, we are working on reading fluency and solving math word problems independently. Students set small daily goals like \"I will reread if it doesn't make sense\" or \"I will draw a picture to solve.\" As I circulate, I ask coaching questions such as, \"What strategy are you using?\" and \"What will you try if it gets tricky?\" When a student demonstrates perseverance, focus, or strong strategy use, they earn a trading card. The card represents their effort and growth, not just completion.\r\n\r\nWhen they first saw the materials, their eyes lit up. But what stood out most was how quickly the excitement shifted from \"I want one!\" to \"What do I need to do to earn one?\" That mindset shift has been powerful.\r\n\r\nOur next steps are helping students track their own progress. We are beginning simple reflection sheets where they write or draw why they earned a card and what goal they want to set next. The goal is to build independence so that over time, they are coaching themselves.\r\n\r\nYour support is helping create a classroom where effort, growth, and responsibility are celebrated every single day.","fullyFundedDate":1772013381785,"projectUrl":"project/strategic-play-for-stronger-young-leader/10108699/","projectTitle":"Strategic Play for Stronger Young Leaders","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":8521154,"projectId":10020571,"letterContent":"We are incredibly grateful for the generous donation of step counter watches for our students. These watches will make a meaningful impact during our P.E. classes as students track their steps while running and walking. Being able to monitor their progress in real time will motivate them to set personal goals, challenge themselves, and build healthy habits. The step counters will also help us teach the importance of physical activity, goal setting, and perseverance in a fun and engaging way. Thank you for supporting our students' health, confidence, and overall well-being, we truly appreciate your kindness and investment in their success.","fullyFundedDate":1771332508627,"projectUrl":"project/empowering-healthy-habits/10020571/","projectTitle":"Empowering Healthy Habits","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"},{"teacherId":9163189,"projectId":10096880,"letterContent":"One-minute sand timers have made a huge impact in my 1st grade classroom, especially in the areas of coaching, fluency, and self-regulation.\r\n\r\nFrom a coaching perspective, the timers create a clear, visual structure. At this age, students often struggle with understanding how long one minute actually is. The sand timer gives them a concrete way to see time passing. Instead of repeatedly reminding students to \"focus\" or \"finish quickly,\" I can flip the timer and coach them toward a specific goal: \"Let's see if you can stay on task until all the sand falls.\" This shifts the focus from correction to encouragement and goal-setting.\r\n\r\nThe timers have been especially powerful during reading fluency practice. During partner reading, one student reads while the timer runs for one minute. When the sand finishes, partners switch roles. This routine builds stamina and keeps practice structured and fair. Students are motivated to improve the number of words they read correctly within a minute, and we celebrate growth rather than perfection. Over time, I've seen increased confidence, smoother phrasing, and stronger decoding skills. The timer creates urgency in a positive way, helping students stay engaged without feeling overwhelmed.\r\n\r\nIn math, we use the timers for fact fluency. Students challenge themselves to solve as many addition or subtraction problems as they can before the sand runs out. This builds automaticity while keeping the practice short and manageable. Because it's only one minute, students are more willing to try—even those who typically avoid fast-paced tasks.\r\n\r\nThe sand timers also support behavior coaching and emotional regulation. If a student needs a quick reset, we use a one-minute calm-down break. Watching the sand fall helps students breathe and refocus. It provides a predictable routine that supports self-control. During transitions, the timer sets clear expectations: clean up before the sand runs out. This reduces arguing and increases independence because the timer—not the teacher—signals the expectation.\r\n\r\nOverall, one-minute sand timers have strengthened my classroom systems. They promote accountability, build fluency in reading and math, and support social-emotional growth. Most importantly, they help students connect effort with progress. Through intentional coaching and structured timing, my 1st graders are developing focus, stamina, and confidence—one minute at a time.","fullyFundedDate":1771559706662,"projectUrl":"project/coaching-calm-focus-and-teamwork-in-fi/10096880/","projectTitle":"Coaching Calm, Focus, and Teamwork in First Grade","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10089199,"letterContent":"Trading cards have had a powerful and positive impact on my 1st graders both academically and socially. What started as a high-interest item quickly became a meaningful coaching tool in and out of the classroom.\r\n\r\nIn our classroom, trading cards are more than just collectibles—they are tied to effort, growth, and positive choices. Students earn cards for demonstrating strong listening skills, showing perseverance during challenging tasks, completing academic goals, and modeling kindness toward peers. Because the cards are motivating and tangible, they reinforce the behaviors I coach daily: focus, responsibility, teamwork, and self-control. Students understand that their actions directly connect to earning rewards, which builds accountability.\r\n\r\nAcademically, trading cards have become an engaging instructional tool. We use them during reading and math centers in several ways. Students practice decoding by reading player names and descriptions. They sort cards by attributes to build math skills such as categorizing, counting, comparing numbers, and graphing. We use them for addition and subtraction games, where students combine card values or find differences. In writing, students create their own \"academic trading cards,\" describing characters, historical figures, or even math strategies. This builds vocabulary, descriptive writing skills, and content understanding.\r\n\r\nCoaching plays a central role in how trading cards are used. Instead of simply giving out rewards, I coach students on goal-setting. For example, a student might set a goal to raise their hand before speaking or complete their independent reading without reminders. When they meet that goal, they earn a card. This helps students see rewards as connected to growth, not just behavior. We also practice sportsmanship when trading cards. Students learn to ask politely, accept \"no\" respectfully, and handle disappointment appropriately. These moments become real-life social-emotional lessons.\r\n\r\nThe impact has extended beyond academics. Trading cards create opportunities for peer connection. Students who may struggle socially find common ground through shared interests. I use these moments to coach conversation skills, turn-taking, and problem-solving. Instead of conflicts over cards, we practice conflict resolution strategies and calm communication.\r\n\r\nOverall, trading cards have increased engagement, motivation, and positive classroom culture. They serve as a bridge between coaching and instruction—helping students build academic skills, social skills, and character. By intentionally connecting cards to effort and growth, my students are learning that success is earned through persistence, respect, and teamwork.","fullyFundedDate":1771557076621,"projectUrl":"project/coaching-skills-though-play/10089199/","projectTitle":"Coaching Skills Though Play!","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":8521154,"projectId":9812590,"letterContent":"We are so incredibly thankful for your generous book donations to our classroom. Because of your support, we are able to strengthen our small group reading instruction in meaningful and engaging ways. During small group time, students are now reading high-interest, leveled books that match their individual reading goals. This allows me to target specific skills such as fluency, comprehension strategies, vocabulary development, and decoding. One special moment that stood out was when a student who has been working hard on building confidence proudly read an entire passage independently using one of the new books. The smile on their face said it all your donation is truly making a difference.","fullyFundedDate":1770696434676,"projectUrl":"project/little-unique-library/9812590/","projectTitle":"Little Unique Library","teacherDisplayName":"Ms. Reynoso","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8521154_orig.jpg?crop=480,480,x29,y0&width=272&height=272&fit=bounds&auto=webp&t=1699071061152","teacherClassroomUrl":"classroom/ms-reynoso3rdgradescholars"},{"teacherId":9163189,"projectId":10075357,"letterContent":"Trading cards have quietly become one of the most powerful coaching tools I use with 1st graders. What looks like \"just cards\" on the surface has turned into a structured way to build confidence, social skills, academic habits, and emotional regulation. When I coach young students, especially at the 1st grade level, I have to meet them where they are. Trading cards do exactly that.\r\n\r\nFirst, trading cards create instant engagement. Whether students are talking about Pokémon, Yu-Gi-Oh!, or sports cards featuring athletes like Stephen Curry, they come in excited and ready to talk. That excitement gives me an entry point. Coaching 6- and 7-year-olds requires buy-in, and trading cards naturally lower defenses. Instead of feeling like they're being corrected or redirected, they feel like they're participating in something they love.\r\n\r\nSecond, trading cards support social coaching in real time. First graders are still learning how to share, negotiate, handle disappointment, and resolve conflict. Trading situations bring all of that to the surface. When a student feels a trade is unfair, that's an opportunity to coach perspective-taking. When someone doesn't get the card they wanted, that's a chance to practice emotional regulation. We can pause, name feelings, and rehearse better responses. I've seen students go from tears over a \"bad trade\" to calmly saying, \"No thank you, I'll keep mine,\" within weeks of intentional coaching.\r\n\r\nThere is also an academic layer that often goes unnoticed. Trading cards require reading names, interpreting numbers, comparing values, and understanding rules. With younger students, I use the cards to reinforce math vocabulary like greater than, less than, equal, and more. They sort cards by type, color, or point value. They practice addition when combining scores. Even reluctant readers are motivated to decode tricky names because the payoff is meaningful to them. When learning is connected to something they care about, effort increases.\r\n\r\nFrom a behavioral coaching perspective, trading cards create built-in incentives. I've used them as part of goal-setting systems where students earn time to trade or play by demonstrating target behaviors: raising a hand, staying on task, using kind words. The reward isn't random; it's connected to a community activity. That connection reinforces that positive behavior leads to participation, not just prizes.\r\n\r\nWhat I appreciate most is how trading cards give students a sense of identity and expertise. Many 1st graders struggle with confidence in academic settings. But when they can explain card abilities, statistics, or character backstories, they feel capable. That confidence transfers. I've watched quiet students become leaders during structured trading time. I've seen students who typically need redirection step into mentoring roles, helping peers understand rules and fairness.\r\n\r\nCoaching at this age is about shaping habits early. Trading cards provide a safe, structured microcosm of the real world. There are rules. There are negotiations. There are wins and losses. There are emotions. Instead of avoiding those moments, I use them. We practice self-control. We practice honesty. We practice empathy.\r\n\r\nAt the end of the day, trading cards aren't the goal. They're the vehicle. Through something developmentally appropriate and highly motivating, I can coach executive functioning, communication, resilience, and character. For 1st graders, that combination of play and purpose is powerful.","fullyFundedDate":1770444544067,"projectUrl":"project/leveling-the-playing-field-with-hands-on/10075357/","projectTitle":"Leveling the Playing Field With Hands-On Learning","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10080052,"letterContent":"Trading cards have quietly become one of the most powerful coaching tools I use with 1st graders. What looks like \"just cards\" on the surface has turned into a structured way to build confidence, social skills, academic habits, and emotional regulation. When I coach young students, especially at the 1st grade level, I have to meet them where they are. Trading cards do exactly that.\r\n\r\nFirst, trading cards create instant engagement. Whether students are talking about Pokémon, Yu-Gi-Oh!, or sports cards featuring athletes like Stephen Curry, they come in excited and ready to talk. That excitement gives me an entry point. Coaching 6- and 7-year-olds requires buy-in, and trading cards naturally lower defenses. Instead of feeling like they're being corrected or redirected, they feel like they're participating in something they love.\r\n\r\nSecond, trading cards support social coaching in real time. First graders are still learning how to share, negotiate, handle disappointment, and resolve conflict. Trading situations bring all of that to the surface. When a student feels a trade is unfair, that's an opportunity to coach perspective-taking. When someone doesn't get the card they wanted, that's a chance to practice emotional regulation. We can pause, name feelings, and rehearse better responses. I've seen students go from tears over a \"bad trade\" to calmly saying, \"No thank you, I'll keep mine,\" within weeks of intentional coaching.\r\n\r\nThere is also an academic layer that often goes unnoticed. Trading cards require reading names, interpreting numbers, comparing values, and understanding rules. With younger students, I use the cards to reinforce math vocabulary like greater than, less than, equal, and more. They sort cards by type, color, or point value. They practice addition when combining scores. Even reluctant readers are motivated to decode tricky names because the payoff is meaningful to them. When learning is connected to something they care about, effort increases.\r\n\r\nFrom a behavioral coaching perspective, trading cards create built-in incentives. I've used them as part of goal-setting systems where students earn time to trade or play by demonstrating target behaviors: raising a hand, staying on task, using kind words. The reward isn't random; it's connected to a community activity. That connection reinforces that positive behavior leads to participation, not just prizes.\r\n\r\nWhat I appreciate most is how trading cards give students a sense of identity and expertise. Many 1st graders struggle with confidence in academic settings. But when they can explain card abilities, statistics, or character backstories, they feel capable. That confidence transfers. I've watched quiet students become leaders during structured trading time. I've seen students who typically need redirection step into mentoring roles, helping peers understand rules and fairness.\r\n\r\nCoaching at this age is about shaping habits early. Trading cards provide a safe, structured microcosm of the real world. There are rules. There are negotiations. There are wins and losses. There are emotions. Instead of avoiding those moments, I use them. We practice self-control. We practice honesty. We practice empathy.\r\n\r\nAt the end of the day, trading cards aren't the goal. They're the vehicle. Through something developmentally appropriate and highly motivating, I can coach executive functioning, communication, resilience, and character. For 1st graders, that combination of play and purpose is powerful.","fullyFundedDate":1770320811335,"projectUrl":"project/hands-on-learning-for-every-child/10080052/","projectTitle":"Hands-On Learning for Every Child","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":1266252,"projectId":9683648,"letterContent":"Because of your generosity, our classroom has been transformed in ways that go far beyond simply adding an iPad and new technology. These tools have become powerful learning bridges for my students. In school, technology is used to personalize instruction, provide immediate feedback, support research, strengthen reading and math skills, and encourage creativity. My students are able to access differentiated programs that meet them at their individual levels, whether they need intervention, enrichment, language support, or opportunities to extend their thinking. The iPad allows them to collaborate on projects, record their thinking, create presentations, and engage in STEM-based problem solving in ways that build both academic skills and confidence.\r\n\r\nWhat excites my students most about the new technology is the independence and ownership it gives them. They light up when they are able to research topics that interest them, create digital projects, or use interactive tools that respond to their answers in real time. The instant feedback helps them self-correct and grow without fear of embarrassment. They especially love using creative apps to design presentations, record explanations of their math thinking, and produce digital stories. The technology makes learning feel dynamic and engaging, and even my most hesitant learners are eager to participate when an iPad is in their hands.\r\n\r\nSeveral of my students have especially flourished with this new technology. My English learners are using translation and speech-to-text features to express ideas that they previously struggled to share. Students who are shy about speaking in front of the class feel empowered to record their responses and showcase their learning digitally. I also have students who need additional academic support, and the adaptive programs on the iPad provides them with practice at just the right level, helping them build skills and confidence step by step. Because of you, my scholars feel seen, capable, and motivated. Your support has made a meaningful and lasting impact on their learning journey, and we are deeply grateful for your investment in their future.","fullyFundedDate":1767158053847,"projectUrl":"project/innovative-stem-learning-for-scholars-wi/9683648/","projectTitle":"Innovative STEM Learning for Scholars With an iPad","teacherDisplayName":"Ms. Manzo","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp1266252_orig.jpg?crop=551,551,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1748498618171","teacherClassroomUrl":"classroom/1266252"},{"teacherId":9163189,"projectId":9979298,"letterContent":"My first graders were beyond excited when our new games arrived! When I brought out Guess Who?, Operation, and Don't Break the Ice, there were gasps, cheers, and so many wide eyes. For many of my students—especially my English Learners—these were brand-new experiences. Just opening the boxes together felt like a celebration. Students immediately started noticing the colors, the characters, and the different pieces. It created an instant sense of curiosity and joy in our classroom.\r\n\r\nWe are using these games during structured small group time to build language, social skills, and critical thinking. *Guess Who?* has been especially powerful for my English Learners. Students practice asking and answering complete questions, such as, \"Does your person have brown hair?\" or \"Is your person wearing glasses?\" This game naturally reinforces descriptive vocabulary, sentence frames, and listening skills. I provide sentence stems and visual supports, which help students feel confident speaking in English. I've seen quieter students begin to take risks and participate more because the game makes practice feel fun instead of intimidating.\r\n\r\nOperation has supported fine motor development and focus. My students must carefully remove pieces without touching the sides, which strengthens hand control and patience. It also creates opportunities for academic language. Students describe what they are doing: \"I am taking out the funny bone,\" or \"I need to move slowly.\" For my English Learners, this hands-on experience connects vocabulary to action, which deepens understanding. They are not just hearing new words—they are using them in context.\r\n\r\nDon't Break the Ice has become a favorite for teaching turn-taking, teamwork, and problem-solving. Students predict which ice block might fall and explain their reasoning. This supports math language like \"more,\" \"less,\" \"middle,\" and \"edge.\" It also builds resilience. When the ice breaks, students practice saying, \"Good game!\" and try again. These social-emotional skills are just as important as academics in first grade.\r\n\r\nWhen my students first saw the materials, their excitement was contagious. One student said, \"Are these really for us?\" Another shared that he had never played a board game before. Watching them learn how to set up the games, follow directions, and encourage one another has been incredibly rewarding.\r\n\r\nThe next steps for our classroom include connecting these games more intentionally to literacy and math lessons. We are working on writing simple \"How-To\" books, and students will write directions for playing one of the games. This connects to sequencing words like first, next, then, and last. In math, we will collect data about which game is the class favorite and create simple graphs. Students will also continue building speaking and listening skills by explaining strategies and reflecting on what they learned.\r\n\r\nThanks to this project, our classroom has become an even more joyful, language-rich environment. These games are not just play—they are powerful tools that help all of my students, especially my English Learners, grow in confidence, communication, and collaboration.","fullyFundedDate":1769921107980,"projectUrl":"project/building-teamwork-and-leadership-through/9979298/","projectTitle":"Building Teamwork and Leadership Through Play","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"},{"teacherId":9163189,"projectId":10073510,"letterContent":"Pokémon has been an incredible motivator for my first graders! We used the Pokémon-themed resources as part of our reading and math centers, and students immediately connected with the familiar characters. One favorite moment was during a reading comprehension activity where students \"trained\" their Pokémon by answering questions about the text. Each correct answer helped their Pokémon evolve, and the excitement in the room was contagious. Even my most reluctant readers were eager to participate.\r\n\r\nWhen students first saw the materials, their faces lit up with pure joy. There were gasps, cheers, and lots of \"I love Pokémon!\" The excitement quickly turned into engagement—students were motivated to follow directions, work collaboratively, and persevere through challenging tasks because learning felt like a game. The materials helped create a positive, energetic learning environment where students felt confident and excited to try.\r\n\r\n\r\nThanks to our donors, students now have access to engaging tools that support both academic growth and social-emotional learning. As we move forward, students will continue using these resources during small-group instruction to strengthen reading fluency, problem-solving, and teamwork. Coaching plays an important role in this process—I work closely with instructional coaches to reflect on lessons, adjust strategies, and ensure that activities meet the diverse needs of my students. With their guidance, I'm able to maximize the impact of these resources and help every student grow.\r\nYour support has truly made a difference. Thank you for helping make learning joyful, meaningful, and motivating for our first graders!","fullyFundedDate":1770170655380,"projectUrl":"project/coaching-life-skills-through-play-and-le/10073510/","projectTitle":"Coaching Life Skills Through Play and Leadership","teacherDisplayName":"Mr. Chhipa","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9163189_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1697933119120","teacherClassroomUrl":"classroom/9163189"}],"pageName":"schoolpage_101261","usesÐÇ¿Õ´«Ã½":true,"infoPageType":"school","demographicsInfo":{"numStudents":314,"numTeachers":20,"percentFrplEligible":95,"percentAsian":3,"percentBlack":2,"percentWhite":3,"percentIndigenous":0,"percentLatinx":88,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 5","studentTeacherRatio":"15.7:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":76.9,"schoolId":101261,"financialInfo":null,"twitterShareText":"Learn more about Julie Korenstein Elementary School on @ÐÇ¿Õ´«Ã½:","schoolName":"Julie Korenstein Elementary School","canonicalPageUrl":"schools/california/los-angeles-unified-school-district/valley-region-elementary-school7/101261"}