1. O N E D U C A T I O N
A Community Change Initiative

2. OUR MISSION
STATEMENT
C O M P A N Y . C O M
Unlocking passion through engagement and
helping students reach an understanding of
their potential.

3. LETTER
FROM THE
TEAM:
To Our Friends and Partners:
We are pleased to share ALLiN’s 2015/16 Annual Report
While overcoming large amounts of adversity, we are
excited about the success that our organization has
enjoyed over the past year.
The continued sustainability and a commitment to our
cause is paramount to our future success and a high
priority moving forward. Thus, this report aims to arm
our stakeholders, partners, and potential future allies
of our progress in the chosen arena.
In a sense, we hope that this annual report will serve as a
medium of accountability – so that those who read the following
pages may help to hold us to our standards so that we may
achieve the following goals:
• Ensuring continued success and growth for students within
Sheridan High School
• Enabling student aspirations so that they may pursue their
passions throughout life
• Developing and nurturing a sense of purpose in order to foster
future citizens
By consolidating and cataloguing our thoughts, goals, and
progress, we can ensure the continued success of our program.
We must continually strive to achieve our goal, that being –
seeing a world in which students not only survive, but thrive.
It is an absolute honor to do this work. We look forward to
continued involvement with this program, and will forever
remain ALLiN on education.
Sincerely
Thomas Enck, Ian Ferguson, Jacob Hall, Daniel Kaelin,
Christopher Rathel
The team at ALLiN

4. We understand the struggle.
S T U D E N T S R E A C H I N G
O U T T O S T U D E N T S
We understand better than any how difficult it is to be a
student. We've done repetitive assignments, and we've
felt like school might never end. Like those high school
students struggling to reach their respective potentials,
we have been in school for as long as we can remember.
Why ask adults to solve a problem from which they are
removed, when we can solve it from within the system
itself? It seemed obvious that in order to address
student engagement, it would take students themselves
to make a difference.
WHY DO
WE CARE?

5. Timeline
and
Statistics

6. THE ISSUE
Education in Denver and a Worrying
Lack of Passion
The issue within the community which we feel
absolutely must be addressed is a lacking
education system for Denver students. Curricula
are outdated and too heavily based on
standardized testing. The system struggles to
provide adequate resources with such low
budget. Teachers and administrators disagree on
fundamental teaching strategies and
principles, while students are being torn down
and handicapped by the very system that claims
to set them up for success. The only thing that
everyone can agree on is that students who are
engaged and passionate about what they are
learning are the most likely to succeed in and
outside of the classroom.

7. Results2016
When this all started, it was
simply four men in a room
with a bright idea. Looking
into the future, this project
has become ambitiously more
complex and sophisticated.
The original Sheridan
Mentorship program had
established and developed a
simple but effective program.
With this wonderful
partnership cemented, our
team had to raise the stakes.
David Fromson from Sheridan
High School worked in depth
with our team to expand and
improve upon the original
curriculum.
Leaders must be engaged and
immersed in what they are doing.
How can you lead when you are
not ALLiN? In order to promote
students to engage with the
curriculum being taught , our
team discovered that teaching the
class around their interests was a
necessity. We live in a day and
age in which the world is spinning
faster and faster, thus making it
the educator’s moral imperative to
meet these students wherever
they might find themselves. Our
team achieved this by adapting
our lesson plans to common
interests that were discovered
through class surveys.
In developing leaders, our team
leaves an impact that will ripple
through the entire school’s
community. After hosting five
sessions at Sheridan High
School, the universal feedback
from the students was: MORE.
There was an overwhelming
desire for an increase in the
scope of the program.
Consulting the entire class, it
was made clear that they
enjoyed the activities within the
lessons. By bringing in college­
aged teachers, it allowed the
students to open up and be
themselves.
Continuing a strong
partnership while building
upon solid legacy
Evolving curriculum and a
different way of thinking
Building blocks and a
future worth living
for

8. WHO ARE
WE?
People are accessing online
travel apps per second in
Australia alone.
As an aspiring seminarian, D.K. is a double major in
Religious Studies and Political Science with minors in
Leadership Studies and Philosophy. Compelled
as a man for others, D.K. is excited to help students
in high school find their footing in life through
leadership.
Thomas is a rising third year at the University of
Denver, and is double majoring in Public Policy
and History with a minor in Leadership Studies.
Thomas has had a life long passion for mentorship
and education, and plans on entering the field of
Curriculum Coordination and Educational Policy
upon graduation.
Pursuing a major in International Studies and minors in Spanish,
Leadership Studies, and Business; Ian is interested in third world
educational development. His passion for meeting people and
finding individual stories has been the greatest contribution to this
project

9. WHO ARE
WE?
People are accessing online
travel apps per second in
Australia alone.
Chris is a rising third year student at DU, studying
Computer Science. Excited about bringing passion
for the STEM fields back into the American Public
School System, he is planning on continued
involvement with STEM education in the future.
Jake is an International Studies and History double major
with Leadership Studies and Political Science minors who
is passionate about giving each student the chance they
deserve to learn and grow through education at all levels.

10. STAKEHOLDERS
Sheridan High School:
A local High School in the Denver Metro
Area, is an optimistic community in the
face of constant adversity. With 377
enrolled students and a 16 to 1 student to
faculty ratio, Sheridan has a small
population for a high school in Denver and
thus provides a perfect launching point for
ALLiN. In addition, SHS ranks in the 12th
percentile in math and the 42nd percentile
in Language Arts and Reading. Along with
a primary demographic of lower-middle
class families, this leaves room for
improvement and creates an arena in
which we can provide assistance.
C O M P A N Y . C O M

11. STAKEHOLDERS
Sheridan Mentorship Program:
This team consisted of Andrew Baer,
Samuel Bloomfield, David Feuerbach, and
Rhett Gutierrez. These Pioneers provided
us with the groundwork from which we
have built ALLiN. By providing a
relationship with David Fromson and
Sheridan High School, we were able to
further augment on the curriculum which
this Community Change Initiative Group
provided. and are interested in continued
work with ALLiN in the future.
C O M P A N Y . C O M

12. WHAT DID
THEY
SAY?
“I wish you guys could
have stayed longer.”
“Next year, do more!”
“You are going to
expand the program? I
wish I could take this
class again next year!”
Leaning against the desk, I told my group “I am
off to go study for some midterms after this.”
Immediately, a student asked “YOU have
midterms?!” Wishing it weren’t true; I responded
“Of course, college has midterms.” After a few
moments of silence, a shy student in the back
quietly asked “What is college like? How do you
get scholarships?” Before long, the entire group
was raising their hands and shooting off
questions before I had finished answering the
previous ones: “Is college fun,” “I heard college
is hard,” or “Why are you a philosophy major?”

13. WE ARE ALLIN
ON EDUCATION
Leaning against the desk, I told my group “I am off to
go study for some midterms after this.” Immediately, a
student asked “YOU have midterms?!” Wishing it
weren’t true; I responded “Of course, college has
midterms.” After a few moments of silence, a shy
student in the back quietly asked “What is college
like? How do you get scholarships?” Before long, the
entire group was raising their hands and shooting off
questions before I had finished answering the
previous ones: “Is college fun,” “I heard college is
hard,” or “Why are you a philosophy major?”