Teana was not focused on her education until she joined Partnership 4 Kids (P4K) in middle school. Hearing success stories of P4K alumni inspired her to work harder and pursue college. P4K provided her resources to prepare for and apply to college, as well as a care package of supplies when she started at Metropolitan Community College. Through P4K programming, Teana gained life skills like goal setting that she still uses. She is now interning at Blue Cross Blue Shield of Nebraska and plans to complete her associate's degree in Information Technology then pursue a bachelor's in Computer Science to start her own business helping kids in her community. Teana credits P4K for keeping her on track to succeed
This document summarizes Gabrielle's experience in the Partnership 4 Kids (P4K) program and how it helped her succeed academically and discover her passion. It discusses how her mentor, Ms. Becca, provided support during a difficult time and encouraged her to achieve great things, which led Gabrielle to improve her GPA from 2.93 to 4.1. Through P4K activities, Gabrielle explored careers and found her interest in social work to help children. P4K also helped Gabrielle develop self-awareness skills and confidence. She now wants to convince her brother to join P4K as well, crediting the steady support from P4K for helping her succeed
This document summarizes Eh Soe's experience in Partnership 4 Kids (P4K), a program that helps high school students build community and achieve their goals. Eh Soe credits P4K with helping her stay optimistic during the stresses of high school and COVID-19. Through P4K, she has gained a supportive community, improved her social skills, and discovered her interest in helping refugees, which she plans to pursue as a career.
Partnership 4 Kids (P4K) provides goal setting and mentoring programs for students from pre-kindergarten through careers. In 2019-20, P4K rapidly adapted its programming to virtual formats during school closures. P4K delivered books and activities to elementary students to continue reading at home. It also provided food, masks, and supplies to students and families in need. Through challenging circumstances, P4K remained committed to students' education, perseverance, and well-being.
Activating Community Partnerships for Education - Community Chest Issues SummitKirsten Richert
On March 22, 2019, The Community Chest of Eastern Bergen County hosted a Summit on Education—"Activating Community Partnerships for Education"—an important event focused on building partnerships to strengthen K-12 educational outcomes in eastern Bergen County. This program featured expert presentations and enabled participants to meet and work with people from all sectors—citizens, public officials, school administrators, nonprofit representatives, faith-based organizations, business owners, and community leaders—on this critical issue.
Participants in this Summit:
• Were inspired by models of successful School-Community partnerships currently supporting our local schools in Bergen County.
• Discovered potential partnership resources and met new contacts in our area.
• Generated ideas and learned how to further develop promising partnerships.
This presentation was used to guide participants through the day's agenda. Please contact The Community Chest of Eastern Bergen County with questions or follow up suggestions at https://thecommunitychestebc.org/
The document discusses mentoring programs for girls and women. It outlines some key challenges in formal mentoring relationships, such as many ending within a few months. Factors that can influence relationship length include youth and mentor characteristics, the relationship process, and program factors like training. Effective programs utilize proven practices from guidelines like the Elements of Effective Practice and focus on developing close, trusting relationships through activities, support and skill-building. Several mentoring programs in Minnesota are highlighted that aim to empower young women through leadership development, life skills and cultural appreciation.
Teana was not focused on her education until she joined Partnership 4 Kids (P4K) in middle school. Hearing success stories of P4K alumni inspired her to work harder and pursue college. P4K provided her resources to prepare for and apply to college, as well as a care package of supplies when she started at Metropolitan Community College. Through P4K programming, Teana gained life skills like goal setting that she still uses. She is now interning at Blue Cross Blue Shield of Nebraska and plans to complete her associate's degree in Information Technology then pursue a bachelor's in Computer Science to start her own business helping kids in her community. Teana credits P4K for keeping her on track to succeed
This document summarizes Gabrielle's experience in the Partnership 4 Kids (P4K) program and how it helped her succeed academically and discover her passion. It discusses how her mentor, Ms. Becca, provided support during a difficult time and encouraged her to achieve great things, which led Gabrielle to improve her GPA from 2.93 to 4.1. Through P4K activities, Gabrielle explored careers and found her interest in social work to help children. P4K also helped Gabrielle develop self-awareness skills and confidence. She now wants to convince her brother to join P4K as well, crediting the steady support from P4K for helping her succeed
This document summarizes Eh Soe's experience in Partnership 4 Kids (P4K), a program that helps high school students build community and achieve their goals. Eh Soe credits P4K with helping her stay optimistic during the stresses of high school and COVID-19. Through P4K, she has gained a supportive community, improved her social skills, and discovered her interest in helping refugees, which she plans to pursue as a career.
Partnership 4 Kids (P4K) provides goal setting and mentoring programs for students from pre-kindergarten through careers. In 2019-20, P4K rapidly adapted its programming to virtual formats during school closures. P4K delivered books and activities to elementary students to continue reading at home. It also provided food, masks, and supplies to students and families in need. Through challenging circumstances, P4K remained committed to students' education, perseverance, and well-being.
Activating Community Partnerships for Education - Community Chest Issues SummitKirsten Richert
On March 22, 2019, The Community Chest of Eastern Bergen County hosted a Summit on Education—"Activating Community Partnerships for Education"—an important event focused on building partnerships to strengthen K-12 educational outcomes in eastern Bergen County. This program featured expert presentations and enabled participants to meet and work with people from all sectors—citizens, public officials, school administrators, nonprofit representatives, faith-based organizations, business owners, and community leaders—on this critical issue.
Participants in this Summit:
• Were inspired by models of successful School-Community partnerships currently supporting our local schools in Bergen County.
• Discovered potential partnership resources and met new contacts in our area.
• Generated ideas and learned how to further develop promising partnerships.
This presentation was used to guide participants through the day's agenda. Please contact The Community Chest of Eastern Bergen County with questions or follow up suggestions at https://thecommunitychestebc.org/
The document discusses mentoring programs for girls and women. It outlines some key challenges in formal mentoring relationships, such as many ending within a few months. Factors that can influence relationship length include youth and mentor characteristics, the relationship process, and program factors like training. Effective programs utilize proven practices from guidelines like the Elements of Effective Practice and focus on developing close, trusting relationships through activities, support and skill-building. Several mentoring programs in Minnesota are highlighted that aim to empower young women through leadership development, life skills and cultural appreciation.
Go Girls Mentoring is a program that pairs female volunteers ages 18-25 with groups of 8-10 girls ages 11-14. The volunteers meet with the girls for 2 hours a week over 7-10 weeks to encourage physical activity, balanced eating, and positive self-image. Currently operating in 29 schools across Peel Region, the program aims to enhance the competence, confidence, and self-esteem of the girls through a structured curriculum. Testimonials indicate the program has made a positive impact on participants.
This document summarizes the experiences of several North Carolina high school counselors who participated in a 6-week summer internship program sponsored by the North Carolina State Education Assistance Authority to strengthen their knowledge of financial aid. The counselors interned at various colleges, universities, and the SEAA office and learned about financial aid processes, terminology, and resources that will help them better advise students and families. They gained valuable connections and insights that will allow them to counsel students with more confidence and provide accurate information about financial aid options and requirements. The internship was seen as very beneficial for enhancing the counselors' ability to guide students through the financial aid application and award process.
Queendom T.E.A. is a nonprofit organization founded by LaQuisha Hall that aims to build self-confidence, etiquette skills, and community involvement in teenage girls. It operates local groups in Maryland and internationally that meet regularly. The program teaches topics like self-esteem, bullying prevention, relationships, and more through workshops. Participating girls engage in community service and attend culminating social events. Testimonials praise the program's positive impact and role models.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Jessica Blalock is a certified math and science teacher who builds a positive learning environment for students. She uses data-driven instruction, creative lessons, and communication with parents and families. Blalock displays standards and vocabulary, holds class meetings, and uses ClassDojo for behavior feedback. She analyzes assessment data to guide planning and groups students based on needs. Blalock keeps parents informed through weekly folders, conferences, and ClassDojo updates. Her goal is providing engaging experiences for students to understand concepts in meaningful ways.
This document provides information about the 2016 Honors Scholarship Awards Banquet, including the agenda, sponsors, Dream Team staff, board of directors, programs, and results from 2014-2015. It also lists and provides brief biographies of the 2016 scholarship recipients, who are being honored for their academic achievements and involvement in the Dream Team programs.
The document discusses the expansion of Best Buddies, a nonprofit that promotes social inclusion, into a new middle school called Jack & Terry Mannion Middle School. With the help of advisors Ms. Redelsperger and Ms. Hooks, Best Buddies created an official chapter at the school and held their first meeting. Looking ahead, the advisors are excited to see what the future brings for Mannion Best Buddies and their goal of inclusion.
The document summarizes survey results from the Children's Friend and Family Services Volunteer Youth Mentoring Program from March-June 2015. The surveys measured participant satisfaction. Results showed high satisfaction levels, though academic questions were inconclusive. Mentees reported feeling happy, special, and comfortable with their mentors and trying new activities. They also highly value personal responsibility and honesty. The director aims to improve academic outcomes through a new AmeriCorps member and additional support. Overall, mentees were highly satisfied with their mentors and the program, though some areas for improvement in academic support were identified.
This document summarizes a service-learning experience with the Lift Disability Network. The network aims to support individuals with disabilities and their families through various social and mental health programs. The author volunteered at several of their events, including a baseball game for those with disabilities. Through this experience, the author learned about working with those who have different needs, the importance of partnerships between organizations, and how to better understand students with disabilities as a future teacher. The experience highlighted the value of civic engagement and getting involved in the community.
Step 1 Balwadi is a voluntary initiative of Public Health Justice that provides preschool education to underprivileged children in urban slums. It aims to impart high-quality English and math education to help children secure admissions in primary schools. Since 2012, Step 1 Balwadi has served over 595 children through its educational activities and celebrations. It hopes to open 100 branches across Mumbai slums and empower children through education.
The document summarizes a presentation given to a VFW Auxiliary group about a needs assessment conducted in Logan County to identify programming opportunities for underserved youth. The needs assessment found that underserved youth would benefit from attending day camps, belonging to social/educational groups, and programs focused on nutrition, social skills, mentoring, and life skills. An initial set of programs was developed, including after-school programs, family nights, science camps, and community service projects. The goals of the programming are to improve social skills, learning, self-confidence, and provide leadership opportunities for underserved youth ages 3-18. Feedback from the programs will be evaluated to guide future programming efforts. Input from community partners is requested to help fund
Radians School News Letter, Issue 1 september 2014Arturo Castrodad
This document discusses project-based learning (PBL) being used at Radians School to actively engage students. It provides examples of middle and high school students participating in hands-on science activities. PBL allows students to directly experience real-world problems in class and acquire deeper knowledge through exploration of challenges. Studies show PBL helps students remember content longer and feel better prepared to problem solve. The school emphasizes developing skills like critical thinking, collaboration, and innovation needed for 21st century success.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
The document discusses the benefits of extracurricular activities for students. It notes that extracurricular activities can help students learn skills like time management, allow them to explore diverse interests, teach them about long term commitments, build self esteem, and look good on college applications. However, too many activities can be detrimental and parents should limit students to a few activities they are passionate about. Overall, extracurricular activities provide benefits if balanced with academics.
Amanda has over 16 years of experience in drug and alcohol counseling, mental health promotion, and sexual health education. She designs training programs and resources to educate young people, families, and communities about the health and social risks of substance use. Amanda takes a proactive approach to address key issues facing young people, and has a strong understanding of the health issues they face. She is highly motivated and has achieved great results in her community outreach work. Amanda has received several national awards for her peer education programs on substance use prevention.
This document outlines the vision, mission, and programs of Yayasan Pondok Cerdas Katalonia, which aims to provide free education to underprivileged children in Manggarai, Indonesia. The foundation seeks to develop smart, successful, disciplined, and independent children through nurturing their creativity and talents. Its main programs include a free and certified kindergarten, intensive tutoring, tuition fee scholarships, field trips, basic math and reading lessons, and social impact programs like morale and parenting lessons. The foundation faces challenges in securing sufficient funds, accessibility, and sustainability, but hopes its work will empower society and build a more respected future for underprivileged children.
Betsy Orman is an adjunct professor seeking to empower college students through creative and experiential learning programs. She has a Master's in Counseling and experience advising and teaching first year seminars. Orman has 18 years of experience teaching character education and leadership programs nationally. She is also experienced in curriculum development, public speaking, and working with international students. Orman seeks to identify individual student strengths/weaknesses, improve their skills, engage them on campus, and provide training to boost their confidence and success.
Are Preschoolers Ready for Remote Learning?Jim Hsia
Milpitas Christian School has transitioned their preschool program to remote learning during the COVID-19 pandemic. Teachers provide video meetings, worksheets, and activities to help preschoolers continue developing academic and social skills at home. Parents were initially concerned about preschoolers' ability to learn remotely but have been pleased with the structure and engagement provided. The remote learning aims to prevent learning loss during the extended school closure and help children remain confident learners.
The annual report summarizes Big Brothers Big Sisters of Middle Tennessee's activities and accomplishments in 2014. Key points include:
- They served 1,513 children through 867 community-based matches and 646 site-based matches.
- The average match length increased significantly over the past 5 years to 35.2 months for community matches and 19.4 months for site matches.
- 40 youth graduated high school and 75% will attend a 2-or 4-year university.
- Revenue has grown 274% since 2012, allowing them to serve more children.
- Success stories are highlighted about long-term matches that have made a positive impact.
Young people who left school before graduating cited a lack of supportive relationships as contributing to their decision. They faced many challenges like abuse, homelessness, and poverty with little help. The report finds that relationships are critical for supporting students and helping them graduate, but that those facing the most adversity need more intensive support. Relationships with parents, teachers, mentors, and peers can provide emotional and practical support and help students overcome obstacles to complete their education.
Go Girls Mentoring is a program that pairs female volunteers ages 18-25 with groups of 8-10 girls ages 11-14. The volunteers meet with the girls for 2 hours a week over 7-10 weeks to encourage physical activity, balanced eating, and positive self-image. Currently operating in 29 schools across Peel Region, the program aims to enhance the competence, confidence, and self-esteem of the girls through a structured curriculum. Testimonials indicate the program has made a positive impact on participants.
This document summarizes the experiences of several North Carolina high school counselors who participated in a 6-week summer internship program sponsored by the North Carolina State Education Assistance Authority to strengthen their knowledge of financial aid. The counselors interned at various colleges, universities, and the SEAA office and learned about financial aid processes, terminology, and resources that will help them better advise students and families. They gained valuable connections and insights that will allow them to counsel students with more confidence and provide accurate information about financial aid options and requirements. The internship was seen as very beneficial for enhancing the counselors' ability to guide students through the financial aid application and award process.
Queendom T.E.A. is a nonprofit organization founded by LaQuisha Hall that aims to build self-confidence, etiquette skills, and community involvement in teenage girls. It operates local groups in Maryland and internationally that meet regularly. The program teaches topics like self-esteem, bullying prevention, relationships, and more through workshops. Participating girls engage in community service and attend culminating social events. Testimonials praise the program's positive impact and role models.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Jessica Blalock is a certified math and science teacher who builds a positive learning environment for students. She uses data-driven instruction, creative lessons, and communication with parents and families. Blalock displays standards and vocabulary, holds class meetings, and uses ClassDojo for behavior feedback. She analyzes assessment data to guide planning and groups students based on needs. Blalock keeps parents informed through weekly folders, conferences, and ClassDojo updates. Her goal is providing engaging experiences for students to understand concepts in meaningful ways.
This document provides information about the 2016 Honors Scholarship Awards Banquet, including the agenda, sponsors, Dream Team staff, board of directors, programs, and results from 2014-2015. It also lists and provides brief biographies of the 2016 scholarship recipients, who are being honored for their academic achievements and involvement in the Dream Team programs.
The document discusses the expansion of Best Buddies, a nonprofit that promotes social inclusion, into a new middle school called Jack & Terry Mannion Middle School. With the help of advisors Ms. Redelsperger and Ms. Hooks, Best Buddies created an official chapter at the school and held their first meeting. Looking ahead, the advisors are excited to see what the future brings for Mannion Best Buddies and their goal of inclusion.
The document summarizes survey results from the Children's Friend and Family Services Volunteer Youth Mentoring Program from March-June 2015. The surveys measured participant satisfaction. Results showed high satisfaction levels, though academic questions were inconclusive. Mentees reported feeling happy, special, and comfortable with their mentors and trying new activities. They also highly value personal responsibility and honesty. The director aims to improve academic outcomes through a new AmeriCorps member and additional support. Overall, mentees were highly satisfied with their mentors and the program, though some areas for improvement in academic support were identified.
This document summarizes a service-learning experience with the Lift Disability Network. The network aims to support individuals with disabilities and their families through various social and mental health programs. The author volunteered at several of their events, including a baseball game for those with disabilities. Through this experience, the author learned about working with those who have different needs, the importance of partnerships between organizations, and how to better understand students with disabilities as a future teacher. The experience highlighted the value of civic engagement and getting involved in the community.
Step 1 Balwadi is a voluntary initiative of Public Health Justice that provides preschool education to underprivileged children in urban slums. It aims to impart high-quality English and math education to help children secure admissions in primary schools. Since 2012, Step 1 Balwadi has served over 595 children through its educational activities and celebrations. It hopes to open 100 branches across Mumbai slums and empower children through education.
The document summarizes a presentation given to a VFW Auxiliary group about a needs assessment conducted in Logan County to identify programming opportunities for underserved youth. The needs assessment found that underserved youth would benefit from attending day camps, belonging to social/educational groups, and programs focused on nutrition, social skills, mentoring, and life skills. An initial set of programs was developed, including after-school programs, family nights, science camps, and community service projects. The goals of the programming are to improve social skills, learning, self-confidence, and provide leadership opportunities for underserved youth ages 3-18. Feedback from the programs will be evaluated to guide future programming efforts. Input from community partners is requested to help fund
Radians School News Letter, Issue 1 september 2014Arturo Castrodad
This document discusses project-based learning (PBL) being used at Radians School to actively engage students. It provides examples of middle and high school students participating in hands-on science activities. PBL allows students to directly experience real-world problems in class and acquire deeper knowledge through exploration of challenges. Studies show PBL helps students remember content longer and feel better prepared to problem solve. The school emphasizes developing skills like critical thinking, collaboration, and innovation needed for 21st century success.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
Ginny Barrett is a school counselor at Central Bucks South High School where she has worked for 20 years. She currently works with the junior class of 300 students, meeting with some 4 times a year and others more depending on their needs. A typical day involves meeting with students for course selection and college planning, running informational groups, and counseling individual students and small groups on various issues while also handling any crisis situations that may arise. Ginny sees flexibility, strong listening and organizational skills, and empathy as essential qualities for being an effective school counselor.
The document discusses the benefits of extracurricular activities for students. It notes that extracurricular activities can help students learn skills like time management, allow them to explore diverse interests, teach them about long term commitments, build self esteem, and look good on college applications. However, too many activities can be detrimental and parents should limit students to a few activities they are passionate about. Overall, extracurricular activities provide benefits if balanced with academics.
Amanda has over 16 years of experience in drug and alcohol counseling, mental health promotion, and sexual health education. She designs training programs and resources to educate young people, families, and communities about the health and social risks of substance use. Amanda takes a proactive approach to address key issues facing young people, and has a strong understanding of the health issues they face. She is highly motivated and has achieved great results in her community outreach work. Amanda has received several national awards for her peer education programs on substance use prevention.
This document outlines the vision, mission, and programs of Yayasan Pondok Cerdas Katalonia, which aims to provide free education to underprivileged children in Manggarai, Indonesia. The foundation seeks to develop smart, successful, disciplined, and independent children through nurturing their creativity and talents. Its main programs include a free and certified kindergarten, intensive tutoring, tuition fee scholarships, field trips, basic math and reading lessons, and social impact programs like morale and parenting lessons. The foundation faces challenges in securing sufficient funds, accessibility, and sustainability, but hopes its work will empower society and build a more respected future for underprivileged children.
Betsy Orman is an adjunct professor seeking to empower college students through creative and experiential learning programs. She has a Master's in Counseling and experience advising and teaching first year seminars. Orman has 18 years of experience teaching character education and leadership programs nationally. She is also experienced in curriculum development, public speaking, and working with international students. Orman seeks to identify individual student strengths/weaknesses, improve their skills, engage them on campus, and provide training to boost their confidence and success.
Are Preschoolers Ready for Remote Learning?Jim Hsia
Milpitas Christian School has transitioned their preschool program to remote learning during the COVID-19 pandemic. Teachers provide video meetings, worksheets, and activities to help preschoolers continue developing academic and social skills at home. Parents were initially concerned about preschoolers' ability to learn remotely but have been pleased with the structure and engagement provided. The remote learning aims to prevent learning loss during the extended school closure and help children remain confident learners.
The annual report summarizes Big Brothers Big Sisters of Middle Tennessee's activities and accomplishments in 2014. Key points include:
- They served 1,513 children through 867 community-based matches and 646 site-based matches.
- The average match length increased significantly over the past 5 years to 35.2 months for community matches and 19.4 months for site matches.
- 40 youth graduated high school and 75% will attend a 2-or 4-year university.
- Revenue has grown 274% since 2012, allowing them to serve more children.
- Success stories are highlighted about long-term matches that have made a positive impact.
Young people who left school before graduating cited a lack of supportive relationships as contributing to their decision. They faced many challenges like abuse, homelessness, and poverty with little help. The report finds that relationships are critical for supporting students and helping them graduate, but that those facing the most adversity need more intensive support. Relationships with parents, teachers, mentors, and peers can provide emotional and practical support and help students overcome obstacles to complete their education.
The document summarizes activities from Pormpuraaw Aboriginal Council (PPAC) in Pormpuraaw, Queensland, Australia over the past year, including:
1) Hosting a successful Youth Summit where young people created a vision and plan for their future, which was presented to government representatives.
2) Providing training to staff and supporting young people to complete apprenticeships in carpentry.
3) Renovating the Child Care Centre in preparation for opening a new Long Day Care Centre in early 2015.
4) Focussing on youth development, education, and transition to employment through new programs like the Bush University.
The document discusses a youth leadership program run by an organization called DCI that aims to educate children and young adults about global issues and encourage them to become engaged global citizens. The program involves youth sponsoring children in Bangladesh, volunteering with DCI activities, and fundraising to support impoverished children. The program provides benefits to participating American children such as learning about other cultures, building self-esteem and leadership skills. The document shares testimonials from parents about how the program has motivated their children to be more empathetic and help those in need.
Mentoring involves sustained relationships between older and younger individuals that can benefit both parties as well as society. Participating in mentoring programs has been shown to help at-risk youth by lowering drug and alcohol use, improving relationships and academic performance, and increasing self-confidence. The document outlines various types of mentoring, characteristics of effective mentors, organizations that facilitate mentoring programs, and benefits of mentoring for both mentors and youth.
This entire slide show is about mentoring and how it works. It explains what mentoring is and how it can make a different a a plethora of peoples' lives ego
Mentoring involves sustained relationships between older and younger individuals that can benefit both parties as well as society. Participating in mentoring programs has been shown to help at-risk youth by lowering drug and alcohol use, improving relationships and academic performance, and increasing self-confidence. Effective mentoring matches aim to provide guidance, support, and positive role models to mentees.
Mentoring involves sustained relationships between older and younger individuals that can benefit both parties as well as society. Participating in mentoring programs has been shown to help at-risk youth by lowering drug and alcohol use, improving relationships and academic performance, and increasing self-confidence. Effective mentoring matches aim to provide guidance, support, and positive role models to mentees.
This document provides updates on activities at Lutheran Partners in Global Ministry (LPGM) and their Project Education India sponsorship program. It summarizes that students have returned to boarding homes in India for the new school year, LPGM has welcomed new staff, and field coordinators are collecting updated student information and profiles. It also highlights the story of a former student who found employment through the skills learned in his education program supported by LPGM.
DFA - Design for America
LS18 - Leadership Studio 2018
Presentation of Research for 2-day design sprint.
Student interviews: https://youtu.be/_F5y4WNUv5k
City Year is an organization that places AmeriCorps members in schools to provide additional support to students in high-poverty areas where 50% or more need extra help. Corps members spend their day tutoring, mentoring, and modeling behaviors to help students succeed academically and stay on track to graduate. Serving with City Year provides benefits like a living stipend, educational award, and experience that prepares members for future careers through skills like communication, collaboration, and leadership. The application process includes work history and short answers, and City Year looks for candidates with experience helping children who are willing to persevere to make an impact.
Winning And Influencing Youth In 2019 And Beyond: The Latest Research And Bes...MDR
As you know, Gen Z is more politically active and cause-minded than Millennials and Generation X: this generation wants to make a positive difference with their careers and they expect their employers and favorite brands to support the causes they care about.
The document discusses strategies for building PTA membership in California. It provides examples of two local PTAs that have successfully increased membership - Annie Pennycook Elementary School PTA in Vallejo and Santiago Hills PTA in Irvine. Annie Pennycook Elementary PTA increased membership 38% through community engagement events on social media. Santiago Hills PTA strengthened visibility on campus and through targeted communication strategies like "Popcorn Friday", resulting in over 100 additional members compared to the previous year. The document also provides membership building tools and challenges available to PTAs through the California State PTA website.
This document provides a summary of Catholic Partnership Schools' 2014-2015 activities and accomplishments. It discusses:
1) Catholic Partnership Schools' mission to strengthen and sustain excellence in Camden's Catholic K-8 schools through a network of five partnership schools.
2) Highlights from the past year including student achievement, education summits, awards received, and extracurricular success.
3) Thanks donors and supporters for helping achieve their goals of providing faith-based education and opportunities to the children of Camden.
Susi Taylor of New England Federal Credit Union has provided financial literacy expertise and support to the Lund Family Center's residential and community programs. She offers credit report access and assistance to women in repairing and rebuilding their credit histories. Additionally, Susi co-facilitates money management and budgeting classes. She develops relationships with the women and provides respectful, non-judgmental support. Susi plays an integral role in the education that Lund strives to provide to women in their programs.
Wyman Center's 2013 annual report summarizes their work helping teens thrive through youth development programs. In 2013, they served over 31,000 teens across 32 states through their evidence-based Teen Outreach Program. Their Teen Leadership Program in St. Louis served over 2,000 teens, with 100% of seniors graduating high school and many pursuing college. Wyman works with a national network of 57 partners across the country to replicate their programs and maximize their impact on teens.
Centennial College students are hosting a 90s themed fundraising event called "Back to the 90s" on December 2nd to support The Peer Project, a non-profit organization matching at-risk youth with peer mentors. The goal is to recruit more young professionals as mentors to help guide at-risk youth. Statistics show over 125,000 youth were accused of crimes in 2012, demonstrating the need for programs like The Peer Project which has a 98% success rate of keeping youth out of the criminal justice system. The event will feature 90s decor, music and games to inspire attendees to volunteer and support this cause.
The article discusses Dr. Leah Robinson, an assistant professor in the Department of Kinesiology at Auburn University's College of Education. Dr. Robinson works with preschoolers at Auburn Day Care Centers to promote healthy lifestyles. She uses her energetic personality and ready smile to encourage the children and relate to them. Her goal is to instill good habits in young children through fun activities that keep them active and engaged. The article highlights how Dr. Robinson's youthful exuberance helps children lead healthier lives.
This document discusses mentoring programs in Atlanta Public Schools and Fulton County Schools. It highlights the positive impacts of mentoring on students, including being less likely to skip school or use drugs, and more likely to enroll in college. Mentors in afterschool programs, led by college students, help with social and emotional learning and development. The document encourages more community members to volunteer as mentors in various ways to help guide youth and make a difference in their lives.
Fred perry Fort lauderdale - Building A Better BrowardRishi Asthana
The document is the 2012-2013 annual report for United Way of Broward County. It summarizes several of the organization's key initiatives over the past year to promote education, income stability, and health in the community. Major programs discussed include ReadingPals, an early literacy program that engaged over 100 volunteers to help more than 165 children improve their reading skills, and Ways to Work, which provides low-cost auto loans to help families access reliable transportation. The annual report highlights the positive impact of these and other United Way initiatives in building a stronger Broward County.
Similar to Partnership 4 Kids 2019 Annual Report (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Partnership 4 Kids 2019 Annual Report
1. 2O19PARTNERSHIP 4 KIDS
2019 ANNUAL REPORT
“P4K helped
me realize how
important it is
to continue my
education”
- KaTaw
STUDENT
MENTORSHIP FOSTERING
CONFIDENCEKaTaw came to the U.S. as a young child from a refugee
camp in Thailand. She didn’t yet speak English and she
was a quiet, shy student. KaTaw remembers enjoying
Partnership 4 Kids in elementary school and how her P4K
mentors encouraged her and helped her find confidence.
“P4K made me feel like I’m one of the best kids in school
and it made my family proud,” KaTaw said. “Education
is important in my family so being part of P4K helped me
do well in school.”
P4K had great impact on KaTaw’s academic journey,
she said. Being involved in the program allowed her to
connect with people from different backgrounds and
surrounded her with like-minded peers who encouraged
one another to succeed. KaTaw thinks of P4K as a
“partnership” program where everyone is welcome.
“P4K helped me realize how important it is to continue
my education and to be educated,” KaTaw said. “I’m
thankful for the great people who have been there for me
even at times when I didn’t feel like reaching out for help.
P4K makes me feel comfortable and showed me it’s OK
to ask for help.”
Throughout her time in P4K, KaTaw said she’s gained
countless life skills, like time management, organization,
and goal setting. The best part, though, was having a
mentor that reminded her she wasn’t alone.
“Sometimes I would go through things that I didn’t want
to talk to anyone about. Then on an overwhelming day
I’d get a text saying ‘Hey KaTaw! How are you? How
have things been going lately?’ Having someone to
check up on me means so much! Sometimes it is good to
be reminded that somebody cares,” KaTaw said.
As KaTaw progressed through middle and high
school, she was became an honor roll
student and began to explore her
interests as she planned for her
future. She always wanted to
help people but struggled
to hone her passion.
“With the help of P4K
and the resources they
provided in career
planning, I found the
career path that I
believe is a great fit
for me,” KaTaw said.
Having been a
refugee herself, KaTaw
eventually realized her
passion is found in helping
other refugees adjust and
adapt to their new home,
much like P4K did for
her. KaTaw recently
graduated from
the University
of Nebraska
with a Bachelor
of Arts in
International
Studies and
looks forward to
helping others.
2. DONORMENTOR
Dave and Marla Schmidt are long-
time supporters of Partnership 4 Kids.
Graduates themselves from the Omaha
Public Schools District, the Schmidts
said they’re committed to supporting the
success of OPS kids however they can.
“There is not a level playing field for young
people today in terms of their support
systems at school and at home,” they said.
“The strength of a society is dependent
on the strength of its educational systems,
but schools alone cannot provide all
the necessary tools for a successful life.
Organizations like P4K bridge that gap.”
The Schmidts give to P4K because they
said it’s a “critical component” to providing
kids a path for success.
“Through our personal gifts and by
leveraging our benefits as members of
Thrivent Financial*, we feel we are helping
to make a difference in young people’s
lives, and ultimately in our
society as a whole.”
2019 MENTOR ADVOCATES
Baird Holm • Bank of the West • Burlington Capital Group • College of St. Mary • Core Bank • Creighton University
First National Bank of Omaha • Gavilon • Greater Omaha Chamber of Commerce • Lozier Corporation • Markel Corporation
Metropolitan Community College • Metropolitan Utilities District • Mission Church • Mutual of Omaha • North End Teleservices
Omaha Public Power District • Omaha Public Schools • Omaha Public Power District • Omaha World-Herald • Pinnacle Bank
Prince Hall Masons of Nebraska • TSYS Merchant Solutions • Union Pacific Railroad • WoodmenLife
Investing in Future Leaders
“I’m a firm believer
that helping others is
good for your heart
and volunteering with
P4K does just that!”
- Pat
Positive Connections
*For more information
on supporting P4K
through Thrivent
Choice Dollars, or
Action Teams, contact
Cheryl Murray at
cmurray@p4k.org or
402-930-3082
As a retired Omaha Public Schools teacher, Pat
Weddle has found the perfect fit as a volunteer
mentor with Partnership 4 Kids.
“I love that being a P4K mentor gives
me a great way to give back to the
community I love and be back
in the schools working with
students,” Pat said.
For Pat, being a mentor is
about being a positive adult
influence in a student’s life,
even for a short time.
“More than anything, I
enjoy being with the students
and seeing their enthusiasm for
school,” Pat said. “I learned the
first year as a Goal Buddy that even a
short conversation with a student a couple times
a month means something positive. I was taken
aback by how much they will share in those short
conversations, and how much influence you can
have by listening and demonstrating that you will
be back again to listen some more.”
Being a mentor has been
a deeply rewarding
experience for Pat.
Through visiting with
students a couple times a
month, she tries to show
that there are others who
care about them outside
of their family and their
teachers.
3. 2O19PARTNERSHIP 4 KIDS
2019 ANNUAL REPORT
65%
12%
11%
3%
9%
$1,316,950
GRANTS AND
FOUNDATION GIFTS
$232,277
GENERAL
$221,324
IN-KIND DONATIONS
$190,035
FUNDRAISING/EVENTS
$63,142
FEDERAL GRANTS
2019 REVENUE
$2,023,728
I want to help.
It takes an average of $1,800 to support one child for a school
year in the P4K program and I want to help.
DONATION LEVELS
1 week: $35
1 month: $150
1 year: $1,800
Other: ____________
My company will match my gift
PAYMENT OPTIONS:
My tax deductible check for $ ________________is enclosed, payable to
Partnership 4 Kids.
Please charge my credit card in the amount of $ ____________________.
Card Type: AmEx Discover Visa MasterCard
CARD NUMBER __________________________________________________
CVC NUMBER ___________________EXPIRATION DATE ___________________
NAME ON CARD _________________________________________________
SIGNATURE _____________________________________________________
1. Set up recurring donations or give online at p4k.org
2. Text “P4K” to 243725 to make an immediate, one-time gift
3. Or mail this form to:
Partnership 4 Kids, 1004 Farnam St., Suite 200, Omaha, NE 68102
NAME ________________________________________________________
BUSINESS (IF APPLICABLE) __________________________________________
ADDRESS ______________________________________________________
CITY __________________________ STATE __________ ZIP _____________
EMAIL _______________________________PHONE ___________________
I would like to learn more about: Becoming a mentor
Service League Legacy Gift
$123,529
MARKETING/
PUBLIC RELATIONS
$254,973
FUNDRAISING
$335,716
ADMINISTRATIVE
COSTS
2019 EXPENSES
$2,108,566
6%
66%
12%
16%
$1,394,348
PROGRAMMING SERVICES TO YOUTH
“In 2019, P4K celebrated 30 years of mentoring kids for college today and careers
tomorrow. Last year, one of our donors asked a P4K high school student, ‘What does
P4K do to help you?’ The student quickly responded ‘They have my back.’
From the formative years when our program focuses on literacy, all the way
through career exploration and post-secondary access, we pride ourselves on
forming meaningful, long-term relationships with our students. We believe these
relationships are critical components of our students academic and career success.
To every mentor, volunteer, staff person, board member, and investor, I thank you for
joining us on this journey and having the backs of over 3,300 remarkable students.
— Deb Denbeck
President & CEO, P4K
4. Fast Facts
2020
Partnership 4 Kids
Board of Directors
Ward Chambers, M.D.,
Chairman of the Board
Thomas Andreoli
Patrick Burke
Juan Casas, Ph.D.
Mary Ann Holland
Curtis Johnson
Linda Lovgren
Melissa Marvin
Gigi O’Hara, J.D.
Lisa Y. Roskens
Carol Russell
Randy Schmailzl
John Sorrell
Stephen Wade, J.D.
Thompson H. Rogers
Thomas Warren
Gail Yanney, M.D.,
Founder
Michael B. Yanney,
Founder Emertius
P4K elementary students achieved 89% of
reading goals and 82% of life skills goals.
73% of P4K middle school students missed only two or
fewer days of school per quarter in 2019.
73%
90% of P4K high school graduates enrolled
in post-secondary education. 90%
94% of P4K post-secondary students remained
enrolled in their program after their first year.
21 P4K students graduated from college in
2019 in the following programs: Public Health,
Social Work, Engineering, Applied Math,
Exercise Science, Political Science, Business,
Marketing, Education, and Culinary Arts.
*P4K programs are supported in part by
grant funding from United Way of the Midlands
94% of P4K high school students
graduated on-time in 2019.
94%
OUR MISSION
To mentor kids for
college today, and
careers tomorrow.
OUR VISION
To build a better
community by inspiring
hope, engaging minds
and launching futures
through goal setting,
mentoring, college
and careers.
OUR VALUES
•Goal setting
•Group mentoring
•College access
•Career exploration
94%