Incline Education Fund (IEF) is working to ensure that every student in Incline Village, Nevada—regardless of background—has access to high-quality public education. Serving roughly 750 students across Pre-K through 12th grade, this rural nonprofit supports hands-on STEM learning, college and career preparation, mentorship, family engagement, and equity-driven enrichment programs. In a region often viewed as affluent, IEF is focused on closing opportunity gaps for the many local children navigating economic hardship, language barriers, and geographic isolation.

We were proud to award Incline Education Fund a small grant in recognition of its commitment to educational equity and innovative, community-based programming. From its Makerspace and Exploratory learning programs to its college access efforts and mentorship model, IEF stood out for its holistic approach to student success. We spoke with Chief Administrative Officer Sharon Schrage to learn more about how Incline Education Fund is building a stronger future for students in this unique Lake Tahoe community.

Kars4Kids: Incline Village is sometimes described as an “upmarket” community, yet we understand your work focuses on addressing educational disparities in a rural public school setting. Can you describe the community you serve — including the ages and backgrounds of your students, and what challenges they face?

Sharon Schrage: While the town includes pockets of affluence, many of those residents are part-time, and a number of higher-income families send their children to private schools either within or outside the Lake Tahoe Basin. This has the effect of concentrating economic, academic, and language-access needs within the public school system.

Incline Education Fund (IEF) supports approximately 750 students from Pre-K through 12th grade in a rural, geographically isolated region. About half of the student population comes from low-income, working families employed in local service, hospitality, and seasonal jobs. Many of these students are multilingual learners, and a number face housing instability, limited childcare, and transportation challenges. Access to enrichment, STEM opportunities, and arts programs after school is also limited for many of the children we serve.

Despite the broader perception of affluence in Incline Village, our public school students face significant challenges. These include academic readiness gaps, particularly in math, science, literacy, and early STEM skills. Many have limited exposure to technology, robotics, and hands-on learning outside the classroom. Language and learning barriers can be especially difficult for multilingual students, and our geographic isolation and economic instability further restrict access to field trips, outdoor learning, college visits, and extracurricular activities. Additionally, first-generation students often lack access to guidance around postsecondary pathways.

Our programs are designed to close these disparities across the K–12 spectrum by providing consistent access to STEM, hands-on learning, arts integration, and college and career preparation. From the Incline Elementary School Makerspace to the Incline Middle School Exploratory Program to the Incline High School College & Career Pathways initiative, we work to ensure that every student—not just those with financial means—has the opportunity to thrive.

Kars4Kids: The IEF website notes that the three schools you serve are the first and only K‑12 STEM‑designated schools in Nevada. How does that designation influence the work you do with students and educators, and what impact do you believe it has on student outcomes?

Sharon Schrage: The K–12 STEM designation from Nevada’s Governor’s Office of Science, Innovation & Technology shapes every aspect of IEF’s work. It validates a shared, community-wide commitment to hands-on, inquiry-based learning and creates a clear roadmap for aligning enrichment, technology, and student experiences across all three schools. This designation isn’t simply a label—it guides how we prioritize funding for robotics, engineering, technology, and project-based learning from elementary through high school.

The designation strengthens both cross-subject and cross-school collaboration so that programs like the Incline Elementary School (IES) Makerspace, Incline Middle School (IMS) Exploratory, and Incline High School College & Career Pathways build on one another rather than exist in silos. It allows IEF to focus resources on experiences that foster critical thinking, computational skills, communication, and real-world problem-solving—skills our students need to thrive.

For students, the impact is tangible. Because the STEM pathway is vertically aligned, learners gain consistent exposure—from early robotics and coding to middle-school engineering challenges to high-school career and college readiness. Teachers report stronger engagement, increased confidence with technical tasks, and greater persistence with complex work. Most importantly, the pathway helps close opportunity gaps by ensuring under-resourced students access high-quality STEM learning that opens doors to advanced coursework, career exploration, and postsecondary success.

In short, the designation elevates expectations, strengthens coherence across the K–12 system, and delivers STEM-rich experiences that improve long-term outcomes for Incline Village students.

Kars4Kids: We understand you support not only students, but also parents and educators. What kinds of services or programs do you offer for families and teachers, and how do these efforts complement your work with students?

Sharon Schrage: For families, Incline Education Fund provides programs and resources that help parents navigate school, access opportunities, and stay actively engaged in their child’s learning. One example is our College & Career Readiness events for families, including the annual College & Career Fair at Incline High School and evening sessions with the college counselor. These sessions walk families through the many postsecondary options available and offer guidance during what can be an overwhelming process.

We also offer bilingual parent information nights. One recent event at Incline Elementary included dinner and childcare, and was held entirely in Spanish. Support staff were on hand to help parents download and navigate the district’s communication apps, making sure they feel connected and confident when it comes to their children’s education.

In addition, we support and collaborate with the parent groups at each school—PTA, Jr. Boosters, and Boosters. Sometimes that means providing funding for food or supplies; other times, it’s simply lending extra manpower at events. All of these efforts ensure that families feel informed, supported, and empowered to partner with the schools, which directly strengthens student engagement and success.

For teachers, IEF provides reimbursement for professional development courses. We also assist in sourcing resources, such as guest speakers or classroom supplies, to help educators bring engaging and relevant content to their students.

Kars4Kids: One of your programs is “Step Up for STEM,” which aims to bring 21st-century skills into the schools. Can you walk us through what that program does and how students benefit from it?

Sharon Schrage: Step Up for STEM is IEF’s signature initiative to ensure every Incline Village student—regardless of background—gains the 21st-century skills needed for future success. It provides the structure, funding, and alignment that allow all three public schools to deliver consistent, hands-on STEM learning from elementary through high school.

Step Up for STEM supports a coordinated set of experiences across the K–12 system, including elementary STEM foundations through the IES Makerspace, a science aide, the Curiosity Club, and math enrichment. At the middle school level, IEF supports the IMS Exploratory Program, which offers project-based, STEM-rich rotations such as engineering design, financial literacy, media production, culinary science, mountain biking, and outdoor safety. IEF also funds math enrichment through the after-school MathCounts team.

At the high school level, IEF funds programs that help students navigate their postsecondary pathways, including the Hispanic Outreach and Personalized Approach (HOPA) mentorship program and the First-Generation College Advisory (FGCA). We also support the annual College & Career Fair and fund college counseling services.

Across all levels, Step Up for STEM fills gaps not covered by state or district funding by providing robotics kits, engineering materials, technology tools, and instructional supports so teachers can deliver high-quality, inquiry-based learning.

The impact is clear: students strengthen critical thinking and problem-solving skills; improve persistence and confidence; gain early exposure to robotics, coding, and real-world technologies; and experience seamless skill-building from Pre-K through 12th grade. The program also expands opportunities for under-resourced and multilingual learners who may not otherwise have access to STEM outside of school. In short, Step Up for STEM builds the foundation students need to succeed in high school, college, and the workforce.

Kars4Kids: Your website mentions a “Mentorship & Academic Support” program and highlights how students are paired with role models and guided through their post-secondary journey. Can you tell us how the mentorship piece works in practice—who the mentors are, how they’re matched with students, and what a typical mentoring relationship looks like?

Sharon Schrage: Our mentorship work is delivered through HOPA—the Hispanic Outreach and Personalized Approach program—which provides individualized support to help students navigate high school and plan for life after graduation. The goal is to ensure students have a trusted adult who can help them understand their options and make informed decisions about college, career, and other postsecondary pathways.

HOPA mentors are community volunteers with professional experience in fields that match students’ interests and who can offer guidance on college and career choices. They also understand the family responsibilities and real-life considerations that influence a student’s decisions.

Students are referred to the program by teachers and the HOPA teacher lead, who pairs them with mentors whose backgrounds align with the student’s goals. IEF recruits mentors through networking channels and local service groups such as AAUW and Rotary.

A typical mentoring relationship includes regular check-ins, help exploring careers or college programs, support with applications or essays, and conversations that help students clarify their goals. Mentors also often help students understand time commitments, financial considerations, and networking opportunities. In short, HOPA provides a personalized, supportive connection that helps students move toward a successful and realistic postsecondary plan.

Kars4Kids: Can you give us an overview of your Sheriff Lunch program?

Sharon Schrage: The Sheriff Lunch program is one of IEF’s community-connection initiatives designed to build positive relationships between students and local law enforcement in a supportive, low-pressure setting. The program is currently on hiatus due to staffing and leadership changes within the Sheriff’s Office, but it was highly successful in past years and remains a partnership we hope to resume.

A few times each year, deputies from the Washoe County Sheriff’s Office joined students during the school lunch period. They sat with students, talked with them, answered questions, and played recess games, helping students feel comfortable interacting with uniformed officers and strengthening the connection between schools and the broader community.

Students gained confidence, communication skills, and a sense of belonging. The program also helped build trust and positive relationships that carry into the community.

Kars4Kids: Experiential learning is an important facet of your programming. Why is this kind of hands-on, real-world learning so valuable for your students, and what kind of difference do you see it making in their lives?

Sharon Schrage: Experiential learning is essential in our rural community because it gives students opportunities they would not otherwise have. It helps them connect classroom learning to the real world. Many Incline Village students come from working families with limited time, resources, or transportation to seek enrichment outside of school. Hands-on learning helps level that playing field by bringing these experiences directly to them.

Experiential learning builds skills in collaboration, communication, critical thinking, and problem-solving. It allows students to apply academic knowledge to real-world challenges—whether robotics, engineering design, outdoor education, media production, or financial literacy. It also helps students discover interests and talents not always visible in traditional instruction, especially for students who learn best by doing.

Teachers across all three schools report that students engaged in hands-on projects are more willing to take academic risks, more confident approaching challenging work, and more engaged overall. These experiences improve attendance and reduce chronic absenteeism. At the middle and high school levels, experiential learning helps students envision futures they may not have considered and connect real skills to college and career pathways. In short, experiential learning changes trajectories.

Kars4Kids: IEF offers college and career readiness programs. What kinds of challenges do local students face when it comes to choosing a path for the future, and how are you helping to bridge that gap?

Sharon Schrage: Many Incline Village students face barriers when planning for life after high school. While the community appears affluent, many public-school families are working-class, multilingual, or first-generation, making college and career planning feel overwhelming.

Students often have limited exposure to career options, unfamiliarity with college systems and financial aid, financial constraints, lack of transportation for college visits, and responsibilities at home that make planning difficult. Many also lack awareness of the full range of pathways—from two-year colleges and apprenticeships to trades and workforce programs.

IEF bridges these gaps through a coordinated set of supports including the College & Career Fair; the First-Generation College Advisory (FGCA) for individualized advising and financial-aid support; the HOPA mentorship program; and a College Advising program that provides group workshops and one-on-one counseling for upperclassmen.

These programs help students build confidence, understand their options, and develop realistic plans. Teachers report that participating students show improved engagement and a stronger sense of purpose. In short, IEF ensures Incline students—regardless of background—can see a future for themselves and have the guidance to pursue it.

Kars4Kids: Incline Education Fund is part of the Nevada First-Gen Network, which supports students who are the first in their families to pursue higher education. What does this partnership look like in action, and how has it helped strengthen college access in your community?

Sharon Schrage: Our partnership with the Nevada First-Gen Network was an important part of strengthening future college access for Incline Village students, particularly by reaching them early—in middle school—so they could stay on track and feel informed by the time they reached high school.

While we were very proud of this collaboration, the Nevada Assembly did not renew funding for the program in the recent state budget. Even so, the foundation built through this work continues to influence how we prepare students today.

The First-Gen Network helped middle school students understand college as a real, attainable option long before applications were on their radar. It introduced them to pathways, expectations, and financial aid concepts early, helping students see that a range of postsecondary opportunities could be within reach.

Today, all Incline students also have access to the Nevada Promise Scholarship, which offers free community college throughout the state, as well as the Lake Tahoe Community College Promise, which provides a no-cost community college option just over the state border in South Lake Tahoe.

Kars4Kids: Looking ahead, what are your goals for the next few years? Are there any specific gaps you’re hoping to close or new programs you’re excited to introduce?

Sharon Schrage: Over the next few years, IEF’s primary goals center on sustainability, expanding access, and closing the remaining gaps that prevent Incline students from fully benefiting from our K–12 STEM Pathway and enrichment programs. While we have built a strong foundation, several key areas need targeted investment to ensure long-term impact.

Our highest priority is securing stable, multi-year funding for the hands-on programs that our students now rely on—such as the IES Makerspace, IMS Exploratory Program, the science aide, math enrichment, HOPA, and FGCA. These programs have proven impact, but they currently depend on annual grants and private donations. Building sustainable funding will ensure students don’t lose access to the very programs that are closing achievement and opportunity gaps.

One of our most pressing gaps is the need for new musical instruments at IMS. Many existing instruments are old, damaged, or no longer usable. Replacing and expanding the inventory will allow more students—especially those without the means to rent or buy instruments—to participate fully in band and music education. Music is often a gateway to engagement for students who don’t always connect through traditional academics, and restoring this access is a top priority.

We hope to broaden opportunities for students to explore emerging career fields through additional guest speakers, local business partnerships, college connections, and hands-on STEM experiences. Strengthening early career exploration at the middle school level is particularly important in a rural area where students have limited exposure to different professions.

We plan to continue building accessible, bilingual parent programming that helps families understand school systems, communication tools, and postsecondary pathways. When families feel connected, students thrive.

Finally, we aim to deepen K–12 alignment so every student progresses through a coherent sequence of STEM learning. This includes upgrading technology, replenishing robotics kits, and expanding outdoor and experiential learning that takes advantage of Lake Tahoe’s unique environment.

In short, our vision is to ensure that every program we’ve built—academic, artistic, and career-focused—has the resources to not only continue but grow. Meeting these needs will allow Incline students to access the kind of world-class, hands-on education they deserve for years to come.

United Way of Pickens County (UWPC) is confronting one of the most urgent challenges facing children in their community: early literacy. In Pickens County, nearly 60% of third graders scored below the national average in reading—a statistic that places students at risk of falling behind not just academically, but socially and economically as they grow. UWPC is working to change this reality through targeted, evidence-based programs that ensure children begin school ready to learn and continue to build the skills they need to thrive.

Kars4Kids provided a small grant to United Way of Pickens County because the organization stood out for its success in helping struggling students make real, measurable gains in reading. In a region where so many children are behind, UWPC has developed collaborative, community-driven solutions that are truly moving the needle. Their flagship initiative, Camp iRock, offers intensive remedial reading instruction combined with mentorship and enriching summer experiences—an approach that has consistently boosted reading levels and restored children’s confidence. In this interview, Director of Planned and Major Giving Mark Eisengrein shares how these programs are transforming outcomes for young learners and strengthening the entire community.

Kars4Kids: Tell us about Pickens County and the children you serve. What challenges do they face, particularly in early literacy?

Mark Eisengrein: In 2015, United Way of Pickens County, SC partnered with the School District of Pickens County, SC (SDPC) and the local YMCA to address the alarming statistic that almost 60% of 3^rd graders scored below national averages in reading. We know that children learn a lot of things through 3^rd grade, but the #1 skill they need to demonstrate is reading, because after 3^rd grade, children read to learn.

Kars4Kids: As you mentioned, the results of the 2024 SC Ready ELA assessment showed that almost 60% of 3rd graders in the county scored below proficiency in reading. Why do you think so many young learners are struggling?

Mark Eisengrein: Our local educators have said that children are not being read to at home prior to arriving in school for kindergarten. Many children are noticeably behind in identifying their letters, the letter-sounds, understanding that you read from left to right on a page, skills that seem elementary but students are not “kindergarten-ready” when they arrive in school.

Kars4Kids: Your website notes that third-grade reading levels “predict nearly every social problem you can imagine.” Can you explain that connection for our readers?

Mark Eisengrein: When children struggle to read, they fall behind their classmates and don’t stay on track for graduation, college, and careers. Many drop out of high school without any job skills, and rely on social services their entire lives.

Kars4Kids: Camp iRock has become one of your signature education initiatives. When did it begin, and what inspired its creation?

Mark Eisengrein: As mentioned above, in 2015, we partnered with the SDPC and YMCA to create Camp iRock, named for the catchy phrase: iRead, iRise, iRock. In 2015, we piloted Camp iRock to 63 3^rd graders from 5 elementary schools to see if a summer of remedial reading instruction and a camp experience could help struggling students catch up to their classmates. The pilot project saw an increase in the students’ reading by 2.1 levels.

Kars4Kids: For those unfamiliar with it, can you walk us through a typical Camp iRock day? What makes the model so effective for struggling readers?

Mark Eisengrein: Camp iRock was developed with each partner bringing their specific skills to this program. The SDPC identifies students (5K-3^rd grade) who could benefit from a summer of remedial reading instruction. The SDPC provides three school locations: in Easley for students from the five elementary schools in Easley, in Pickens for students from the four elementary schools in Pickens/Six Mile, and in Liberty for students from the five elementary schools in Clemson/Central and Liberty.

Teachers identify struggling students, and information is sent home inviting students to Camp iRock, it’s free, we pick them up, feed them breakfast, give them six hours of remedial reading instruction, feed them lunch, and have them spend the last 2-3 hours of the camp day on games, activities and singing songs as part of a summer camp experience. At 4:30 pm, they head home. On Fridays, students participate in field trips to Clemson University (many have never been on the campus), Children’s Museum, Geology Museum, and the Planetarium.

I wanted to be sure to mention that students are pre-camp and post-camp tested to gauge the effectiveness of Camp iRock. Over the last 11 years, Camp iRock students have increased in their reading abilities on average 1.55 levels, although the test has changed three times over the years, which makes it difficult for us to compare the overall effectiveness of each summer program.

Kars4Kids: Camp iRock is a collaboration among United Way of Pickens County, the School District of Pickens County, and the Call Me MiSTER program at Clemson University. How does this partnership work in practice?

Mark Eisengrein: Yes, the Call Me MiSTER program was added as a partner several years into the 11-year history of Camp iRock. You may not be familiar with the Call Me MiSTER program, but it was started at Clemson University (in our county) about 30+ years ago with a mission to encourage black males to study Elementary Education at Clemson University with a goal of placing black males in elementary schools throughout South Carolina. The Call Me MiSTER program at Clemson University has been replicated on college campuses across the country, with at least six colleges and universities in South Carolina starting a Call Me MiSTER program. We recruit college students who have completed their junior year from Call Me MiSTER programs in SC to work at Camp iRock each summer.

Kars4Kids: How many students do you typically serve each summer?

Mark Eisengrein: The number of students attending Camp iRock has grown each year. A total of 3,482 students have been helped in the 11 years that Camp iRock has been in existence, and our goal in 2026 is to help 420 students in K-3^rd grade.

Kars4Kids: One goal of Camp iRock is to prevent summer slide, especially for students who are already behind. What other academic or character-development goals does the camp aim to achieve?

Mark Eisengrein: Yes, increasing their reading ability is our #1 goal. But we also focus on helping children enjoy reading (hard to measure), have fun learning (especially difficult during the summer when their friends are home), and our MiSTER and Y counselors work on character qualities and traits (also difficult to measure).

Kars4Kids: How does Camp iRock fit into the broader mission of United Way of Pickens County to ensure children begin school ready to learn and stay on track?

Mark Eisengrein: Camp iRock has been a HUGE success. The former Superintendent of SC Department of Education visited Camp iRock in 2017 and said that every county in SC should replicate what they are doing with Camp iRock in Pickens County.

We have initiated other educational programs, most notably PreSchool Pages, an effort to help parents and young students (1-4 years old) develop important early literacy skills while learning that school is a safe and nurturing place. The parents and caregivers actively participate in Story Time and related crafts and activities, and they are provided information, activities and books to use at home with their student.

Kars4Kids: What’s next for United Way of Pickens County as you work toward your goal of improving third-grade reading proficiency?

Mark Eisengrein: Oh my, we are trying to be consistent with Camp iRock and PreSchool Pages, but a new initiative on the horizon is to develop a comprehensive Read Pickens program, working with many organizations in Pickens County to increase children’s literacy.

Peak Education is on a mission to close the opportunity gap for students in Colorado Springs. Through long-term mentoring, college and career guidance, and family support, Peak starts working with students as early as 6th grade—continuing with them through high school, college, and even into the start of their professional lives. Many of these students are the first in their families to pursue higher education, and Peak is there every step of the way to ensure they have the tools, confidence, and community to succeed.

We were proud to provide a small grant to Peak Education in recognition of its impactful work. The organization stood out to us for its commitment to mentoring and motivating under-resourced youth and helping them access the education and opportunities they deserve. We put some questions to Peak Education CEO Carlos Jiménez to learn more about how his team is transforming futures in Colorado Springs.

Kars4Kids: Who are the young people you serve — in terms of age, community, and background?

Carlos Jiménez: At Peak Education, we start working with students as early as 6th grade and continue walking alongside them through high school, into college, and even into the early stages of their careers. Most of our students are the first in their families to pursue higher education, and many come from lower-income backgrounds here in Colorado Springs. We serve youth who have incredible potential, but who often don’t yet have the resources, mentorship, or exposure they need to see all the opportunities available to them. Our role is to be that trusted guide and support system — for both students and their families — as they navigate these critical years.

Kars4Kids: What are some of the biggest challenges your students face when it comes to education and opportunity? How does Peak Education step in to help them overcome those challenges?

Carlos Jiménez: One of the biggest challenges is access. In Colorado Springs, about 92% of living-wage jobs require a degree or credential beyond high school, yet only 17% of our young people are earning one within 10 years of graduating. That’s a huge gap. And it’s not because students aren’t smart or motivated — it’s because they often lack the guidance, the “instruction manual,” so to speak, for how to get there. At Peak Education, we step in with mentorship, college counseling, leadership development, and family support so that our students not only dream about their future but have the tools and encouragement to make it real.

Kars4Kids: Your Core Program begins in middle school and stays with students through high school. What difference does that long-term support make in their lives?

Carlos Jiménez: The long-term nature of our Core Program is transformational. Middle and high school are critical years when young people are asking big questions about who they are and who they want to become. By staying with them for seven years or more, we build deep trust — not only with the student but with their families. We can walk them through ups and downs, academic challenges, financial aid processes, and personal struggles. That consistent presence means they’re not navigating those challenges alone. It’s the difference between a one-time intervention and a sustained relationship that helps a student launch successfully into college or a career.

Kars4Kids: The Future Scholars Academy is designed for middle schoolers. We’d love to hear more about this program. What do you hope they take away from that experience?

Carlos Jiménez: Future Scholars Academy is all about sparking possibility. For many of our middle school students, it’s the first time they set foot on a college campus, the first time they’re asked to imagine themselves in a professional career. We design the program to be engaging and fun — with team-building activities, exposure to college life, and skill-building workshops — but at the heart of it is confidence. We want students to walk away believing, “I belong here. I can do this.” That sense of belonging at an early age can change the entire trajectory of a young person’s life.

Kars4Kids: The N.E.X.T. Summer Program gives teens exposure to careers and real-world experiences. What has been most exciting or surprising about this program for students?

Carlos Jiménez: What’s most exciting is watching students connect what they’re learning in school to the real world. When they tour an aerospace company, tour a dental program, meet an officer, or an entrepreneur, suddenly the math class or writing assignment feels relevant. One surprising thing is how many students discover interests they didn’t even know they had. A student might walk into a workshop on healthcare thinking it’s not for them and walk out saying, “I could see myself doing this.” That spark of discovery is powerful — it widens their sense of what’s possible.

Kars4Kids: The College Success Program helps students once they’ve graduated high school. Can you give us an overview of this program? What kinds of support make the biggest difference for students as they transition to college?

Carlos Jiménez: College is a huge transition, especially for first-generation students. The College Success Program is designed to make sure our scholars don’t just get to college, but thrive there. We provide mentoring, check-ins, and scholarships that ease financial burdens. But what makes the biggest difference is the sense that they’re not doing it alone. If they hit a roadblock — maybe financial aid issues, homesickness, or navigating a new environment — they know they have a community to turn to for guidance and encouragement. That safety net helps them persist and graduate.

Kars4Kids: Your Community Mentoring program pairs students with adult role models. How does this work? Can you share how those relationships impact a young person’s outlook and opportunities?

Carlos Jiménez: Mentorship is one of the most powerful tools we have. Many of our students don’t have someone in their immediate circle who’s gone to college or built a career in a field they’re interested in. Our Community Mentoring program pairs them with adults who can say, “I’ve been there, I’ve done this, and you can too.” That encouragement matters. I’ve seen mentors inspire students to push through challenges, to believe in their own potential, and to imagine futures that once felt out of reach. It’s that extra voice reminding them to keep going.

Kars4Kids: You’ve developed InterWoven, an app that helps families navigate the college process. How are students and parents responding to this tool?

Carlos Jiménez: We’re in the early stages of piloting InterWoven, and right now we’re focused on connecting youth with peers who are already in college. Those connections matter — when a student from high school gets to ask real questions and hear from someone like them who’s thriving on a college campus, it helps them see themselves in that space. That shift in perspective can be life-changing.The parent portion of the platform is still being developed, but our vision is to create a place where families can access clear information about the admissions process, financial aid, and scholarships — and just as importantly, connect with other parents who are navigating the same journey. We want InterWoven to become not just a resource, but a network of support that makes the path to higher education feel less overwhelming and more achievable for both students and their families.

Kars4Kids: What experiences in your own life have shaped the way you lead Peak Education?

Carlos Jiménez: I grew up in a lower-income household, and I thought my pathway to college might be through sports. It wasn’t until a teacher in ninth grade pulled me aside and asked, “Why aren’t you in the honors program?” that I started to see my potential differently. That one moment, and several mentors who came alongside me after, changed my trajectory. I went on to graduate from Colorado College, something I never imagined when I started high school. Those experiences taught me how critical mentorship and encouragement are, and they shape everything I do at Peak Education. I want our students to hear, just like I did, “This is for you and you can do this.”

Kars4Kids: What’s next for Peak Education — what do you hope to achieve in the coming years?

Carlos Jiménez: We’re in an exciting season. We’ve just opened our new College & Career Readiness Center downtown, which will be a hub for students and families. We’re also expanding our partnerships with school districts — through Future Centers in high schools and programs like the D2 Promise with Pikes Peak State College. Looking ahead, we want to impact not just the 400 students in our Core Program, but thousands more across the region through our services we offer in partnerships. Our vision is to ensure every young person in Colorado Springs has the support they need to access education beyond high school and step into a meaningful career. Ultimately, we’re working to stop talent from being wasted and to build a stronger community for everyone.

Destination Imagination Virginia (DIVA) is transforming how young people across the Commonwealth learn, collaborate, and grow. Through its flagship Team Challenge program, DIVA engages students from kindergarten through college in hands-on, project-based challenges that build critical thinking, creativity, and confidence. Students form teams, solve STEAM challenges, and present their solutions at live tournaments—experiences that develop not just academic skills, but also executive functioning, teamwork, and perseverance.

We were proud to support Destination Imagination Virginia with a Kars4Kids small grant, helping to ensure more students—including those from underserved communities—have access to these life-changing opportunities. DIVA stood out to us for its unique, student-driven challenge model and its vibrant, volunteer-powered infrastructure. We put questions to Destination Imagination Virginia Affiliate Director Jenny Sessoms to learn more about this work.

Kars4Kids: Who are the students you serve—what ages are they, what communities do they come from, and what challenges in their backgrounds make mentoring so important?

Jenny Sessoms: Destination Imagination Virginia serves all kids, from kindergarten through college, throughout the commonwealth. Team members do not have to be affiliated with a school in order to participate in our program. Anyone from public school, private school, homeschool, and any combination of these can be a member of a Destination Imagination team. All students benefit from DI because the Challenge program instills lifelong skills like critical thinking, time management, creativity, poise and public speaking skills. With this grant, we will offer financial assistance to teams in need so more students can benefit from the STEAM skills, but also the executive skills that come from being on a DI team.

Kars4Kids: What is the main program of Destination Imagination Virginia, and how does it work for students from start to finish?

Jenny Sessoms: The Challenge Experience is our flagship program. Teams develop solutions to project-based STEAM challenges and then present their solutions at a tournament. Teams begin forming in the fall and meet once per week for an hour to an hour and a half. The team creates the solution to the challenge without outside help from parents, friends or siblings. For most of the challenges, the team will write a script, create costumes and scenery and present their solution in an 8-minute performance in front of a live audience. One of our challenges is an Improv Challenge. The team members research various characters, places and scenarios but will not know the exact prompts until two minutes before their performance. The Virginia Affiliate tournament is in March in Mechanicsville, Virginia. If a team places first or second in their challenge, they have the opportunity to advance to the Global Tournament in May in Kansas City, MO. Global Finals is like the STEAM Olympics! Teams from across the globe come together to compete and showcase their challenge solution.

Kars4Kids: Destination Imagination Virginia is fully volunteer-led and supports teams through training and a statewide tournament. How does that process work, and who’s involved in making it all happen?

Jenny Sessoms: Destination Imagination Virginia is 100% volunteer-led. All of our board members and committee members are volunteers. All of the appraisers at our tournaments are volunteers. Everyone associated with Destination Imagination volunteers our time because we love this program and see the positive, life-long benefits it brings to the team members.

The board members work year-round to ensure teams have a fun, positive experience. The DIVA Director and Vice President speak directly with school administrators, prospective team managers, teachers, homeschool parents and anyone interested in starting a team. We share our personal experiences as a team manager or being a team member because our first-hand perspective is very impactful to someone learning about DI for the first time.

We ask community members to partner with us for events like Instant Challenge Boot Camp and the Affiliate Tournament. For example, a local theater company offers an Improv Workshop to teams at the tournament. These skills assist the team members in having confidence during their Team Challenge performance, having a positive stage presence and improves their public speaking skills.

DI Alumni are integral members of the DI community. Anyone who has participated on a DI team for at least one year and is at least 18 years of age is invited to return as a volunteer in order to continue giving back to the DI community. Alumni participate in many ways, like on the executive board, as a team manager to their own children, and by being an appraiser at the Affiliate Tournament. You will know someone is a DI Alumni because they wear a special red satin tie to all of our events.

Kars4Kids: How do students and teams benefit from participating in DI—especially when it comes to building confidence, skills, and those powerful moments that come from leading their own projects?

Jenny Sessoms: There is no program quite like Destination Imagination. This uniqueness is why parents, students and schools of all types seek us out. The solving of the challenges is 100% team driven. The team succeeds on their own, and sometimes, have failures that they own and improve upon. We want team members to learn what works with their solution and more importantly, what didn’t work and why. When they figure out the “why,” then they are able to collaborate and find an improved solution that is likely even better than the first. Team members will learn new skills, like woodworking, painting and stenciling, learning to utilize many different art mediums and maybe even learning to sew. The team writes the script to their eight-minute performance, so they are learning creative writing, writing dialogue, creating interesting characters and creating plot development. The team manager is at every team meeting to guide the team, keeping them on track and making sure they are following the parameters of the challenge. The most powerful moment is when the team is on stage, performing and showing the audience their innovative solution to the Team Challenge. The amazing feeling of accomplishment is what brings the teams back year after year.

Kars4Kids: The challenges don’t always go as planned. How do students handle setbacks, and what do they learn from working through those tough moments?

Jenny Sessoms: Sometimes the best way to learn is from failure. You won’t know if a solution works until you give it a try. Destination Imagination is all about allowing the team members to try their unique solutions in order to find the most creative result. Teams are rewarded points at the tournament for creativity. As parents and team managers, we have to allow the team to try their ideas, possibly fail and to then try again. Team members learn perseverance and determination and they will then collaborate to find a new and improved solution. At DI, we do not want parents and team managers stepping in to help fix a solution. Rather, this is regarded as interference. We know that the team is completely capable of creating a solution on their own.

Kars4Kids: DIVA is run entirely by volunteers—what energizes people to give their time, and how do you keep that energy going year after year?

Jenny Sessoms: We have volunteers that have been with DIVA for more than 20 years! Their kids participated on a team, they were the team manager and they have returned to be a board member or appraiser at our Affiliate Tournament. Once you see the amazing creativity and talent from the teams’ solutions, you are energized and motivated to return year after year. You can’t wait to see what solutions teams have created for the new season’s challenges. You can also see firsthand the growth of the team participants as they, too, return year after year. There is no other program quite like DI!

Kars4Kids: What kind of training or preparation do Team Managers and volunteers go through before engaging with teams?

Jenny Sessoms: Anyone who is 18 years of age or older can be a team manager. You do not require any special skills to lead a team – just a little time in your schedule and you should be prepared to have fun!

We do require all team managers to have a background check before meeting with their team. Team managers receive online materials with their team registration that will walk them through the season week-by-week. Here in Virginia, we also offer team manager training, a team manager mentor program and challenge-specific training during the season. We assure that all team managers are equipped with the skills and materials they need to be successful for this season and every season.

Kars4Kids: What inspired you personally to become Affiliate Director, and how has your experience shaped the way you lead DIVA?

Jenny Sessoms: My “career” with Destination Imagination began when my oldest son was in first grade. I went to my first PTA meeting, where a brochure for DI was on the table. As soon as I read about a STEAM program where kids were on a team creating solutions to intriguing challenges, I knew that was for my son! I volunteered to be his team manager and his team continued to participate until they were seniors and graduated high school. The team now returns to volunteer at our various events and the Affiliate Tournament as challenge appraisers.

Next, I became the director of the Tidewater Region. This area encompasses Virginia Beach, Norfolk, Chesapeake, Suffolk, Newport News and Williamsburg. I had many ideas to add events and to grow the affiliate and include more schools and homeschool programs.

Then, after many years, the affiliate director was retiring from DI. I felt it was a natural progression for me to step into that role and to continue the progress I had begun in building the program. As a parent and team manager, I am able to bring that firsthand experience to my role as the director. I understand what it is like to manage kids as young as kindergarten and as old as seniors in high school. I am able to give advice and helpful suggestions to anyone wanting to start a program at their school, their homeschool co-op or simply start their own team. We have created our training and mentorship programs based on our own experiences and the experiences of the team managers and coordinators we interact with every single day.

Kars4Kids: How have you seen DIVA evolve over time, and how have student needs or participation patterns changed?

Jenny Sessoms: Destination Imagination Virginia used to have over 300 teams every year, without ever having to do any marketing. After the COVID-19 lockdown in 2020-2021, it was devastating to see the number of teams decrease by more than half. Schools were afraid to have kids stay after school for activities so we started helping teams find places like the public library or rec centers to hold their meetings. We have started connecting directly with the homeschool community and have helped them create their own programs with family members, neighbors and members of their co-ops. We are now seeing 20% growth year-over-year due to our continued outreach to public, private, and homeschools throughout the Virginia Commonwealth. Parents and students are seeking out more STEAM programs and connect with us every week. We at Destination Imagination Virginia want to see schools expand and include STEAM activities for their students once again.

Kars4Kids: What’s next for Destination Imagination Virginia—what do you hope to build or change in the coming years?

Jenny Sessoms: We want to continue to grow the Team Challenge program every season. Teams of all ages have so much fun solving our challenges and we want more kids to have these incredible experiences. We want to reach more students in lower socio-economic situations. We will use our Kars4Kids grant to identify communities in need and reach out to their student population so they can be part of our DI experience. We never want to turn away a team due to funding. We have created a financial assistance fund to continue this mission for seasons into the future.

Thank you Kars4Kids!

Big Pals-Little Pals of Greater Columbus (BPLP) has been a cornerstone of mentorship in the Columbus community for more than fifty years. The organization pairs children ages 6–16 with caring adult mentors, creating meaningful relationships that boost confidence, improve academic performance, and support mental health. Through weekly one-on-one meetings and monthly group activities, Big and Little Pals build lasting bonds that enrich children’s lives and encourage them to reach their potential.

Kars4Kids was proud to award a small grant to Big Pals-Little Pals of Greater Columbus in recognition of the caliber of the services it provides children. This program stood out to us because of the safe, nurturing, and transformative experiences it creates for youth in need—children from single-parent homes, foster care, or guardianship who benefit greatly from consistent mentorship. We are inspired by the way BPLP empowers young people to grow, learn, and thrive through guidance, encouragement, and community support.

We put some questions to BPLP Executive Director Aimee Heesacker to learn more about this work.

Kars4Kids: Who are the children you serve—like their age, family situation, and community?

Aimee Heesacker: We enroll children from ages 6-16, and they age out of the program at age 19. We serve children in need who come from single families, blended families, biological families, foster families, and youth being raised by guardians.

Kars4Kids: Your main program matches “Big Pals” with “Little Pals.” Can you walk us through how that relationship starts and grows?

Aimee Heesacker: Once a Big Pal completes the enrollment process and is approved, we pair them with a child of the same gender who shares similar interests. This way, they have plenty in common to enjoy together. We provide ideas for activities they can do, but they’re also encouraged to come up with their own based on what they like. They meet weekly, and once a month, they have the option to join a fun and educational group activity organized by the program. The more time they spend together, the stronger their bond grows. The Little Pals really look forward to their special time with their Big Pal!

Kars4Kids: What kind of difference have you seen from these matches—maybe through stories or observations?

Aimee Heesacker: Over the years, we’ve heard countless inspiring stories about how our program and Big Pals have helped children flourish. One memorable example is a Little Pal who was very shy and uncertain about continuing his education. His Big Pal, a lawyer, guided him through college tours and enrollment. Our program also provided a scholarship to ease the financial burden. To support him further, the Big Pal offered a part-time job at his law firm, helping the Little Pal grow professionally and manage college expenses. Today, this once shy boy is a thriving young adult, full of promise. Stories like this truly warm my heart, showing how much potential can blossom with the right support.

Kars4Kids: Safety sounds important—how do you ensure each Big Pal is a good fit and every match feels secure?

Aimee Heesacker: Our top priority is the safety of our little pals. That’s why we carry out extensive screenings on every Big Pal volunteer, checking driving records, offender lists, criminal backgrounds, and abuse registries. We also verify references and inspect homes to guarantee a safe space for every child. We don’t stop there; periodic rechecks help us ensure ongoing safety. It’s essential to us that every youth in our program is matched with a caring and trustworthy role model. We believe communication is essential, so we stay in regular contact with the parent or guardian to ensure the match is going well and to address any concerns they might have.

Kars4Kids: Many kids in the mentoring world get a boost in confidence or outlook. What kinds of positive changes do families or community members notice most?

Aimee Heesacker: Mentoring has the power to boost school attendance, enhance academic performance, and it supports mental health. We see young people come out of their shells. It also encourages better behavior and builds confidence. The Little Pals are always learning and exploring new experiences, which broadens their perspective and helps them see the world through a fresh lens. We often hear from Big Pals, parents, guardians, and school counselors about the positive changes they notice in the Little Pals after joining the program. I’m also lucky enough to witness these changes firsthand during our monthly events.

Kars4Kids: How do local volunteers—your Big Pals—get involved, and what makes them stick around?

Aimee Heesacker: We’re always looking for Big Pals, so we do a lot of outreach to spread the word about our program. Our monthly match activities are a lot of fun, and both Big and Little Pals really look forward to them. Plus, several local businesses offer free opportunities for Big & Little Pals to enjoy together. Over time, the bond between mentor and mentee grows stronger, and many choose to stay connected even after the child ages out of the program.

Kars4Kids: You’ve been part of the Columbus community for over 50 years. How has the organization—and the needs of kids—changed over time?

Aimee Heesacker: Over the years, we’ve grown and adapted to better support our Little Pals. Recognizing the rising need for mental health support, we’ve provided training and emergency resources. We’ve also assisted families facing financial challenges by offering a comfort closet stocked with personal hygiene items. Additionally, we’ve helped address food insecurity and supplied back-to-school essentials. Our monthly fun and educational experiences promote problem-solving, teamwork, and a strong sense of community, all while enhancing important life skills. Through these efforts, we continue to evolve, to make a meaningful, positive impact.

Kars4Kids: What have you learned from the families you serve—parents or guardians—that influenced how you structure or support matches?

Aimee Heesacker: Listening to the voices of our youth, parents, guardians, and mentors is very important to us. To gather their thoughts, we send out surveys through Google Docs, allowing participants the option to respond anonymously. We carefully consider all feedback because it helps us ensure the program runs smoothly and that everyone feels included in making positive changes. As times evolve, we adapt to new situations, and we’re proud that our program remains a fun, safe, and well-run organization.

Kars4Kids: What personal experiences or community insights led you to this work and shape your leadership at Big Pals–Little Pals?

Aimee Heesacker: I have always had a special place in my heart for children in need. Growing up in this community, I was familiar with the program and its incredible impact. Having faced my own challenges as a child, including losing a parent at a young age, I deeply understand how meaningful a mentor’s presence can be. About 15 years ago, I was honored to join the board of directors, and soon after, I became a Big Pal myself. Over the years, I’ve had the joy of mentoring several Little Pals, and every moment has been truly rewarding. When the opportunity arose to become the executive director, I felt it was a calling I couldn’t ignore. I’ve cherished every day in this role, especially seeing the children learn, laugh, and grow during our monthly match activities. It’s an absolute blessing to be part of their journey.

Kars4Kids: What’s next for Big Pals–Little Pals—where do you hope to go in the coming years?

Aimee Heesacker: We aim to expand our impact in the community by bringing on more mentors and offering additional educational opportunities to support our youth’s success.

The Village Group is dedicated to changing the trajectory for children and families in rural Georgetown County, South Carolina, a place deeply rooted in Gullah Geechee heritage and the history of rice cultivation along the Lowcountry coast. In communities like Plantersville, children often face barriers such as geographic isolation, limited transportation, and few afterschool or summer learning options. To bridge these gaps, The Village Group blends academic support with cultural enrichment—programs that include African dance, storytelling, and heritage celebrations—helping youth grow while taking pride in their roots.

Kars4Kids was proud to award a small grant to The Village Group, which stood out for the caliber and impact of its work with under-resourced children. From literacy and STEM initiatives to mentoring and cultural showcases, this nonprofit gives students access to opportunities that are too often out of reach. By ensuring cost is never a barrier, The Village Group equips young people with the tools to thrive while honoring the culture and history that make their community unique.

To learn more about this important work, we reached out with questions to The Village Group Executive Director Ray C. Funnye:

Kars4Kids: To begin, could you describe the demographics of the youth and families you serve through The Village Group—such as their age range, location, and any specific needs or gaps you aim to address?

Ray C. Funnye:  The Village Group primarily serves children and families from the rural Plantersville community and greater Georgetown County, South Carolina. Our youth range from pre-kindergarten through high school, with the majority between the ages of 5 and 18. Many come from historically underserved and economically disadvantaged backgrounds, where access to high-quality educational and enrichment opportunities is limited.

Families in our community often face challenges such as geographic isolation, limited transportation, and gaps in afterschool and summer learning support. These challenges contribute to disparities in academic achievement, career readiness, and access to cultural enrichment. The Village Group was founded to address these gaps directly. Through programs such as our Plantersville Summer Academy, Afterschool Academy, STEM enrichment, cultural arts programs, and college and career readiness initiatives, we provide students with opportunities to grow academically, socially, and culturally, while also supporting families through engagement and community events.

In short, we serve a diverse group of rural youth who are full of potential but too often overlooked, and we work to bridge the opportunity gap by ensuring they have the resources, mentorship, and experiences needed to thrive.

Kars4Kids: Can you walk us through the Plantersville Enrichment Academy (after-school program) and the Plantersville Summer Academy? What does each program offer, and how do they support academic and social-emotional growth?

Ray C. Funnye:  The Plantersville Enrichment Academy (PEA) is our year-round after-school program serving students in grades PreK–5. It provides structured academic support in reading and math, complemented by tutoring, homework assistance, and enrichment activities that spark creativity and critical thinking. Beyond academics, PEA nurtures social-emotional growth through mentoring, cultural arts, and recreational opportunities, giving children a safe and supportive environment where they can build confidence and resilience.

The Plantersville Summer Academy (PSA) extends this mission during the critical summer months when students are most at risk of learning loss. PSA blends academic instruction with a wide range of enrichment opportunities, such as STEM, arts, cultural heritage, dance, and culinary programs. Students not only strengthen their academic skills but also engage in experiences that connect them to their community and culture, broadening their horizons while keeping learning exciting and relevant.

Together, these academies create a continuous pipeline of support for children; helping them achieve academically, grow socially and emotionally, and develop the confidence and curiosity to thrive in school and in life.

Kars4Kids: The Summer Academy uses the BellXcel curriculum and includes experiential learning. Could you share more about how field trips, the STEM Institute, and media or robotics components enrich the students’ learning?

Ray C. Funnye: The Plantersville Summer Academy is built on the BellXcel curriculum, which provides a strong foundation in literacy and math, but what truly sets it apart is the experiential learning that makes academics come alive.

Our field trips take students beyond the classroom into cultural, historical, and natural sites, helping them see the relevance of what they learn while broadening their horizons. The STEM Institute introduces students to hands-on science, technology, engineering, and math projects, sparking curiosity and problem-solving skills. In past years, students have also benefited from media and robotics programs, which give them the chance to explore creativity, collaboration, and innovation—skills that prepare them for the future.

By blending academics with enrichment and real-world experiences, we help students not only retain knowledge but also develop a genuine love for learning and a sense of confidence in their abilities.

Kars4Kids: Could you tell us about the LIFE (“Literacy Is for Everyone”) initiative and the Culturally Sustaining STEM Institute—how do these programs enhance literacy and STEM learning, especially for African American youth?

Ray C. Funnye: The LIFE (Literacy Is for Everyone) Initiative is designed to ensure that every child in our community has access to strong reading and writing support. We know that literacy is the foundation for lifelong learning, so through LIFE we provide students with culturally relevant books, one-on-one reading support, and family engagement activities that reinforce a love for reading at home. By centering literacy in both academic and community spaces, LIFE helps close achievement gaps while nurturing confidence and self-expression.

The Culturally Sustaining STEM Institute takes a similar approach by connecting science, technology, engineering, and math to the lived experiences and cultural heritage of our students. For many African American youth in rural communities, STEM can feel abstract or disconnected. We make it tangible, whether through projects linked to environmental stewardship of our rivers and land, or by incorporating African and African American contributions to STEM innovation. This approach affirms identity, deepens relevance, and inspires students to see themselves as future scientists, engineers, and innovators.

Together, these programs enhance literacy and STEM learning by being culturally responsive and community-rooted, ensuring that our children are not only learning critical skills but also seeing their heritage and voices reflected in what they learn.

Kars4Kids: You also operate health and enrichment programs like the Village Flyers Bike Club and the annual Tour de Plantersville bike ride. How do these programs promote health, mentorship, and community engagement?

Ray C. Funnye: The Village Flyers Bike Club and the Tour de Plantersville are wonderful examples of how we use health and enrichment to build stronger youth and communities.

The Village Flyers Bike Club gives young people the opportunity to engage in regular physical activity while also learning discipline, teamwork, and road safety. More than just a fitness program, it pairs youth with caring adult mentors who ride alongside them, encouraging resilience, responsibility, and healthy lifestyle choices. For many of our students, the bike club becomes a safe space for mentorship and personal growth.

The Tour de Plantersville, our annual scenic bike ride, extends this vision to the whole community. Riders from across the region come together to enjoy the beauty and history of Plantersville while supporting our youth programs. It promotes health and wellness, highlights cultural heritage, and fosters civic pride, while also raising vital funds to sustain our educational initiatives.

Together, these programs demonstrate that when we combine health, mentorship, and community engagement, we not only strengthen individual well-being but also create a deeper sense of connection and shared purpose in our community.

Kars4Kids: What is the “Dirt to Dinner” initiative and what is your vision for the Plantersville Cultural Complex on the 10-acre site? What kinds of features—such as farm, kitchen, trails—are planned for supporting youth and community development?

Ray C. Funnye: The “Dirt to Dinner” initiative is our way of connecting young people and families to the land, healthy living, and cultural heritage. Through hands-on gardening, students learn how to grow fresh produce and then bring those lessons into the kitchen, where they learn to prepare nutritious meals. This program not only promotes healthy eating and food security, but also builds life skills, pride, and awareness of the deep agricultural traditions in our community.

Looking ahead, our vision for the Plantersville Cultural Complex is to expand this approach on our 10-acre site into a vibrant community hub. Plans include a working farm and teaching garden, a demonstration kitchen for cooking classes, walking, and biking trails that connect to the natural landscape, and cultural spaces that celebrate African American heritage in the Plantersville area. The Complex will serve as a place where youth can learn, families can gather, and the wider community can engage in health, culture, and education together.

Ultimately, both the Dirt to Dinner initiative and the Cultural Complex embody our mission: to equip youth and families with the tools, knowledge, and experiences to thrive while celebrating the unique history and beauty of our community.

Kars4Kids: Could you describe how cultural education is incorporated into your programs—such as through family and cultural events at the Cultural Center or community programming?

Ray C. Funnye: Cultural education is woven throughout everything we do because we believe that youth thrive when they see their heritage and identity honored. At the Cultural Center and through community programming, we host events such as heritage celebrations, storytelling, African dance, and culinary traditions that allow students and families to engage with history in a living, interactive way.

These experiences create space for children to take pride in their roots, while also exposing them to the broader diversity of traditions within our community. For example, our summer academy often closes with a cultural showcase where students perform dances, share cuisine, and present projects that reflect what they’ve learned. Similarly, family nights and seasonal celebrations invite parents and neighbors to join in, strengthening intergenerational connections.

By centering culture alongside academics, we ensure that learning is not just about test scores, but also about identity, belonging, and pride. This approach grounds our students in who they are while preparing them to confidently navigate and contribute to the wider world.

Kars4Kids: Can you share a success story with our readers?

Ray C. Funnye:  One of our most powerful success stories is about a young girl who joined The Village Group in elementary school. At first, she was very shy, struggled with reading, and often lacked confidence in herself. Through the Plantersville Enrichment Academy and Summer Academy, she received consistent tutoring, mentoring, and encouragement. She also participated in our cultural arts programs and found her voice through dance and storytelling, which gave her a new sense of pride in her heritage.

Over time, her academic skills improved significantly—she went from struggling in reading to excelling, and eventually became a mentor herself to younger students. Today, she is a college-bound high school graduate with aspirations of becoming a medical professional. She credits The Village Group with not only helping her academically but also giving her the confidence and resilience to dream big.

Her journey is a reminder that when children are given both academic support and cultural affirmation, they don’t just succeed in school, they thrive in life.

Kars4Kids: Do you have a way to measure impact? Can you share something about this? What kind of improvements are you seeing in the kids and families you work with?

Ray C. Funnye: Yes—we are very intentional about measuring impact to ensure our programs are making a difference. We use a combination of pre- and post-assessments, teacher feedback, attendance tracking, and family surveys to evaluate progress. For example, through the BellXcel curriculum, we track student growth in literacy and math during the summer months and compare outcomes over time.

The results are encouraging; students consistently show improvement in reading and math scores, and we see gains in areas like confidence, collaboration, and leadership skills. Families report that their children are more excited about learning, more engaged at home, and better prepared for the school year. Beyond academics, we also notice growth in healthy lifestyle habits from our wellness programs and a deeper sense of pride in cultural identity from our heritage-focused activities.

In short, the improvements we see are not only academic but also social-emotional and cultural, preparing children to succeed in school and thrive in life.

Kars4Kids: And finally, looking ahead—what’s next for The Village Group? Are there plans to launch new programs, expand existing ones, or further develop the Cultural Complex that you’re particularly excited about?

Ray C. Funnye: Looking ahead, we’re very excited about the next chapter for The Village Group. Our top priority is advancing the development of the Plantersville Cultural Complex on our 10-acre site. This will be a community hub with features like a teaching farm, kitchen, cultural spaces, and trails, designed to blend education, health, and heritage into one place where families and youth can learn, grow, and connect.

We also plan to expand our year-round programs, including the Enrichment Academy and Summer Academy, so we can reach even more students in Georgetown County. At the same time, we are building on newer initiatives like Dirt to Dinner, LIFE (Literacy Is for Everyone), and the Culturally Sustaining STEM Institute, making sure they are sustainable and continue to respond to community needs.

What excites us most is that all these efforts work together toward a single vision: empowering young people and families to thrive, while celebrating the rich culture and history of Plantersville. We see this as planting seeds today that will blossom into lasting change for generations to come.

At The Village Group, we believe that when children are given opportunity, support, and pride in their heritage, they can achieve anything. Our vision is not just about programs, it’s about planting seeds of hope, resilience, and leadership that will grow for generations. We are deeply grateful to partners like Kars4Kids who help us make this vision a reality.

El Paso Center for Children (EPCC) has been serving the El Paso community for more than a century, offering children, youth, and families a safe place to turn in times of need. From early childhood parenting programs to emergency shelter, housing assistance, counseling, and a one-of-a-kind Drop-In Center for at-risk youth, EPCC provides a wide range of services that address both immediate and long-term needs. Every program is trauma-informed, strengths-based, and designed to build resilience in families who might otherwise face overwhelming challenges.

Kars4Kids was proud to award a small grant to El Paso Center for Children, which stood out to us because of the quality and impact of their work. We were especially impressed by the fact that EPCC offers all of its programs at no cost to families. In a community where poverty rates are high and resources are often limited, EPCC’s commitment to empowering families without charging for these vital services made this nonprofit shine as a clear choice for our support.

To learn more about this important work, we put some questions to El Paso Center for Children Chief Development Officer Adrian Duran.

Kars4Kids: To begin, could you describe the demographics of the families and youth you serve at El Paso Center for Children? What are the most pressing needs you observe within these communities?

Adrian Duran: The El Paso Center for Children, a provider of services in the El Paso community for over 100 years, has traditionally assisted low-income youth and families. We are located in El Paso, Texas, a persistent poverty area on the U.S.–Mexico border. The majority of families served are Hispanic, and all of our services are provided free of charge.

Kars4Kids: Can you walk us through your Early Childhood Services: HOPES, Parents as Teachers, The Incredible Years, or Circle of Security Parenting? What each offers, and how they support parents of children from birth to age five?

Adrian Duran: We provide early childhood intervention programs for families with kids aged newborn to 5 years old. I have three kids of my own and when describing this program I often refer to the manual that parents “Do Not” receive at the hospital when a child is born. Everyone can use that extra help when raising a child, and that is what these services help provide.

Our HOPES Behavioral Health Services add support when a family’s needs stretch beyond parenting. Therapy is provided through Eye Movement Desensitization and Reprocessing (EMDR), Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), or Theraplay. The Parents as Teachers program offers individual parenting classes to expectant parents and families with children from birth to five, focusing on child development and school readiness. The Incredible Years program provides group classes for parents who want to learn or improve their skills during the most important developmental years. Circle of Security Parenting is an eight-week program designed to strengthen the attachment bond between parents and their children. Classes are available in person and virtually, and families also receive access to case management, basic needs assistance, and behavioral health support when necessary.

Kars4Kids: Tell us about your Youth Outreach & Housing initiatives. Who is eligible and what supports do you offer the participants?

Adrian Duran: The El Paso Center for Children has the only shelter in the region for homeless youth and runaways aged 11-17. The Shelter has operated on a 24-7 schedule for the past 36 plus years. Historically, the shelter is what the Center is most known for in the community. While the hope is that the stay in our shelter for youth is a short one, there have been instances where a youth has been with us for up to 90 days. The Center staff do their best to reunite youth in our care with next of kin as expeditiously as possible while keeping in mind the health and safety of the child.

Youth and young adults between 11 and 24 who live in El Paso County can receive services. We provide immediate support for those experiencing stress, trauma, or upheaval. Along with access to emergency shelter, food, clothing, personal care items, showers, and laundry facilities, youth also have access to phones, computers, crisis intervention, and survival tips.

For longer-term success, we offer counseling and mediation with families, help obtaining identification or health care, job readiness training, education support, and housing referrals. For young adults ages 18–24 who are experiencing homelessness, we provide rental assistance for six to 18 months, depending on eligibility and funding. Case management and support services are available for all participants, and our programs are inclusive and respectful of everyone.

Kars4Kids: Could you explain how your Drop-In Center operates—its harm reduction approach, and the kinds of immediate support you provide to youth at risk of or those surviving sexual exploitation or homelessness?

Adrian Duran: We have the first and only Drop-in Center in the El Paso region that specializes in serving youth who are at risk of and/or experiencing commercial sexual exploitation/human trafficking. One thing that we have learned is that homeless youth and young adults have to be ready for help before it is provided and we have to meet them where they are. That is where our Drop-In Center comes in and plays a vital role for those who choose to remain on the streets or other homeless situations. Our Drop-In Center is exactly as the name implies, a place where young adults can “Drop-In” and use our facilities for a warm meal, a shower, to do a load of laundry, or simply rest and watch T.V. for a bit before they head back out.

The Drop-In Center helps provide for immediate needs, including safety planning, crisis counseling, and opportunities for engagement in services for youth who are likely at risk of and/or survivors of sex trafficking. Available 24/7 via our youth hotline, we are able to provide immediate crisis intervention and pick up any youth between the ages of 11-24 who are at-risk or victims of trafficking, homelessness, runaway, or other unsafe living conditions that place youth at risk of sexual exploitation. Beyond connecting youth to immediate needs (showers, washing clothes, food, clothing, rest, etc.), we can help connect youth to case management, counseling, advocacy, and many other services through our community partners.

At the Drop-In Center, youth can also receive case management, access to emergency and long-term housing, food and clothing, phone use, health and wellness education, counseling, hygiene products, outreach services, and referrals. They have access to a quiet resting room, computer use, transportation support, and even emergency storage for their personal items.

Our primary purpose is to meet youth where they are at, without judgment, removing stigma, and supporting them throughout their journey.

Kars4Kids: Can you give us an overview of your Fatherhood Program? What is the goal of this program?

Adrian Duran: Our Fatherhood Program is the newest program for the Center, and it plays a vital role since the majority of our services are accessed and utilized mostly by moms. The Fatherhood Program is a great resource for all fathers and father figures alike.

Super Dads = Super Families! If you are a father, stepfather, or father figure, we have new classes designed to help good dads be even better! Our Fatherhood Program is for those expecting their first child up until their child turns 18 years old. It’s free and available in English and Spanish to any member of the El Paso community!

Super Dads = Super Families! If you are a father, stepfather, or father figure, we have new classes designed to help good dads be even better! Our Fatherhood Program is for those expecting their first child up until their child turns 18 years old. It’s free and available in English and Spanish to any member of the El Paso community! Learn more about financial security and upward mobility. Bond with your kids and family at a deeper level. Discover how to be an even better father!

Who can receive services? Fathers, stepfathers, grandfathers, coaches, or father figures expecting their first child up until their child turns 18 years old. They must reside in El Paso County.

Kars4Kids: How do your counseling and life-skills services assist youth and families? What kinds of challenges do these services address, and how are sessions structured?

Adrian Duran: Our Counseling services are provided predominantly via our Family and Youth Success (FAYS) Program, which is one of our larger programs in terms of budget along with our HOPES Program. The FAYS Programs is available to families with youth ages 6-17. We work closely with many schools in our community where we can make services available directly on campus as well as through direct counseling at our campus location. We have built a great reputation over time and often get referrals for our services from school counselors or others in the community working directly with families with children.

Most people struggle sometimes with life’s challenges and experiences, such as anxiety or depression, conflict at home, bullying or other problems at school, anger management, behavior problems, parenting challenges, running away, grief/loss, and unique traumatic experiences. Counseling can take place in person or online. Evening appointments are available. You work with the counselor to determine how often you will meet and for how long.

Kars4Kids: Can you describe your Family Resource Center? What services and supports do families and children—from young kids up to teenagers—receive there?

Adrian Duran: We are fortunate that funding from our FAYS Program has extended to allow for us to have a Family Resource Center on campus where we are able to offer programming to youth and families. Our programming in the Family Resource Center has included cooking classes, movie nights, reading nights, yoga classes and many other fun filled events open to the community at large.

Adrian Duran: We are fortunate that funding from our FAYS Program has extended to allow for us to have a Family Resource Center on campus where we are able to offer programming to youth and families. Our programming in the Family Resource Center has included cooking classes, movie nights, reading nights, yoga classes and many other fun-filled events open to the community at large.

The most important thing in life is family—that’s why the El Paso Center for Children created the Family Resource Center! The Family Resource Center (FRC) is a place of support, where opportunities and services are designed to help families become strong and successful. The FRC offers services and activities that educate and develop skills. Enrollment is free for families, and we are open Monday through Friday from 8:30 am to 5:30 pm. Whether you prefer English, Spanish, or Spanglish, we’ve got you covered!

The services available include parent education, child development activities, a resource library, help finding services, help with basic needs, guest presentations, and more. For kids ages 6 to 17, counseling is also available to help with bullying, vaping, fighting, and more.

Kars4Kids: Talk to us about the Family Advisory Council. What does the council do and what is its purpose and ultimate goal? Is the advisory council open to everyone?

Adrian Duran: At El Paso Center for Children, we embrace parents and caregivers as true partners. The Family Advisory Council (FAC) is a group of parents and caregivers who empower themselves and others as agents of community change. The purpose of the Family Advisory Council is to provide a community perspective on the promotion of family well-being, knowledge of the five protective factors that keep families strong, and bringing community input to programming with regards to gaps in services.

The ultimate goal of the FAC is to bring community stakeholders to the table in a collaborative effort to strengthen families and reduce the number of children entering the child welfare system. FAC members are parents/caregivers who volunteer from the military and Latino communities, advocating for their families and the community. Members participate in a variety of projects to include hosting parent cafés, community needs surveys, and a public awareness campaign.

Duties include respecting and considering other people’s opinions, participating in at least 8 out of 12 monthly meetings, suggesting ideas and agenda items, planning activities such as Parent Cafés or holiday celebrations, taking part in leadership and advocacy training, and representing FAC to the community. We value our Family Advisory Council members! Meetings are held monthly, and participants may be eligible to receive an incentive for their contributions.

Duties include respecting and considering other people’s opinions, participating in at least 8 out of 12 regular monthly meetings and other subcommittee meetings as needed (please note that the schedule is subject to change due to the availability of volunteers and holidays), suggesting ideas and agenda items, planning activities such as Parent Cafés or holiday celebrations, taking part in leadership and advocacy training, and representing FAC to the community. We value our Family Advisory Council members! Meetings are held monthly, and participants may be eligible to receive an incentive for their contributions.

Kars4Kids: Can you give us an overview of your Strong Families initiative and describe for us how this program builds community and supports family resilience?

Adrian Duran: The Strong Families initiative was a 5-year pilot program that the center was a part of, along with 5 other communities in the country. The Program finished a few years ago, but one of the most important aspects of the program were Parent Cafes. Parent Cafes serve as a peer-to-peer type of programming that helps parents build stronger families via the five protective factors. While the Strong Families initiative ended, the Parent Cafes continue and have been built into our other programs very successfully, to include our HOPES and Fatherhood programs.

Every family can get stronger! Parent Cafés are small group gatherings to deliver training content and provide support. Cafés focus on building and promoting five protective factors to reduce risk and create optimal outcomes for children, youth, and families. These include parental resilience, social connections, knowledge of parental and child development, concrete support in times of need, and social and emotional competence of children.

Kars4Kids: And finally, looking ahead—what’s next for the Center? Any new programs, expansions, or shifts in focus that you’re excited to share?

Adrian Duran: As always, the Center is looking towards the future with an eye on innovation! While nothing is certain, especially in this era of funding for nonprofits, applications have been submitted that can potentially bring new services to the Center. Stay tuned to our website at www.epccinc.org for future developments.

Getting Out and Staying Out (GOSO) is a New York City–based nonprofit that helps justice-involved young people between the ages of 16 and 24 reenter their communities with purpose, support, and opportunity. Grounded in a holistic, person-centered model, GOSO works through its signature “Three E’s”: Education, Employment, and Emotional Well-being. These pillars form the foundation for everything GOSO does to help youth not only stay out of jail, but also build stable, fulfilling lives. By combining mental health support, high school equivalency and college prep, job readiness, internships, and housing assistance, GOSO offers young people the tools they need to succeed on their own terms.

At Kars4Kids, we were proud to award a small grant to Getting Out and Staying Out in recognition of the organization’s extraordinary impact. GOSO stood out to us because of its proven track record helping young adults turn their lives around after incarceration. With a recidivism rate far below the national average and a steadfast commitment to treating each participant as a whole person, GOSO embodies the kind of comprehensive youth support we strive to champion through our small grants program. We spoke with GOSO’s Vice President of Development, Helen Stewart, to learn more about this important work.

Kars4Kids: GOSO works with young people affected by the legal system. Can you tell us about the specific population you serve, and what kinds of challenges they face upon reentry?

Helen Stewart: When you walk through the doors of GOSO, you’re immediately greeted by a vibrant mural that captures the energy, potential, and resilience of the young people in our program. Our participants are dynamic young adults between 16-24 years old, primarily from New York and mostly from East Harlem and the Bronx communities. They bring incredible strengths and perspectives shaped by their diverse experiences.

Our participants discover GOSO through multiple pathways that speak to our strong community presence. Many learn about us through community events or referrals from alumni who’ve successfully transformed their lives through our programs. Others connect with us through forward-thinking judges and attorneys who recognize GOSO as an effective alternative to incarceration.

While our young people face temporary obstacles during their transition, they approach these challenges with remarkable determination. Many are eager to complete their education, with our support helping them achieve a 90% success rate for those pursuing their high school equivalency. They’re motivated to build stable careers, which we facilitate through our comprehensive job readiness program that achieves a 95% placement rate.

Some participants initially need support with housing stability or transportation, which our wraparound services address. Many are working with our staff to heal from past experiences and our program creates space for growth and emotional well-being.

What makes GOSO’s approach so successful is that we recognize and nurture the whole person. Our ‘Three E’s’ model – Education, Employment, and Emotional Well-being – builds on each participant’s inherent strengths while providing targeted support for their individual goals. The results speak for themselves: fewer than 7% of GOSO participants return to jail, compared to the national average of 54% for their age group.

Our participants consistently demonstrate that with the right support system and opportunities, they can overcome temporary obstacles and achieve remarkable success in education, employment, and personal growth.

Kars4Kids: Your website mentions that GOSO focuses on education, employment, and emotional wellbeing. How do these pillars work together to support successful reentry and long-term stability for your participants?

Helen Stewart: The Three E’s – Education, Employment, and Emotional well-being – form the foundation of everything we do at GOSO. Rather than treating these as separate services, we’ve developed an integrated approach where each element reinforces the others, creating a comprehensive support system for successful reentry and long-term stability.

We recognize that emotional well-being must come first. It’s difficult to focus on education or employment when you’re dealing with trauma or trying to fulfill your basic needs. Our licensed social workers, whom we call Participant Success Managers (PSM), provide both clinical support and practical case management from day one. This creates the stability necessary for participants to engage meaningfully with our other programs.

Once that foundation is established, our education and employment pathways work in tandem through our Learn to Earn model. Participants might be working toward their GED while simultaneously developing workplace skills through our GOSOWorks program. This dual approach means they’re making progress on multiple fronts, which builds confidence and momentum.

What makes this model particularly effective for reentry is its flexibility. For example, a participant might initially need intensive emotional support and housing assistance before they’re ready for education services. Another might quickly move into our ten-week internship program, which has a 95% success rate in leading to full-time employment, while receiving ongoing emotional support to navigate workplace challenges.

We’ve recently expanded our offerings to include art therapy, horticultural programs, and movement therapy. All of which support emotional well-being while building transferable skills. Our new STEM program, which teaches hands-on robotics skills, represents our commitment to creating diverse pathways to employment that match participants’ interests and the evolving job market.

Kars4Kids: The stories of GOSO participants—like Tim and Kevin, featured on your website—are incredibly powerful. How do you identify individuals who are ready to engage with GOSO’s services, and what does your intake or onboarding process typically involve?

Helen Stewart: GOSO serves over 1,300 young people per year. Participants discover GOSO through multiple pathways. Many learn about us from friends who have thrived in our programs, creating a natural network of peer connections. Others connect with us through community partners or when our team participates in events throughout New York City. We also welcome young people referred by social workers, judges, parents, and neighbors who recognize their potential and interests.

We believe that each young person who expresses interest in GOSO is already demonstrating their motivation for growth and new opportunities. Our approach honors their initiative and builds on their existing strengths and aspirations.

Our intake process is designed to be welcoming and collaborative. When a young person joins GOSO, they partner with a licensed social worker, called a Participant Success Manager (PSM), who guides them through the onboarding experience. Together, they explore the participant’s goals, interests, and vision for their future.

During this process, the participant and their PSM develop a personalized plan that aligns with their priorities. This plan often integrates multiple program components that complement each other.

For example, when *Matt came to GOSO, he wanted to complete his high school education while also earning income. At GOSO, Matt pursued both goals simultaneously. Our GED program follows a Learn to Earn model, so Matt worked toward his educational requirements, benefited from our small classroom setting, had access to mental health services, and then entered GOSOWorks, our employment pathway.

What makes our intake process particularly effective is its focus on building genuine relationships. We create a welcoming environment from the very first interaction, establishing a foundation for engagement with our Three Es.

Kars4Kids: You operate in partnership with Rikers Island. What does that partnership look like on the ground, and how does early intervention inside the facility shape outcomes after release?

Helen Stewart: GOSO has built a robust partnership with Rikers Island where our staff actively recruits and supports young people. On the ground, this means our team is physically in Rikers facilities, connecting with people.

This early engagement is critical, we believe that planning for successful reentry starts the day someone is incarcerated.  As Yarelis explains it:

“My primary responsibility is to provide people with comprehensive, individualized support as they navigate the challenging transition from incarceration to society. Each young person I work with receives a personalized transition plan that is tailored to their unique strengths, challenges, and aspirations. I focus on developing specific, actionable strategies that empower them to reintegrate successfully, overcome barriers, and ultimately build a future free of incarceration. In addition to providing direct support, I advocate for each participant in various legal settings. I work closely with attorneys, parole boards, probation officers, and other key stakeholders to advocate for alternatives to incarceration (ATIs), ensuring that the young people I serve are given every opportunity to succeed.”

Upon release, they are invited to join our community-based program in East Harlem where they are assigned to a Participant Success Manager (PSM) who works with them to create individualized service plans addressing education, employment, and mental health needs. This comprehensive approach, beginning inside Rikers and continuing post-release, is why participants avoid re-arrest and remain out of jail/prison annually.

Kars4Kids: Many organizations offer short-term support. GOSO seems to stick with participants over time. How long do young people typically stay engaged with your programs, and how do you maintain those connections?

Helen Stewart: Our founder Mark Goldsmith (affectionately known as MG), started GOSO after first volunteering in Rikers Island. From the start of the program, having a personal connection to the participants was necessary in order to help them reach their goals and reintegration into the community. To this day, alumni are counted as staff, serve as mentors and advisors and come back to GOSO to speak with young people. We also have special events and activities when participants return to GOSO.

Upon completion of their internship or graduation program, we continue to provide mental health counseling for up to three years. We also work with each person to make sure that they are continuing their career goals. These steps are essential to their overall success. It’s what makes GOSO special.

Kars4Kids: Employment support is a key element of your programming. Can you share what that entails—from job readiness to actual placement—and what kinds of employers are open to working with GOSO graduates?

Helen Stewart: Getting a job is what many participants say they need when they first come to us. However, we know that to keep and grow in their career, they need to also have mental health support, be able to eat, and find permanent or temporary housing.

Through GOSOWorks, our career development program, participants enroll in a ten week internship class, where they learn about teamwork, professionalism, and other career skills and then are placed with one of our 30 employee partners across New York. While on the internship track, our Job Developers continue to work with the participants and their employee partners. Other participants are hired to continue with their employment or GOSO helps them find other empowerment opportunities. Employee partners are from many different types of organizations and we have interns placed at other non-profit organizations, security and construction firms, or are working as administrative assistants in legal or finance firms.

Kars4Kids: Emotional wellbeing is often overlooked in reentry services. How does GOSO address the mental health needs of participants, many of whom have experienced trauma or systemic barriers?

Helen Stewart: As part of our holistic approach, mental health support is seamlessly woven into our work. Many of the young people we support have trauma from their time in foster care, being unhoused, or have witnessed crime in their community or while they were incarcerated. Our dedicated team of social workers/PSM’s have created multiple opportunities for participants to receive psychological care.

We have a clinic on-site and participants are encouraged to work with PSMs while in the classroom receiving their GED education, or during our restorative justice circles. Our PSMS are inviting and are often the first people that participants come in contact with when they enter the building.

Kars4Kids: You also offer housing assistance, which is a major challenge in New York City. What strategies has GOSO found effective in helping participants find and maintain stable housing?

Helen Stewart: Housing stability is a critical foundation for our participants’ success and is often a barrier in New York, where renting is expensive. What makes our program effective in addressing this challenge is our comprehensive approach. Our dedicated Housing and Benefits Coordinator works one-on-one with participants to assess their specific housing needs. This personalized assessment, combined with psychiatric evaluations from our onsite psychiatrist, allows us to match participants with appropriate housing options when they become available.

Addressing housing as part of our holistic model is essential – we don’t just help with finding a place to live, but ensure participants have the full spectrum of support needed to maintain stable housing. This includes helping them enroll in public benefits like SNAP and Medicaid, connecting them with employment opportunities that provide sustainable income, and providing the mental health support necessary for housing stability.

Our benefit specialists provide ongoing support throughout this process, helping participants navigate the complex housing system in NYC while PSMs  address the underlying challenges that might affect housing stability.

This integrated approach and  connecting young people with mental health services, benefits assistance, and employment support, is what makes GOSO’s housing assistance effective in helping young people establish the stable foundation they need to avoid recidivism and build successful futures.

Kars4Kids: What kind of impact are you seeing? Can you share any data points or success stories that speak to the outcomes of your model?

Helen Stewart: We’re incredibly proud of the life-changing impact our programs are having on the young people we serve! I’m thrilled to share that our recidivism rate has actually improved from 9% last year to just 7% this year, meaning 93% of our participants stay out of jail or prison after working with us. This is particularly meaningful when compared to the national average of 54% returning to incarceration.

We’ve seen wonderful growth in our education programs this year, with a 62% increase in young people enrolling in our Education program. I’m especially excited that 40% of these students joined our GED Foundations Program, which provides specialized literacy support. Even more inspiring, 15 of our young people have taken the next big step by enrolling in college!

Our employment outcomes are equally heartwarming. We’ve increased our internship placements by 40% compared to last year, and beyond that, 41% of participants seeking employment were hired directly into part-time or full-time positions.

Behind these numbers are real stories of transformation. Take Tyqueem, for example. He came to us needing comprehensive support – from public benefits to therapy with his assigned PSM, Ashley. After completing our career readiness training, he discovered his passion for helping others and is now building a meaningful career path.

These successes reflect our team’s deep commitment to meeting each participant exactly where they are and providing the personalized support they need to thrive. We believe in the potential of every young person who walks through our doors, and we’re seeing that belief validated every day through their remarkable achievements.

Kars4Kids: What’s next for GOSO? Are there new initiatives or expansions on the horizon you’re especially excited about?

Helen Stewart: One particular aspect of GOSO that impresses me on a daily basis is that we listen to participants and help find careers and services that meet the needs of today. For example, we launched our STEM Robotics Program in January 2025, where participants learn coding and build robots. Since then, 20 unique participants have engaged with the program, and many are now pursuing STEM-related careers—some are even interning as IT instructors at summer camps while continuing their STEM summer sessions. Based on participant feedback, we’re actively developing partnerships with technology companies and expanding our employer network across diverse industries, achieving a remarkable 95% placement rate with an average wage of $16.50.

We’re also enhancing our Education program, particularly our GED Foundations Program, which creates an outstanding learning environment for young people who need additional support. This year, we’ve strengthened our mental health services, providing over 600 individual therapy sessions annually and 200+ group therapy sessions that help participants develop emotional management skills.

Through our SAVE violence prevention program, we’ve seen remarkable results in the communities we serve—Wagner houses have experienced 275 days without shootings and Jefferson/Johnson has seen 215 days without shootings. This year, we’ve also enhanced our assessment-based approach to job readiness, with multiple entry points based on individual needs. Last year, we opened our programming to all genders and are creating projects and programming that addresses challenges important to those that identify as young women and girls.

Looking ahead, we’re excited to continue evolving our programs based on participant input and emerging opportunities, ensuring we’re always meeting our community where they are while opening doors to sustainable futures.

College Mentors for Kids is changing lives by connecting elementary school children with college student mentors in a one-of-a-kind, campus-based program. Through weekly on-campus visits, these “little buddies” are introduced to a world of opportunity, imagination, and aspiration. Each session is carefully crafted around experiential activities that explore higher education, careers, culture, diversity, and community service. The aim is simple but profound: to help children—often from underserved communities—see themselves as capable, valuable, and college-bound.

At Kars4Kids, we were pleased to provide a small grant to support the work of College Mentors for Kids. The organization stood out to us for the exceptional caliber of its dual-impact mentoring model, which empowers both the children and the college students who serve as their guides. By offering consistent, meaningful mentorship in an environment that fosters academic and social development, CMK is helping children graduate high school and pursue higher education—outcomes we wholeheartedly support.

Kars4Kids: How does College Mentors for Kids’ approach to pairing college student mentors with elementary-aged children align with your goals of fostering educational and personal growth in underserved communities? Why college student mentors in particular?

Maddie Stout: College Mentors has one program – our mentoring program. We are a dual-impact program because of the influential benefits for both college students as well as the youth we serve or “little buddies.” The College Mentors for Kids program was founded by two college students who saw the opportunity to connect kids in the community to college student mentors. College students provide a young adult perspective as they can understand what it was like to be a kid but also share how much they’ve learned in their lives already. The bond between our little buddies and mentors shines through each day we’re on campus!

Kars4Kids: Your programs emphasize hands-on activities in areas like STEM, literacy, and culture. Can you describe some of the activities? How do you ensure these activities will be both fun and educational for young learners?

Maddie Stout: College Mentors for Kids activities fall under three curriculum pillars, higher education and career, culture and diversity, and community service. Each activity is planned and executed by college student leaders who utilize the unique resources of their campus to plan and execute hands-on activities for little buddies.

Chapter leaders utilize tools and trainings provided from our national office that guide each activity and help students to meet our criteria for success.

Some of our favorite activities from this past year were:

• Community Service – The University of Kentucky taught little buddies about community service by having them make Halloween cards for a nursing home and hosting a mock Shark Tank to develop their own service ideas
• Culture and Diversity – A Ball State professor led the little buddies and college students in an activity focused on various learning aids, devices and toys designed for individuals with disabilities.
• Higher Education and Career – The University of North Carolina at Charlotte chapter showcased the responsibilities of different healthcare professions and reinforced education requirements of these jobs.

Kars4Kids: College Mentors for Kids was founded in 1996. Are there metrics available to show how many child participants went on to graduate high school, attend college, and earn a degree? Is that the ultimate hope for these kids? That they will be inspired to go to college?

Maddie Stout: Yes! In 2015 we worked with a research company to conduct a study on past little buddies. We found that 8 in 10 graduated from high school and pursued the path to higher education. 92% chose the path to higher education in the form of a college or university. Both results are higher than a comparative peer group.

Our vision is for all kids and college students to recognize their inherent value and enrich their communities. The College Mentors for Kids program structure sets up both little buddies and college student mentors to achieve this vision.

Kars4Kids: It’s easy to understand the impact of mentoring on the mentee. What about the impact on the mentor? Why should college students get involved with College Mentors for Kids?

Maddie Stout: College student volunteers dedicate on average 56 hours an academic year and our leaders dedicate significantly more time. Mentors in the program develop skills in emotional intelligence, leadership, civic engagement, and much more. College student leaders develop skills that directly relate to their future careers such as communication, professionalism, and problem-solving.

To our potential college student volunteers, why should you join?

College Mentors for Kids is more than an after-school program for our little buddies. The mentorship that you can provide supports the future of these little buddies. Many are experiencing college life through you as well as a college campus, for the first time. The activities that you participate in together show these kids the opportunities of the world—and you’re the one walking them towards that brighter future. For you this is not just giving back to the community, but these experiences and skills you will take with you will stay with you for years to come. Make an impact on your community today and join College Mentors for Kids.

Kars4Kids: What is the current number of College Mentors for Kids chapters, and which states are they located in? What is the process for establishing new chapters?

Maddie Stout: College Mentors for Kids serves 29 chapters in 8 states (Indiana, Illinois, Kentucky, Michigan, Missouri, North Carolina, Ohio, and Virginia).

Kars4Kids: What’s next for College Mentors for Kids?

Maddie Stout: College Mentors is excited to be celebrating our 30-year program anniversary this year. What’s next is continuing to prioritize mentorship in the communities we serve and bringing more kids to a college campus.

Kids Read Now is a nonprofit tackling one of the most persistent educational challenges in America: the “summer slide” in reading proficiency among underserved children. By mailing free, self-selected books directly to children’s homes during summer break—and pairing each title with caregiver-friendly activities—Kids Read Now eliminates key barriers to literacy: book scarcity, limited school-year support, and lack of parental engagement tools. Since its founding, the organization has served over 600,000 children and delivered more than 4 million books, turning homes in “book deserts” into miniature libraries that foster joy, confidence, and academic readiness.

Kars4Kids awarded a small grant to Kids Read Now because their model spoke to our mission to support children’s development in the most meaningful ways. What stood out to us wasn’t just the sheer reach of their work or the measurable literacy gains, but the fact that they provide this high-caliber, evidence-based programming at no cost to families. By centering student choice, partnering closely with educators, and empowering caregivers, Kids Read Now is changing the literacy landscape for the children who need it most—one book at a time.

We put some questions to Kids Read Now CEO Kristen Walter to find out more about this work:

Kars4Kids: What do the students and families you serve tend to have in common in terms of background or educational challenges?

Kristen Walter: Students and families served by Kids Read Now often face the following common backgrounds and educational challenges. They often live in traditionally under-resourced economic areas that are basically book deserts. Limited access to books means fewer literacy resources available. In addition to these issues, there are few reading support systems, and fewer resources and activities over the long summer vacation, leaving students at risk for summer learning loss.

These challenges contribute to a widening achievement gap, particularly during the summer months when school is out and learning support is often minimal. Kids Read Now addresses this gap by providing grade-level books and family engagement activities directly to students and families, reducing barriers to building home libraries.

Kars4Kids: Can you share the origin story of Kids Read Now and what inspired its founders to address the summer reading slide?

Kristen Walter: Kids Read Now was founded by Leib and Barb Lurie in 2012 to combat summer slide, a significant barrier to literacy in under-resourced areas. Recognizing that most reading programs end with the school year, they created a unique in-home solution: mailing self-selected books to students over the summer, with built-in parental engagement and educator tools. What began as a grassroots effort has evolved into a national program serving hundreds of districts nationwide and helping children develop a lifelong love of reading.

Kars4Kids: How does the Kids Read Now program specifically target and support at-risk students in PK-5 to bridge reading gaps?

Kristen Walter: Kids Read Now supports at-risk students in PK–5 by focusing on eliminating barriers to book access and engaging families in literacy year-round. Specifically…

1. Book Choice & Delivery: Students choose books they’re interested in from a curated list of high-interest, age-appropriate titles. These books are then mailed directly to their homes, addressing the common barrier of limited access to books outside of school.
2. Parental Engagement: Each book includes a Discovery Sheet with text-based engagement activities and prompts that help caregivers engage in meaningful reading discussions with their children, regardless of their own reading level. This turns caregivers into literacy partners.
3. Consistent Contact: We maintain regular communication with families through calls, texts, and emails, designed to encourage participation, remind them to read, and celebrate their progress.
4. Data & Reporting: Schools have access to reports on student reading activity and family engagement, enabling educators to identify who needs additional support.
5. Focus on At-Risk Students: KRN is specifically designed for students who are economically disadvantaged and/or reading below grade level. These students are prioritized for enrollment and support through the use of Title funding.
6. Summer Slide Prevention: By sending 9 books over the summer and promoting reading habits, Kids Read Now helps prevent learning loss that disproportionately affects low-income and struggling readers.

Together, these elements create a low-cost, scalable model for boosting reading achievement and closing equity gaps in literacy.

Kars4Kids: What role, if any, does student choice play in the book selection process?

Kristen Walter:  Student choice plays a central role in the book selection process with Kids Read Now (KRN). The program is built on the idea that students are more likely to read and enjoy reading when they get to choose their own books. Choice is integrated into the program through:

1. Student Book Wish Lists: At the start of the program, students (with help from teachers and family) select titles from a curated catalog of over 180 popular titles. These books are selected to appeal to a wide range of reading levels, genres, and interests.
2. In-Home Delivery: Each summer, students receive 9 books by mail, and the titles they receive are directly pulled from their selections, reinforcing that the books are their own choices.
3. Promoting Engagement: This autonomy helps foster a sense of ownership, excitement, and intrinsic motivation to read, which is particularly important for struggling or reluctant readers.

By prioritizing student choice, Kids Read Now aligns with research showing that reading motivation increases when students can select what they read—a key factor in bridging reading gaps and reducing the summer slide.

Kars4Kids: How does Kids Read Now work with teachers and parents to help students succeed in the program?

Kristen Walter:  Schools participating in the summer program enroll students with their home address so that books can be mailed home. Educators familiar with the child’s reading levels and growth goals assist each child in selecting books for independent reading practice, helping them stretch their reading level. Participating educators also host an optional kickoff event for participating families. It’s often held in conjunction with a previously scheduled school event or assembly. Students receive their first book, caregivers receive an overview of the program, and instruction on how to report books as read over the summer. It is an exciting event!

Teachers can also monitor students’ progress via a secure portal, viewing lists of selected books, books reported, and analytics.

As for parents, we offer a family reading event where parents receive a detailed parent guide along with instructions on how to report reading via the parent portal, app, or text. The books arrive at home roughly every 8–10 days, each with a discovery sheet inside the cover—four fun, text-based literacy-building activities. Parents report completion via app, parent portal, text, or phone. Kids Read Now sends weekly reminders and parent tips to help maintain momentum. Students who report all books as read can earn a certificate and prize, which boosts motivation and celebrates progress. By working together, teachers and parents consistently engaging with the students and their book choices, the program solidifies skills and builds lifelong reading habits among PK–5 students.

Kars4Kids: What measurable outcomes or improvements have you observed in students’ reading skills since implementing the program?

Kristen Walter: Independent studies have shown that students who participate in KRN’s summer reading and engagement program experience reading gains equivalent to those in structured summer school programs, but at a fraction of the cost. KRN significantly reduces or eliminates the typical 2-3 month summer learning loss in reading for many students, particularly those from low-income families. Kids Read Now regularly participates in such independent efficacy studies. The most recent study, conducted by Dr. Geoffrey Borman, showed reading gains of 2-4 months throughout the KRN summer program. Participating students often demonstrate improved reading fluency when assessed in fall standardized testing.

Kars4Kids: How does Kids Read Now make sure that cost isn’t a barrier for families who want to participate?

Kristen Walter: Our services are provided at zero cost for our students and their families. Kids Read Now is a 501(c)(3) nonprofit, and partner school districts, social service organizations, and donors help fund the program, so that students, regardless of their families’ financial situation, can benefit. We work to develop relationships with foundations and grantors (like Kars4Kids) to keep costs low for our school and community partners, so it is an affordable program for schools to provide to families.

The books are mailed directly to students’ homes—no need for tech devices or internet access. KRN’s programs close access gaps for families without digital resources. Teachers and administrators manage enrollment and selection through the school, removing the administrative burden from families who need access to high-quality materials throughout the year. Participating caregivers receive free books to keep and guidance.

Kars4Kids: How many children has Kids Read Now served so far, and how many books have been delivered through the program?

Kristen Walter:  Since 2017, we have served over 604,000 students and mailed 4.4 million books to homes.

Kars4Kids: Is there a particular moment or story that captures what Kids Read Now is all about?

Kristen Walter:  Each year, we have a standout story or two from teachers, parents, and students, and their love for the program. It may be a parent who’s thrilled their child has a newfound love of reading. Or, a teacher who is excited about improved fall testing scores. My favorite example from the past year is a principal in New York who reported that 97% of her enrolled students maintained or improved their reading scores over the summer, attributing it entirely to our program. We work diligently to analyze our process and continually improve it each year, ensuring that we do everything possible to provide the highest quality programming. Hearing success stories like this one, with the excitement in her voice as she shares it… it’s powerful.

Kars4Kids: What’s next for Kids Read Now?

Kristen Walter: We have two exciting initiatives on the horizon: family and community engagement training sessions and expanding beyond schools. This past spring, we piloted caregiver and parent liaison training sessions, during which we modeled reading activities and provided concrete strategies for integrating reading throughout the day. We aim to help caregivers feel that meeting reading goals is achievable and actionable. We’ve expanded this work to three additional states across multiple sites, receiving great feedback. Additionally, we are extending our efforts beyond schools to meet families where they are, working with community centers, food distribution sites, and adult tutoring organizations. We’ve found that collaborating with parallel non-profit partners means families are receiving wrap-around services and access to literacy support.

CodeCrew is on a mission to empower underrepresented youth with the computer science skills they need to thrive in a tech-driven world. Since its founding in 2015, the Memphis-based nonprofit has introduced thousands of students—many from low-income, Black and Brown communities—to the kind of high-quality instruction usually reserved for more privileged schools. That includes everything from web development and robotics to cutting-edge AI and data science, equipping young people with real-world experience and the confidence to chart their own futures.

The mission of CodeCrew aligns closely with our own mission at Kars4Kids, which is why we were proud to name them a recipient of our small grant program. Their work directly addresses the equity gap in tech education, not only by serving students, but also by mentoring the educators who teach them. With innovative in-school electives, immersive summer camps, and supportive professional development, CodeCrew is building a diverse pipeline of tomorrow’s tech leaders—starting today.

We put some questions to CodeCrew Director of Development Ashley Weaver to find out more about this work.

Kars4Kids: Let’s begin with demographics. Who does CodeCrew serve? How many kids are you serving?

Ashley Weaver: CodeCrew serves a diverse group of students across Memphis and Tennessee, with a strong focus on underrepresented youth in tech, particularly Black and Brown students, girls, and students from low-income communities. Since our founding in 2015, we’ve served over 15,000 students, providing more than 420,000 hours of computer science instruction.

In the 2024-25 school year alone, 81% of our K-12 students qualified for free or reduced lunch, and 89% identified as part of an underrepresented group in tech.

Kars4Kids: Tell us about your in-school electives. How does this work? Why is it needed? What are the benefits of integrating coding into the school day?

Ashley Weaver: Our in-school electives bring high-quality computer science instruction directly into classrooms during the school day. We partner with schools across Memphis and Tennessee to deliver engaging, standards-aligned courses like Web Development, Python, Mobile App Development, Robotics, VR, Gaming and AP Computer Science Principles, all with AI-integrated curriculum.

With Tennessee now requiring computer science electives as part of the K-12 curriculum, our work is more important than ever. Many schools lack the capacity or trained staff to offer these courses, so we step in to fill that gap, ensuring all students have access to meaningful computer science education.

We believe that the computational thinking students gain through coding—like problem-solving, logic, creativity, and resilience is valuable for all children, not just those who want to become engineers. Integrating coding into the school day ensures equity, early exposure, and the development of lifelong skills that benefit students no matter what career path they choose.

Kars4Kids: Aside from working with students, CodeCrew also mentors teachers and offers professional development, correct? What do teachers need most to help bring their students up to scratch (if you’ll excuse the coding pun) for our high-tech world?

Ashley Weaver: Yes, supporting teachers is a critical part of our work. Through our professional development programs, we train teachers how to teach coding confidently, even if they don’t come from a tech background. Teachers need practical, culturally responsive training and ongoing mentorship to feel equipped. We also provide curriculum resources and peer support networks to help them stay engaged. With Tennessee’s new computer science requirements, our teacher training ensures schools meet those standards while truly empowering students to learn in a fun and understandable way.

Kars4Kids: Can you give us an overview of your after-school programs? What can children expect to learn with CodeCrew in the hours after school?

Ashley Weaver: We offer age-appropriate, hands-on learning experiences from elementary through high school. Students learn a wide range of skills, including robotics, video game development, mobile app creation, and AI fundamentals. For younger students, programs like CubCoders introduce them to the building blocks of computational thinking through fun and engaging activities. For older students, it’s about going deeper into coding and real-world applications. Across all levels, we emphasize collaboration, problem-solving, and confidence-building.

Kars4Kids: CodeCrew offers some amazing summer camp options. We see that kids can choose to go for as many of the four weeks as they wish, or go for all four weeks, with each week focused on a different technology. Can you tell us about that?

Ashley Weaver: Our summer camps are thoughtfully designed to meet students where they are, whether they join us for a single week or all four. Each week of camp is focused on a distinct technology or skill area, allowing students to complete a standalone project and leave with a tangible sense of accomplishment.

We made this strategic shift in response to the reality that many of our students aren’t always able to attend the full four weeks due to varying family schedules and obligations. By structuring each week as a self-contained learning experience, all participants, regardless of how many weeks they attend, gain confidence and a meaningful achievement they can be proud of.

For those who can participate all four weeks, this model offers a broader exposure to multiple technologies, providing a well-rounded foundation that culminates in our exciting end-of-summer hackathon. This approach not only increases engagement, but also ensures that every student experiences the empowerment that comes from building real tech skills.

Kars4Kids: What can you tell us about your upcoming Data Lab program for high school students? What can students expect to learn in this after-school program? What do high school students need most to encourage them to continue on to pursue a degree or a career—or both—in computer science?

Ashley Weaver: CodeCrew’s upcoming Data Lab Spring 2025 program is an after-school initiative designed for high school students (grades 9–12) interested in exploring data science and machine learning. Hosted at CodeCrew HQ in Memphis, the program offers students the opportunity to engage with cutting-edge tools like Saturn Cloud, enabling them to analyze real-world data and develop predictive models. Through collaborative projects, participants will learn to code and apply their skills to solve practical problems, such as forecasting trends or monitoring environmental changes.

What Students Can Expect to Learn

The Data Lab program emphasizes hands-on, project-based learning. Students will:

• Gain proficiency in data analysis and machine learning techniques.
• Develop coding skills applicable to real-world scenarios.
• Collaborate with peers and industry professionals on meaningful projects.
• Explore the practical applications of data science in various fields.

This approach not only builds technical competencies but also fosters critical thinking and problem-solving abilities.

To motivate high school students to pursue further education and careers in computer science, several strategies can be effective:

• Early Exposure: Introducing students to computer science concepts during high school increases the likelihood of them majoring in the field in college.
• Real-World Applications: Demonstrating how computer science skills apply to various industries can make the subject more relatable and appealing.
• Mentorship and Role Models: Providing access to mentors and showcasing diverse role models in tech can help students envision themselves in similar roles.
• Inclusive Learning Environments: Creating supportive spaces that encourage participation from underrepresented groups can foster a sense of belonging and confidence.

By combining these elements, programs like CodeCrew’s Data Lab can play a pivotal role in guiding students toward successful futures in computer science.

Kars4Kids: What is Hour of Code? What can kids learn and accomplish in a single hour? Is it about piquing their interest for more?

Ashley Weaver: Hour of Code is a global initiative designed to introduce students to computer science in a fun and accessible way. At CodeCrew, we host it as one of our weekend exposure events—a half-day experience where kids not only get hands-on with coding but also build community with other young people who are curious about tech.

Through simple, engaging activities like creating a game or animation, students get their first taste of coding. It’s often the moment they realize, “I can do this.” Beyond the skills, it’s a chance to collaborate, build confidence, and see themselves in tech. We design these events to be welcoming and empowering, and they often serve as a launchpad for deeper engagement in our year-round programs.

Kars4Kids: CodeCrew appears to be very focused on introducing students to AI—we haven’t seen that before with other youth development programs involved with computer science and coding. That would seem to qualify CodeCrew as an “early adopter.” Cool! How are you incorporating AI in your work with students? Why the special emphasis on AI?

Ashley Weaver: We believe that AI is the future of work and our students deserve to not just use AI tools, but understand how they work, how they can be misused, and how to build ethical AI systems themselves. We introduce AI concepts in a way that’s accessible and engaging, whether it’s through a web app challenge or exploring how algorithms work. We also host workshops for professionals and community members to help them use AI responsibly. By prioritizing early and ethical exposure, we’re preparing our students to lead in a tech-driven world, not just follow.

Kars4Kids: We were struck by this phrase on the CodeCrew website: “Since our founding in 2015, we have equipped over 15,000+ students with merit-based computer science skills, focusing on excellence and helping young people succeed in the tech-driven economy.”

Can you explain what is meant by “merit-based” computer skills? How on earth are you managing to serve so many students with such amazing, rigorous learning experiences?

Ashley Weaver: By “merit-based,” we mean skills that are earned through real work and real learning, no shortcuts. Our students learn to code by building projects, debugging their own work, collaborating in teams, and applying concepts to real problems. It’s not just exposure, it’s deep learning. We manage to serve so many students because we are deeply embedded in the community, working with schools, community partners, and families to remove barriers like cost, transportation, and access to technology. We also benefit from an amazing team and a network of supporters who believe in this work.

Kars4Kids: What’s next for CodeCrew?

Ashley Weaver: We’re continuing to scale our impact across Memphis and the Mid-South Region while deepening our focus on access and innovation. That means more AI and data science programming, expanding our partnerships, training and advising efforts, and preparing for our move into our new headquarters at Northside Square, a historic school site reimagined as a hub for tech equity. We’re also investing in workforce development through our Code School and internship programs. Ultimately, we want to ensure that every student, regardless of zip code, has the opportunity to thrive in the tech-driven economy.

Madison House, an independent nonprofit at the University of Virginia, serves as a vital volunteer center, channeling the compassion of UVA students into meaningful service for Charlottesville’s children. These young volunteers dedicate their time and energy to supporting local youth, driven not by academic credit or personal gain but by a genuine desire to make a difference. Recently awarded a Kars4Kids small grant, Madison House continues to empower students to connect with the community, offering their skills and care to kids who benefit from their presence and commitment.

The heart of Madison House lies in its student-led approach, where UVA volunteers take ownership of their service, thoughtfully engaging with local youth to address community needs. From one-on-one mentorship to hands-on support, these students build meaningful connections with children, finding fulfillment in the simple act of giving back. Their work reflects a deep commitment to service, proving that small, heartfelt efforts can leave a lasting impact on young lives.

We put some questions to Madison House Senior Director of Advancement Allison D. M. Reed to learn more about this work:

Kars4Kids: Madison House is an independent nonprofit serving as a volunteer center for students at the University of Virginia. What motivates UVA students to get involved with the Charlottesville community through volunteer work? Do they receive college credits for taking part in your volunteer opportunities?

Allison Reed: Students at UVA get involved with Madison House for a variety of meaningful reasons. Many are looking to feel more connected to the Charlottesville community and engage with life beyond the university campus. Others volunteer to gain experience in their field of interest—for example, pre-health students often volunteer at the hospital to build relevant skills. Some are looking to develop abilities that aren’t typically taught in a classroom, or they want to apply personal passions and interests that go beyond their major. And, of course, many are simply driven by a genuine desire to give back.

It’s important to note that students do not receive academic credit for volunteering through Madison House. We’re an independent nonprofit that operates as a true volunteer center—our students participate because they care and want to make a difference.

Kars4Kids: Volunteers often serve to fill critical gaps in services. Where are your education and youth services volunteers needed most? Why, and in what capacity?

Allison Reed: Our Education & Youth service programs help address the pressing needs of schools, child care centers, and other youth-serving organizations in our region. Teachers, caregivers, and coaches play a vital role in helping children learn, grow, and explore. Unfortunately, these organizations are experiencing a staffing crisis that hinders their ability to effectively serve children and their families. For example, in a 2022 study, 66% of publicly-funded child care centers in Virginia reported serving fewer children and/or turning families away due to staffing problems, and nearly half reported closing classrooms. As recently as March 3, 2025, a state report found that Virginia schools continue to struggle to fill critical teaching positions, particularly for elementary, special education, and middle school instruction. Children from low-income families are disproportionately impacted by such challenges, as youth-serving organizations in low-income areas tend to experience the most severe staffing shortages.

Through Madison House Education & Youth service placements, UVA student volunteers provide tutoring, mentoring, classroom assistance, coaching, childcare, and other forms of support for area youth and their families. This volunteer service expands the capacity and reach of schools, child care centers, and youth organizations, providing extra support for an overwhelmed education system and under-resourced community partners. UVA students, in turn, gain hands-on experience to enrich their understanding of careers in education or social services.

Through partnerships with over 25 schools, child care centers, afterschool programs, and other community organizations, Madison House Education & Youth programs provide support for thousands of children from six weeks old through high school, with a special emphasis on reaching children living in poverty and children whose first language is not English.

Kars4Kids: Coordinating volunteers for education and youth programs comes with challenges, like ensuring effective placements or meeting community needs. What’s one hurdle Madison House faces, and how might the Kars4Kids grant help overcome it?

Allison Reed: Coordinating volunteer placements is like solving a giant jigsaw puzzle. We conduct needs assessments to determine when teachers require assistance during the school day and balance these needs with the university class schedules of our student tutors. Additionally, managing transportation to get students to schools throughout the community is a challenge. Fortunately, a local school system partner has begun offering bus transportation for our volunteers, ensuring they can get from UVA Grounds to schools where they’re needed most. With grant assistance from Kars4Kids, we will be able to support a graduate assistant advisor position to help oversee and streamline assessments and placements, as well as the logistics of the bus route.

Kars4Kids: Some of your volunteers are part of a walking bus project. We’re guessing these volunteers are early risers! Aside from getting up early enough to walk kids to school, what other qualifications do you require from your Walking Bus volunteers and what are their specific duties?

Allison Reed: Yes, the Walking Bus volunteers are definitely early risers—but that’s just one part of the commitment! Madison House’s Walking Bus Program places UVA student volunteers at Summit (formerly Clark) and Trailblazer (formerly Venable) Elementary Schools to walk with students to school each weekday morning. More than just morning people, these volunteers are dedicated, responsible, and committed to student safety and wellbeing.

Aside from being up and ready before sunrise, Walking Bus volunteers must be dependable and enthusiastic about working with children. They serve as consistent and friendly faces for students, helping them start their school day on a positive note. Volunteers are expected to be punctual, as the timing of the walks is crucial, and they must be able to walk in all weather conditions. Thanks to a recent grant, volunteers are now equipped with umbrellas and other cold-weather gear to help them and the students stay warm and dry on chilly mornings.

Their duties include: escorting groups of elementary students from their neighborhoods to school safely and on time; building rapport with the children, often becoming trusted mentors and role models; supporting the schools and easing the burden on teachers and administrators by helping ensure students arrive ready to learn; promoting equity in transportation, especially for students whose families don’t have the resources to provide rides to school.

The Walking Bus Program was launched in 2022 in response to a bus driver shortage that disproportionately impacted families without access to private transportation. It specifically supports students living in subsidized housing who might otherwise struggle to get to school. The program provides not only a safe and reliable route to education but also fosters community, physical activity, and a joyful start to the day—complete with the occasional Takis-eating contest at 7am!

Kars4Kids: Madison House supplies volunteers to the GEMS program, which inspires young girls in math and science. How do your volunteers contribute to sparking curiosity and empowering participants in this STEM initiative? Are your volunteers working with other programs that serve to empower girls—if so can you describe these programs and the part your volunteers play in carrying out the mission of encouraging girls to feel more comfortable in tackling new skills? Why does Madison House work with these programs? Are they popular with your volunteers?

Allison Reed: Madison House volunteers play a pivotal role in the GEMS (Girls Excited about Math and Science) program, which aims to inspire elementary school girls in the Charlottesville area to develop a passion for STEM subjects. Operating in four local schools—Agnor Elementary, Mountain View Elementary, Murray Elementary, and Woodbrook Elementary—through the Albemarle County Public Schools’ Extended Day Enrichment Program (EDEP), GEMS provides weekly, volunteer-led science lessons and interactive activities designed to spark curiosity and build confidence in young learners.​

Madison House volunteers serve in two key roles: in-person instructors and lesson planners. In-person volunteers visit schools every Friday to lead engaging, hands-on STEM lessons for groups of 10–20 girls. These sessions often feature creative activities such as building coral reef ecosystems out of play-doh or crafting paper airplanes to explore concepts like force and motion. Volunteers are encouraged to design lessons around topics they are passionate about, which helps convey genuine enthusiasm and fosters a deeper connection with the students.​

Lesson planner volunteers support the program by developing educational content and activities, even if they don’t participate in classroom sessions. This dual-structure allows volunteers to contribute in ways that align with their strengths and schedules.​

By providing early exposure to STEM subjects in a fun and supportive setting, GEMS addresses the gender gap in science and math fields. The program encourages girls to see themselves as capable scientists and mathematicians, fostering self-confidence and a lasting interest in these areas.​

GEMS is a popular program among Madison House volunteers – the opportunity to inspire young girls and make a tangible impact in their community resonates deeply with volunteers, contributing to the program’s success and sustainability.​

The only other education and youth program that directly works with young girls is ‘Girls on the Run.’

Kars4Kids: Beyond the walking bus and girl empowerment programs, your volunteer slide presentation showcases a range of opportunities within education and youth programs. Can you highlight one unique volunteer role or initiative that’s making a big difference for kids, and what sets it apart?

Allison Reed: One standout initiative at Madison House making a significant impact on children’s lives is the SPLASH program—Swimming Protects Lives and Sparks Hope. This volunteer-driven effort teaches essential swimming and water safety skills to children in the Charlottesville community, focusing particularly on those who are differently abled, non-native English speakers, have a fear of water, or face financial barriers to traditional swim lessons.​

In collaboration with the Ben Hair Just Swim for Life Foundation, SPLASH volunteers provide low- to no-cost swim lessons at local facilities like Crow Recreation Center and ACAC Fitness & Wellness Center. Volunteers actively engage in the water, coaching and assisting children to build confidence and competence in swimming. The program not only imparts a potentially life-saving skill but also fosters self-assurance and resilience in young learners.​

What sets SPLASH apart is its dual focus on safety and empowerment. By equipping children with swimming abilities, the program addresses a critical public health need while simultaneously boosting the children’s self-esteem and courage to overcome challenges. As Co-Program Director Lily Liau notes, witnessing a child conquer a fear or master a new skill, such as floating on their back or jumping into the deep end, is profoundly rewarding and underscores the program’s transformative impact.​

SPLASH exemplifies Madison House’s commitment to community engagement and student leadership, offering UVA volunteers a meaningful avenue to contribute to children’s well-being and development.

Kars4Kids: What makes your volunteer-matching model so effective in helping community youth programs thrive?

Allison Reed: Our volunteer-matching model is highly effective due to its unique student-led approach. UVA students take charge of the matching process, leveraging their understanding of both the student volunteers and the community’s needs. This self-governance fosters a sense of ownership and responsibility, ensuring that volunteers are thoughtfully paired with programs where they can make the most impact. By actively participating in the matching process, students develop leadership skills and a deeper connection to the community. This hands-on involvement not only enhances the effectiveness of the volunteer placements but also inspires a lasting commitment to service.

Kars4Kids: Can you share a story of a young person in Charlottesville whose life was touched by a program supported by Madison House volunteers? How does this success story prove the importance of Madison House and the work done by its volunteers?

Allison Reed: To protect the privacy of the children we serve, we don’t often share individual stories publicly. However, one story that has always stayed with me came from a UVA alumnus who was once a participant in the Big Brothers Big Sisters program supported by Madison House in the 1990s. Growing up in a single-parent household, he formed deep and lasting relationships with several Madison House “Big Brothers.” As each student graduated, he was introduced to a new mentor—often passed along through a close-knit group of friends. Those bonds endured well beyond childhood. In fact, he remained close with many of them into adulthood, and even lived with one of his former “Big Brothers” in San Francisco years later. Today, he lives abroad, works in education, and continues to study and write about the impacts of youth mentoring—proof of the lasting impact those early connections can have.

Another favorite memory comes from our annual June Reunions event, held in partnership with UVA Reunions. A UVA alumnus who volunteered through our education and youth track showed up with his “Little Brother” from decades ago, still connected after all that time. Stories like these remind us how powerful and enduring the relationships built through Madison House programs can be. Our volunteers aren’t just filling short-term needs—they’re making a lifelong difference.

Kars4Kids: Your programs shape not only the kids you serve but also the volunteers who mentor and tutor them. How do these experiences inspire UVA students to carry a commitment to youth and education into their futures?

Allison Reed: Our mentoring and tutoring programs profoundly impact UVA students. By volunteering with our partner organizations, students immerse themselves in the community they call home during the academic year. They work hand-in-hand with partners to address community priorities and make positive contributions. Students tell us these experiences cement a lifelong commitment to service. Seeing the kids they mentor grow and succeed fills them with joy and purpose. This journey shapes their future careers and personal growth, providing essential leadership skills and real-world experience.

Kars4Kids: Looking ahead, what’s Madison House’s vision for supporting education and youth programs through volunteer placements? How do you hope to deepen your impact and motivate volunteers to champion youth development for years to come?

Allison Reed: The pandemic had a significant impact on our ability to offer a wide range of placements in education and youth programs. Many of our community partners had to pause services, and we’ve been working to rebuild those connections and opportunities. That said, there’s a strong and growing interest among UVA students to engage with local youth and make a positive impact. Our vision moving forward is to meet that demand by expanding and deepening our partnerships, all while ensuring that the placements we offer are meaningful and responsive to the needs of the community. We’re committed to fostering long-term relationships and creating high-quality experiences that not only support youth development but also inspire our volunteers to stay engaged in service well beyond their time at UVA.

The STEM Alliance is a powerful force in reshaping STEM education, tirelessly working to provide equitable access for youth from underserved communities. By focusing on afterschool, weekend, and summer enrichment, the organization creates dynamic spaces where students can explore science, technology, engineering, and math with confidence and curiosity. Committed to unlocking universal talent, The STEM Alliance ensures that opportunity reaches those who need it most.

Through deep partnerships with schools, community organizations, and local leaders, The STEM Alliance delivers hands-on STEM experiences in welcoming environments like libraries and community centers. Starting as early as preschool and featuring diverse role models, the organization challenges cultural barriers, fostering a strong STEM identity among girls and underrepresented youth. These efforts empower students to see themselves as capable innovators, ready to shape the future.

The STEM Alliance envisions a world where STEM fields are as diverse as the communities they serve, cultivating inclusive learning spaces that inspire lifelong passion and career pathways. We hope that our modest small grant award will help to further the mission of delivering STEM programs to those who need it most. We put some questions to The STEM Alliance Chief Visionary Officer Margaret Käufer to learn more about this work.

Kars4Kids: The fact that The STEM Alliance was created to address inequities in STEM tells us that you’re working with youth who are getting a raw deal from the education system. Can we hear a bit about the young people you serve? What’s your demographic?

Margaret Käufer: At The STEM Alliance, we believe that talent is universal—but opportunity is not. The young people we serve aren’t lacking in potential; they’re often just lacking access to consistent, high-quality STEM learning much of which can be created or augmented outside of school hours. Our focus is on equity of opportunity in the afterschool hours, on weekends, and during the summer. Those times are crucial windows where enrichment happens and learning gaps can either widen or be closed.

We work with students from communities that have historically been excluded from STEM pathways, not because the school system failed them entirely, but because the system isn’t designed to provide equitable enrichment beyond the classroom. That’s where we come in. Our programs reach youth from low-income families, underrepresented communities, multilingual households—kids who are hungry to explore, build, and discover when given the chance. And we make sure they get that chance.

Kars4Kids: The STEM Alliance website cites an impressive 66% of 4th grade girls who say they like science and math, yet only 18% of all college engineering majors are female. To what do you attribute the disparity?

Margaret Käufer: We believe that the disparity between girls’ early interest in STEM and their underrepresentation in college engineering majors begins in the early years. We’re not starting young enough. A child’s sense of identity is well formed during their preschool years. To get kids interested in STEM, regardless of their gender, you need to start well before formal schooling. In fact, schools have an unintentional tendency to reinforce cultural norms around gender and who is or is not capable at doing STEM work. By starting younger, and building engaging STEM programming in the preschool years, we get ahead of those norms, increase interest in STEM, build confidence, and expand the definition of who can succeed in these disciplines. When those pieces are established, all children will persist despite outside influences in the elementary or middle school years. Along the way, we need to embed strong, diverse role models.

We also need to create enough informal, welcoming STEM spaces outside traditional classrooms where girls feel safe to explore and lead in STEM exploration. Essentially, we need to bring the learning to them in spaces like after-school programs, community centers and even houses of faith. If a child has a strong sense of belonging somewhere and they do STEM learning, their sense of positive identity in STEM will be reinforced. Cultural norms in school settings often subtly define what girls “should” be interested in, limiting their confidence to pursue STEM. Hyperlocal partnerships with trusted community leaders help us meet girls where they are, in places where they already feel seen. Ultimately, to close the gap, we must rewrite the narrative of what girls can do—starting earlier, reaching deeper, and expanding representation in every space they occupy.

Kars4Kids: Girls can sign up their Girl Scout troops for a chance to earn badges. What can you tell us about that?

Margaret Käufer: The STEM Alliance is all about partnerships. We are experts at STEM education and provide quality programming. Our partners have deep and trusted relationships with the children that they serve. By aligning our programming with the needs of our partners, we amplify impact for the children involved, and for those partners as well. For example, we have partnered with various Girl Scout troops to bring our STEM programming to their badge fulfillment program, it’s a win for everyone: quality STEM enrichment delivered at a hyper local level that also helps girls earn their badges.

Kars4Kids: How about an overview of your Girls Do series? These are workshops, right?

Margaret Käufer: Our Girls Do is a series of classes and programs designed to inspire the next generation of female-identifying STEM leaders. These programs cover all STEM disciplines—Science, Technology, Engineering, and Math—and offer hands-on, project-based learning. We emphasize using STEM skills to solve real-world problems and help others, while also showcasing the stories of women leading in various STEM fields to improve lives. For many of these programs, we partner with other groups focused on girls such as the Girl Scouts.

The U.S. faces a significant shortage of STEM-skilled workers (Bureau of Labor Statistics). Although women make up 48% of the overall workforce, they represent only 27% of STEM workers. Black workers make up 11% of the workforce but only 9% of STEM workers, and Hispanic workers account for 17% of the workforce but just 8% of STEM workers. For these reasons, Girls Do seeks to address systemic barriers and increase the representation of women in STEM.

Diverse representation in STEM is crucial for advancing innovation. STEM progress thrives when a range of perspectives contributes to the work. Women participate in STEM careers at lower rates than men at every stage: they enter STEM degree programs less often, complete them at lower rates, and remain in STEM careers at lower rates. To shift this, we need to start earlier with programs like Girls Do to bring diverse skills and perspectives into the field.

These programs are also vital for combating the higher poverty rates women face. By offering high-quality STEM enrichment to girls, we can provide them with long-term benefits: 1) A path to higher earning potential, 2) A decrease in female poverty rates, and 3) A stronger, more inclusive STEM workforce.

Kars4Kids: Talk to us about your Mosaic Innovation Camp. How did you land on the name? What are some of the activities? Do a lot of kids sign up for camp?

Margaret Käufer: We’re excited to be launching Mosaic Innovation Camp this summer with our school partner, the Mamaroneck School District! The name “Mosaic” was chosen to represent the idea of interdisciplinary, hands-on learning. Much like a mosaic art piece is made up of various unique elements coming together to form something cohesive, our camp combines diverse fields and skills to create a complete and enriching STEM learning experience for students. The goal is to give them the opportunity to see how different areas of knowledge—science, technology, engineering, and math—come together in real-world applications.

The camp offers a wide variety of engaging activities, including hands-on projects, challenges, and collaboration across different STEM disciplines. The key element of the program is the career connections. Students will have the chance to take weekly field trips that show how STEM skills are used in careers, gaining valuable insight into the pathways and opportunities available to them.

While the camp is new, we expect increased interest year over year as we focus on preparing students for future success, both academically and professionally. The Mosaic Innovation Camp is designed to spark curiosity, develop critical thinking, and foster teamwork, all while giving students the tools they need to explore and succeed in STEM fields.

You can learn more about the program and see the full list of activities on our Mosaic Innovation Camp page.

Kars4Kids: The STEM Alliance has partnered with Morgan Stanley|Tech Philanthropy on a special free program for families who can’t afford to pay out for extracurricular activities like STEM workshops. Can you describe the program for us?

Margaret Käufer: For the second summer in a row, we’re proud to partner with Morgan Stanley | Tech Philanthropy to bring students from our Co-Op Summer Enrichment program to their global offices in Times Square for a day of hands-on tech learning with their partner – ImagiCharm. The imagiCharms platform (learn more at imagilabs.com) uses wearable tech to teach kids how to code through colorful, engaging designs. It’s an ideal entry point into tech that blends creativity with real-world skills. The day will be filled with fun and creativity introducing the kids to both the basics of computer science and diverse Morgan Stanley role models who use technology in their work. Seeing how technology is corrected to future careers makes this experience especially meaningful. At the heart of our collaboration is a shared belief in advancing economic mobility through career development, especially for underrepresented groups like girls and women in tech. We’re thrilled to offer programs like this that spark curiosity, build confidence, and show kids real world application of STEM skills.

Kars4Kids: What can you tell us about your Summer Co-Op program?

Margaret Käufer: Our Summer Co-Op Enrichment program is one of the most joyful and impactful expressions of our mission at The STEM Alliance. With a 59-year history, Co-Op is a true “cooperative”—a partnership between schools, our local municipalities, and philanthropic support—working together to ensure that summer enrichment is accessible to all.

Each summer, the program serves over 250 children, with families paying on a sliding scale based on financial need. It blends summer learning with summer fun, incorporating beloved camp traditions like Color Wars, earning badges, recreational games, swim instruction and team challenges, alongside high-quality STEM activities, academic support, and social-emotional learning. It’s designed to spark curiosity, prevent summer learning loss, and give children a joyful, enriching experience that prepares them for success in the school year ahead.

Co-Op also includes a Leadership-in-Training program for 7th and 8th graders, and creates summer youth employment for 55 high school and college students, offering them meaningful work experience and professional development.

At the heart of it all is our guiding mantra: equal access to quality programs because summer matters. We believe every child deserves the chance to thrive in the summer months through learning combined with laughter, friendship, and the freedom to explore. Co-Op is where joy and growth go hand in hand.

Kars4Kids: What is “STEM-tastic?

Margaret Käufer: STEM-tastic is Westchester County’s only free, public festival of hands-on STEM learning. Designed to make STEM learning irresistible for all ages, the event is hosted by The STEM Alliance and brings together over 1,000 attendees and 45+ activity leaders from across the region—including nonprofits, student groups, and businesses—for a hands-on celebration of science, technology, engineering, and math. Held at the Westchester Children’s Museum, this dynamic event transforms STEM into an accessible, festival-style experience that sparks curiosity and showcases the diversity of STEM careers. With activities ranging from DNA extraction to drone piloting and chess strategy, STEM-tastic inspires repeat participation and supports lifelong learning in an inclusive, engaging atmosphere.

Kars4Kids: Talk to us about Tinkering Nights for Parents & Kids. What might participants encounter? Why is it important to have a STEM event that includes parents?

Margaret Käufer: Tinkering Nights for Parents & Kids is a unique hands-on STEM experience that invites families to explore science, technology, engineering, and math through open-ended challenges and creative problem-solving. Participants might encounter activities like building circuits with batteries and copper tape, experimenting with magnets, or designing structures with everyday materials and even 3D filament. What makes this event special is its focus on shared learning—parents are encouraged to tinker with their children, modeling curiosity, navigating uncertainty, and embracing the trial-and-error nature of STEM. This kind of co-learning helps shift the family mindset from passive art projects to active invention and exploration, showing that STEM is for everyone, not just the classroom. By placing tools—literally and figuratively—into kids’ hands, Tinkering Nights build confidence, creativity, and connection in STEM learning.

Kars4Kids: What’s next for The STEM Alliance?

Margaret Käufer: What’s next for The STEM Alliance? We’re charging full speed ahead with bold, equity-driven innovations that bring STEM learning to life and open doors to opportunity! First up: we’re hitting the road with our brand-new STEM Mobile, a state-funded initiative that will deliver hands-on STEM experiences directly to communities across our region—because curiosity shouldn’t be limited by geography. Next, we’re thrilled to partner with CLOTH and Children’s Village to launch a stunning 2,000+ square foot STEM lab inside The Eliza, a groundbreaking deep-affordable housing development in the Inwood neighborhood of NYC. This space will be a hub for invention, learning, and community connection. And finally, we’re launching WATT – Women Advancing Through Technology—a transformative digital inclusion program designed to help women gain next-stage tech skills and spark real career growth. At The STEM Alliance, we believe the future is bright—and it’s powered by access, innovation, and the unstoppable potential of every learner.

AOK Mentoring & Tutoring is a vital lifeline for underserved youth, providing personalized mentorship to help elementary school students succeed academically and emotionally. Inspired by a vision to uplift communities, the organization pairs children with dedicated volunteers who offer tailored guidance. AOK’s mission ensures that every student receives the support they need to thrive.

Through close collaboration with schools, parents, and community leaders, AOK Mentoring & Tutoring integrates mentorship seamlessly into students’ lives. By seeking diverse volunteers who connect culturally with the youth they serve, the organization fosters meaningful relationships that inspire confidence and aspiration. AOK’s individualized approach helps students navigate challenges and build a brighter future.

Over 21 years, AOK Mentoring & Tutoring has grown from a small idea into a cornerstone of community support, touching hundreds of lives. We hope that our modest small grant award will help to further the mission of delivering mentorship to those who need it most. We put some questions to AOK Mentoring & Tutoring Executive Director Allison Smith to learn more about this work.

Kars4Kids: AOK Mentoring & Tutoring was born from a vision to support youth in underserved communities through mentorship. What inspired the late Chaya Kaplan to start this journey, and how has that original spark guided your work?

Allison Smith: Chaya Kaplan was a powerhouse and an inspiration. I’d like to invite anyone to read about her background on her own journey and work on the AOK Mentoring & Tutoring blog. She will be truly missed, and we are honored to carry on her legacy.

Kars4Kids: The AOK Mentoring & Tutoring program offers weekly mentoring and tutoring for students in elementary school. Can you walk us through what a typical session looks like and how you tailor it to each student’s needs?

Allison Smith: While each student’s session is extremely customized to their needs and goals, based on the information that families, teachers, counselors give us, and what the mentor observes and can provide, each session always includes a few elements – a warm welcome by the mentor, a review of topics and conversations they had last time (a catch-up), the core-content time (this may be homework, subject-area review, or conversations about non-academic subjects like bullying or home life), and usually, a time for the student and mentor to freely choose an activity related to their goals, whether it be a game, flashcards, a favorite book, or something else of the student’s choosing.

Kars4Kids: Your impact page mentions serving over 300 youth and providing 5,000+ mentoring hours. What’s one story from those hours that really captures the difference AOK Mentoring & Tutoring makes in children’s lives?

Allison Smith: Sharing specific details is difficult when confidentiality is required, but we have had students who came to us at a time when their family was coping with a loss of housing, a medical crisis, a parental death, or even a case of bullying, and then got feedback that the stability of our mentors, and their constant, positive, caring attention played a vital role in keeping the student on track to success and good mental health.

Kars4Kids: Volunteer mentors are vital to the AOK program. What’s your favorite part about seeing volunteers connect with students, and how do you help those relationships thrive?

Allison Smith: Our mentors are truly experts. They are often retired and have very impressive work and scholarly credentials. So, seeing students have 1:1 access to someone who is, for example, a pediatrician, or a retired principal, or a long-serving employee of a cool government agency, it really inspires me. Our mentors have one goal: to give students a good experience at school and in life. That’s it. They want them to succeed in whatever way that means for them. So, mentors’ hearts are full of joy, empathy, and an eagerness to provide gentle guidance to support the student in the precise way that they need it.

Kars4Kids: It can be a challenge to reach students who need consistent support, especially in underserved areas. What’s been the toughest hurdle to overcome, and how do you keep pushing forward?

Allison Smith: Our biggest challenge right now is finding volunteers from diverse backgrounds. We want to bring mentors into school communities in a way that they can relate to their mentees on a cultural-social level, and we know from feedback that that is what students and school leadership want, as well. We strongly encourage folks of every kind to sign up to volunteer. Kids need to see that people who look like them can achieve great things, and that someone great believes in them and their potential.

Kars4Kids: Partnerships with parents, schools, and community leaders are important to the work of AOK Mentoring & Tutoring. How have these relationships helped you reach and support your AOK Scholars?

Allison Smith: Our school partners are the foundation of what we do. School leaders, counselors, and teachers are the front line of student success. They facilitate mentoring by connecting kids with our program, and they provide a space and time for us to do so, right there on campus, so the parent doesn’t have to coordinate, drive, schedule, anything. The parent plays a vital role, as well. They either make the recommendation, or endorse it. Community leaders see the great benefits of AOK and have given us so much support in both fundraising and helping us grow, joining our Board of Directors, our Advisory Board, or volunteering themselves!

Kars4Kis: For you or the team, what’s been the most rewarding moment of seeing AOK Mentoring & Tutoring grow from a small idea into a program impacting hundreds of kids?

Allison Smith: Seeing heads nodding and people smiling when I introduce myself as being with AOK Mentoring & Tutoring in public settings always gives me a thrill. It means, over 21 years, AOK Mentoring & Tutoring has left a tremendous impression on the community where I live. I feel proud of that.

Aspire Afterschool Learning is a beacon of opportunity for underresourced Arlington youth, offering free afterschool and summer programs that foster academic excellence and social-emotional growth. Serving students in grades 3-8, Aspire provides a nurturing environment where currently 150 children, primarily from low-income households and communities of color, receive tailored support to overcome educational barriers. Whether it’s Aspire’s afterschool program or its engaging summer camps, Aspire delivers literacy and STEM-focused lessons, hands-on projects, and mentorship that spark curiosity and build confidence. By partnering with schools and families, the organization ensures students are equipped with the skills and resilience needed to become lifelong learners, all at no cost to their families.

Kars4Kids was pleased to provide a small grant to Aspire Afterschool Learning, recognizing the exceptional caliber of their work in leveling the playing field for children facing significant challenges. We were particularly inspired by their commitment to offering high-quality programming without charging families, ensuring access for those who need it most. Aspire stood out for us because of its holistic approach that combines academic enrichment with social-emotional support to empower students in South Arlington’s Columbia Pike Corridor, where poverty rates are notably high. In this interview with Communications and Development Manager Maggie McCoy, we explore how Aspire’s innovative programs and dedicated staff are transforming lives and strengthening the community.

Kars4Kids: Aspire Afterschool Learning serves students in Arlington, Virginia, with a focus on academic enrichment and social-emotional growth. Can you tell us more about the community you serve and how Aspire addresses their specific needs?

Maggie McCoy: Right now, Aspire serves 150 students who face systemic barriers to educational opportunity. Among our students, 98% come from low-income households, 99% are students of color, 62% live in non-English speaking households, and a majority report that their parents cannot help with homework due to working multiple jobs or having education/language barriers. We have three program sites, which we’ve located near and along the Columbia Pike Corridor of South Arlington, because 12.1% of households in this corridor are at/below the federal poverty line. That’s twice the rate in Arlington as a whole. Our students are talented, smart, curious, and have families dedicated to their success. But they face many obstacles and systemic challenges that make it harder for them to access resources, which is why Aspire is committed to providing them with high-quality support.

We specifically serve historically underserved students in grades 3-8. We focus on those grades because late elementary school is critical to providing a foundation for long-term success. Students not reading well in elementary school are four times less likely to graduate high school on time, which can lead to a lifetime of lower earnings. However, reading proficiency can overcome poverty’s impact with 90% of students in poverty who read proficiently in third grade graduating on time. We also opened a middle school classroom coming out of the pandemic, because students and parents shared that they were really looking for continued support. We provide a crucial bridge and consistent community of support during that transition time.

We adjust our programming a bit every year in response to students’ needs. Last fall, 87% of students entered Aspire testing at least one grade level behind in reading and 90% tested at least one grade level behind in math. We’ve recently implemented a new literacy programming and are in the process of expanding our STEM and social-emotional programming so that we can ensure we’re providing students with the support they need the most.

Kars4Kids: How about an overview of your afterschool program? Do the kids come every day? What is Learning ROCKS?

Maggie McCoy: When we were coming up with a name for our program, we asked students, and “Learning ROCKS” is what they came up with! That pretty much sums up what we try to achieve in this program: helping students grow and fall in love with learning.

Students come to Aspire every day after school for three hours. One of our team members picks them up from the bus stop, so that their families don’t have to worry about transportation, and walks them back to Aspire. When they arrive, they receive a free, nutritional meal – we know that students can’t learn on empty stomachs – and then they have a social-emotional lesson. We call these “Mat Meetings,” and they help students build connections with their classmates and teachers, build empathy, and get them engaged. After that, they work on homework with the help of volunteers and teachers. Then, they receive a lesson on topics like literacy, STEAM, culture & current events, health, and nutrition. Before they leave, they also get free choice time to run around with their friends, play soccer, draw a picture, or sit and read.

At different times during the year, students will also work on long-term projects. These help spark students’ curiosity and offer learning opportunities in a different format than the school day. Right now, students are working on projects like designing their dream afterschool space, filming and editing a video about the effects of gentrification, and creating realistic aliens by exploring ecosystems and food webs.

Kars4Kids: Aspire’s summer camp has a yearly theme, right? Can you tell us a bit about that? We’d also love to know how you balance keeping kids engaged during the summer while preventing the “summer slide” in their education.

Maggie McCoy: Our program team chooses a new theme every year and then develops a whole new set of lessons and projects to go along with that theme. It’s a lot of work, but it makes sure that students who attend our summer camp for multiple years can still participate in new, engaging lessons without repeating anything.

Examples of past themes have included “Through the Decades,” where topics included STEM activities that explored important scientific discoveries of the past 50 years. In 2022, our theme was “Communications,” to reinforce the critical skills many students missed out on during the pandemic, such as practicing their handwriting and expressing their emotions in a healthy way. In 2023, students explored “Around the World,” which we picked to highlight the diverse cultural experiences of our students. Last year, students loved the theme of “Avatar: The Last Airbender,” chosen to build on students’ interests in the TV show. Students participated in lessons based on the different elements, such as constructing models of the solar system, building mini electric cars, and tending a Community Garden to learn about healthy eating and sustainability.

This year, I’m excited to share that our theme is “Mythical Realms.” Each week has a different theme, from intergalactic adventures to ancient mythology to legendary beasts, and will feature hands-on activities, creative projects, and engaging academic lessons.

Since our summer camp runs for a full day, we focus on activities like experiential learning and hands-on activities so that the experience feels different than the school day. We include more unstructured play, field trips, and weeks-long group projects, and focus less on one-on-one tutoring and homework help, compared to our afterschool programming. These help keep students engaged, while also making sure that they’re receiving academic support that helps them build on what they learned during the school year and prepare them for starting school again in the fall.

This approach has been really successful. Last summer, among the students who participated in all six weeks of summer camp and had testing data from the spring of 2024 and the fall of 2024, 87% maintained or improved their reading level over the summer break and 65% maintained or improved their math level over the summer break. One student shared, “Thanks for making this the best summer of my life!”

We have also gotten positive feedback from teachers and schools as students return to school better prepared for the school day. One parent shared “I also want to publicly thank you all for all that you guys did during the summer. It really proved successful according to our beginning of the year conferences, so thank you all!!!”

Kars4Kids: Aspire also has an afterschool program specific to students in middle school. How does it work? Why middle school? How are the needs of these students different than those of the younger students you serve?

Maggie McCoy: Before COVID, our program focused on 3^rd-5^th grade students. However, many of the students who had aged out of our program would keep showing up the next year, looking for a safe space and community. So we created a Middle School Buddies program, where students could have time to work on homework, get a snack, and mentor the younger students a bit. Coming out of the pandemic, we were hearing from our students, families, alumni, and broader community that students who were about to enter middle school weren’t feeling ready. They wanted additional support, so we launched a middle school program and after a successful pilot year, made it a permanent part of our program. It has been in high demand, with a waiting list for every year it’s been open, and provided support to students as they transition from elementary school to middle school, setting them up for success in high school.

In our middle school program, we focus more heavily on study and test-taking skills so that students are prepared for the academic rigor of middle school and later, high school. We’ve also been seeing increased mental health needs among our middle school students, and have been working to enhance our curriculum and programming in that area so we can fully support our students.

Kars4Kids: Your organization relies heavily on volunteers, including high school students and AmeriCorps members. How do these volunteers contribute to the mentorship aspect of Aspire’s mission, and what do they gain from the experience?

Maggie McCoy: In terms of our high school volunteers, Aspire relies on volunteers to provide personalized support to students who can benefit from highly individualized attention. Many former Aspire students who are now in high school have continued to stay involved with our program through volunteering. One of them shared, “What I like about Aspire is just how welcoming it is. It helped me grow. When you come here, you just turn into a different person. I choose to volunteer here to just help as people did for me, I try to be patient, be kind to them. I want to give back and help these little kids grow, just how they did for me in the past.” Last year, we had 72 high school volunteers who prepared and delivered food for students, assisted AmeriCorps members with daily classroom activities, and read with students to help them improve their literacy skills.

We’re also grateful for our partnership with AmeriCorps that ensures we have a low teacher-to-student ratio in each of our classrooms. These members serve in the classrooms with students every day after school and during the summer, and many also serve in the classrooms of our school partners during the day to provide additional support to students and teachers. Our members gain professional and life skills in education and serving their communities. They receive a two-week orientation, weekly professional development sessions, and monthly coaching to support them and help develop their skills.

Kars4Kids: Aspire aims to empower students to become lifelong learners. How do you instill this mindset in the kids you serve, and what role does your staff play in making that happen?

Maggie McCoy: We emphasize curiosity and resiliency as much as possible for our students to ensure that they can fall in love with learning and feel confident about pursuing their interests. Many of the historically underserved students we serve enter our program not feeling very confident in their reading and academics, and this lack of confidence spills over into their engagement in the classroom. We work to mitigate this by setting high standards, normalizing failure, and fostering curiosity alongside our reading curriculum, STEM projects, and hands-on lessons.

Our programming also cultivates and honors “student voice and choice.” Students voice their ideas, interests, and feedback, and have ample opportunities to make choices within the program. One example is the project-based learning that we do in the spring, where each class focuses on a long-term project related to their specific interests and needs and puts into action what they’ve been learning.

Another way we do this is by having our team serve as role models for this kind of learning. Our AmeriCorps team leads weekly special interest “guilds” throughout the year about a topic that they’re passionate about and want to share with the students. Popular guilds from the fall included a Gardening Guild where students tended to our Community Garden and transitioned the summer plants to an indoor garden station, an Origami Guild that helped students develop fine motor skills in a fun way while also learning about Japanese culture, and a Nature Guild where students documented the different plants they saw on their nature walks to the creek and also participated in a trash cleanup. We’ve also had a Breakdancing Guild, a Paint and Sip (Juice) Guild, a Theater Guild, a Chess Guild, a Photography Guild, and a whole lot more. These sorts of activities provide students with the opportunity to explore new interests that they might otherwise not have access to, and shows them how fun learning new things can be when they’re passionate about what they’re learning.

Kars4Kids: Maggie, as Communications and Development Manager, you’re involved in sharing Aspire’s story and building support. What drew you personally to this work, and how does your background shape your approach?

Maggie McCoy: Prior to Aspire, I had done some work as a paid tutor for upper/middle income students, as well as a volunteer tutor for historically underserved students. Seeing the differences in the resources that those two groups of students had available to them was really stark. Both groups of students were smart, curious, and interested in learning, but they didn’t have the same sources of support, and they faced different challenges in their lives outside of school. After some work in more policy and research-based settings, I was interested in doing work in the education field where I could more directly see the impact.

I was initially drawn to Aspire in part because I love reading, and I loved the idea of working at an organization with a literacy focus, and also because it’s an organization with a long history of real impact for students. Being able to see that impact and then get to share those stories with our supporters and community members is both deeply meaningful to me and a real joy. Our students will frequently come to the back office to talk to our team members, and I love hearing them talk about their days and showing me their art projects. It makes it easy to talk about all the reasons why Aspire is so important in our community when I’m hearing and seeing what a difference it makes to students every day.

Kars4Kids: What are some of Aspire’s proudest achievements in terms of student growth or community impact?

Maggie McCoy: We’re so proud of each and every one of our students, who are incredibly talented and full of so much energy and passion. Getting to hear them talk about what they’re learning in school, the projects they’re working on at Aspire, and even things like Pokémon cards and soccer players, it’s one of the highlights of my day.

As an organization, we’ve seen consistent student growth in our students every year. Last year, 67% of students improved their reading level and 90% of students were testing on or above grade level for their knowledge of high-frequency/sight words by the end of the year. 69% of students improved their math level, and we saw a 25-point increase for numbers/operations (we emphasize those skills in programming because they are crucial as students enter advanced math classes).

We also saw that 75% of elementary students said they felt comfortable raising their hands in class all/most of the time (an indicator of confidence) by the end of the year. 75% of middle schoolers reported completing homework on time, and 74% reported studying hard all/most of the time, which was a 47-point increase compared to the start of the year.

We’re also proud to be a strong resource for the community. We provide 1:1 and group parent programming on topics like healthy eating on a budget, how to keep your kids safe online, and reading a report card. Many of our families come to Aspire as their first point of contact, and our Parent and Community Engagement Coordinator is able to connect them to additional resources. We’ve actually had so much demand for this type of programming that we’re currently working to transition this role into a full-time, permanent staff position.

Kars4Kids: Aspire partners with schools and families to support students holistically. Can you give an example of how this collaboration has made a difference for a specific child or family?

Maggie McCoy: So many of our students make incredible progress while at Aspire, and one example is a student who attended our summer camp last year. She attended summer school during the day, then came to Aspire in the afternoon.

Marta, a rising fourth-grade student from our 2024 summer camp, was thrilled to learn more about the different elements and have fun with her friends while school was on break. One afternoon in the summer, she was in the Arts and Crafts room with an AmeriCorps member. As they made bracelets and sketched, she talked about her summer school classes in the public schools and how much she enjoyed having time to play and participate in Mat Meetings at Aspire.

By making our lessons hands-on and incorporating some free choice time into the day, Aspire instilled a love of learning into Marta. Our team combined play and learning in the right amounts to bring her joy and to teach her important skills such as reading, math, and social-emotional strategies. By being that “fun” learning space for students, we ensure that Aspire is a place where they feel safe and able to try new things. We’re able to build on what students learn in school and then engage them in hands-on lessons that keep them learning even after a full day of school or a half day of summer school.

We also saw that impact when she started school again in the fall, with a stronger background in reading and math. In fact, her parents even sent us a message to let us know that during their beginning of year conference with the school, her teacher commented on how much better she was doing!

We’ve also recently deepened our partnership with schools by opening afterschool program sites directly at Title I schools. This partnership allows us to work even more closely with teachers and school staff to ensure that we’re aligning our curriculum with what students are learning during the day, and having regular discussions about individual student needs. Last year, a student at one of these sites saw not only academic growth, but a growth in his confidence as well. He walked into his classroom one day and took tiny, shuffling steps to inch his way toward his seat. “This is how I feel at school,” he explained. He felt frustrated by the things he didn’t know and was struggling to catch up to his peers. Then, he took a bigger step: “This is how I feel at Aspire.” An even bigger step: “This is how I’ll feel in high school.” A huge step: “This is how I’ll feel in college!”

Kars4Kids: What’s next for Aspire Afterschool Learning?

Maggie McCoy: Right now, we’re in the last few months of our current three-year strategic plan (July 2022 – June 2025). We’re proud to say that we’ve met all of the goals laid out in that plan, including doubling the number of students served, keeping our programs at no cost to families, and growing our programmatic partnerships.

Our new plan is still being developed in partnership with our students, families, alumni, key programmatic partners, team, and board, but I can share a few goals that we intend to incorporate. One of the major areas that we’ll be focusing on is enhancing our curriculum. Students are entering Aspire further behind previous cohorts and with increased challenges. As such, we are working to expand and enhance our mental health and STEM programming, as well as refining our Literacy Curriculum and recruiting more volunteers to provide students with individualized support. For instance, we are working to partner with another nonprofit and bring in a therapist who could work with students and expand Aspire’s social-emotional learning curriculum.

Additionally, as I shared earlier, we have also seen increased demand from parents for programming. Currently, Aspire provides 1:1 and group programming for parents, led by our bilingual Parent Coordinator, an AmeriCorps member who is the parent of an Aspire alum herself. Many parents share that they come to Aspire as a first point of contact for issues like getting children tested for learning challenges, reading report cards, and connecting them with additional community resources. To meet these needs, we are working to transition this role into a full-time staff position.

I’m also excited to share that this summer, Aspire will be opening a new STEM Makerspace for students. This will be the only no-cost Makerspace aimed at 3rd-8th grade students here in Arlington, and it’s going to allow us to bring in more partners, expose students to STEM-related academic and career pathways, and have more flexible space for various functions – science labs, coding classes, robotics demonstrations, and more.

Aspire has grown rapidly in the past three years by doubling the number of students we serve and we’ve seen impressive growth in our students. Going forward and building on the current needs of our community, we want to make sure that we’re providing all of these students with the robust support they need to meet the increased challenges they’re facing in their academics and social-emotional/mental health.

Winn Reading, a remarkable initiative founded by Kay Limbach in 2021, is dedicated to transforming the reading experience for K-3rd grade students in Cincinnati. Recently awarded a modest small grant from Kars4Kids, the organization aims to provide personalized literacy mentoring to young learners, particularly those from underserved communities. The mission of Winn Reading is clear: to cultivate confident, enthusiastic readers who can thrive in their educational journey.

Through the dedication of volunteers, who serve as literacy mentors, Winn Reading pairs one-on-one literacy mentors with students to offer tailored instruction during the school day. By fostering meaningful relationships and utilizing a structured, multisensory approach to learning, the program addresses the critical challenges faced during the pandemic and ensures that no child is left behind. As the organization gears up to expand its reach and impact, its commitment to nurturing a love for reading and building essential skills remains unwavering.

We put some questions to Winn Reading Founder and President Kay Limbach to learn more about this work:

Kars4Kids: Winn Reading was founded in the fall of 2021. What motivated you to launch your initiative at that time and what specifically did you set out to accomplish?

Kay Limbach: I had a desire to help students in K-3rd grade become more confident with reading skills. I wanted students to receive help during the school day by volunteer literacy mentors. These mentors would form a relationship with the students by showing up weekly for a tutoring session. The pandemic caused students to become even more behind in reading. I chose the K-3rd grade age range because these are the years students learn to read. Once students enter 4th grade they should be reading to learn.

Kars4Kids: Tell us a bit about the kids you serve. In terms of demographics, are they from a specific sector? What are their ages? Why do they need what you offer at Winn Reading?

Kay Limbach: At Winn Reading, we serve students in Kindergarten through 3rd grade, primarily from Cincinnati public schools. Many of the children we work with come from underserved communities and may face challenges such as limited access to individualized academic support or language barriers.

These early elementary years are critical for developing strong literacy skills, and our program is designed to meet students where they are with one-on-one, personalized instruction. Beyond building reading proficiency, we also focus on motivating kids to enjoy reading; helping them discover that books can be fun, empowering, and a gateway to new ideas and confidence.

Kars4Kids: Are your tutors volunteers? How many tutors do you have at present? Are some of them tutoring more than one child, or are the numbers of tutors and students about the same?

Kay Limbach: Our tutors are dedicated volunteers from a range of backgrounds—including retired educators, college students, and community members who are passionate about literacy. Currently, we have 33 active tutors who work with an average of 55 students each week. While we strive to maintain consistent one-to-one pairings, most tutors do work with more than one child each week to help meet the demand. Each tutor meets with their students once a week, providing regular, personalized instruction that helps build both skills and trust over time.

Kars4Kids: Do your tutors undergo any sort of training? How do you prepare them for working with the kids?

Kay Limbach: Yes, all of our tutors receive training to ensure they feel confident and prepared to work with students. Before they begin tutoring, volunteers participate in an orientation that covers our approach to literacy, the structure of sessions, and best practices for working with young readers, especially those who may be struggling or need extra encouragement.

Our phonics-based trainings are inspired by the Orton-Gillingham method, which is a structured, multisensory approach proven to be effective for early readers and students with learning differences. In addition to the initial training, we offer ongoing support throughout the year, including staff check-ins, resource sharing, and optional workshops on specific instructional strategies.

While we provide many of the core materials used in tutoring sessions, our tutors often incorporate resources shared by the child’s classroom teacher as well. This collaboration helps reinforce what students are learning at school and ensures greater consistency and support across their learning environments.

Kars4Kids: How does the tutoring work? How often do your tutors meet with the students and for how long? Do they meet inside the classroom? After school? How much do parents pay for your services?

Kay Limbach: Our tutoring program is designed to provide personalized, one-on-one support to help students build their reading skills. Tutors meet with students once a week for approximately 20-45 minutes, depending on the child’s age and attention level. The shorter sessions are generally for younger children, while older students may benefit from the longer sessions.

Tutoring takes place during the school day, but outside of the physical classroom, typically in a communal workspace or cafeteria. This allows students to receive focused, individualized attention without the distractions of a regular classroom environment.

The best part is that our services are completely free of charge. We believe every child deserves the opportunity to succeed in reading, regardless of their family’s financial situation, and are proud to offer this support at no cost to parents or guardians.

Kars4Kids: How are the children you tutor referred to you? Do their parents sign them up? A teacher?

Kay Limbach: Children are referred to our program through a collaborative effort with classroom teachers. We’re put in touch with teachers through key contacts within the school, who help connect us with students in need of additional reading support. The teacher then identifies which students would most benefit from our services, based on their individual needs and reading levels.

Once the teacher has made the recommendation, we work closely with the school to ensure the child receives the right support and is paired with a tutor who can help them succeed.

Kars4Kids: Winn Reading offers storytime events. Can you tell us a bit about this program? Is there a fee to attend?

Kay Limbach: Winn Reading offers monthly storytime events that are open to the community and completely free of charge. These events are held at a local business, The Potted Palm, providing a cozy, welcoming environment for children and families. Each month, we read 2-3 age-appropriate and seasonally relevant books that engage children with exciting stories and vibrant illustrations.

At the end of each session, we host a craft activity related to the books we’ve read, allowing kids to explore their creativity and connect more deeply with the stories. It’s a fun and interactive way to encourage a love of reading and give children a positive, hands-on experience with books.

Kars4Kids: Tell us about Cincy Reads.

Kay Limbach: Cincy Reads is a city-wide celebration of literacy, hosted in partnership with the Ohio governor’s Imagination Library and the Cincinnati & Hamilton County Public Library. At Winn Reading, we proudly participate in Cincy Reads as part of our shared mission to foster a love of reading and support early literacy development across our community.

The initiative brings together families, educators, and community organizations for a variety of literacy-focused events, including book giveaways, storytelling sessions, author visits, and volunteer engagement opportunities. It’s a vibrant, collaborative effort to ensure that every child, regardless of background, has access to books and the support they need to become confident readers.

By participating in Cincy Reads, we’re able to connect with more families, raise awareness about the importance of early literacy, and deepen our impact in partnership with others who care deeply about reading and equity.

Kars4Kids: Would you share a success story with us?

Kay Limbach: Of course, I have a success story from one of our literacy mentors. She works with first grades in a Title 1 school. She was working with a student who is learning to speak English as a second language, and is also learning to read in English. Her native language is Spanish and her family speaks Spanish at home. During their tutoring sessions, this student has fun practicing skills, learning words, and playing reading games. The literacy mentor gave her a book to read at home with her family as well as flashcards. The next tutoring session the student was bubbling over with excitement because she read the book to her mama and they were learning to read the English words together. Our literacy mentors never know how far their work will reach.

Kars4Kids: What’s next for Winn Reading?

Kay Limbach: Looking ahead, Winn Reading is excited to expand our impact by partnering with additional schools in the upcoming year. Our goal is to reach more students who can benefit from our one-on-one tutoring, helping them build strong literacy skills and a lifelong love of reading. By growing our program into new schools, we can support even more children, particularly those who need individualized attention to succeed in reading.

In addition to our school-year tutoring, we continue to offer a summer tutoring program. This initiative will provide continued support during the summer months, ensuring that students don’t lose progress over the break and stay engaged with their reading skills. The summer program will offer flexible, individualized sessions to help students maintain and even accelerate their literacy development, setting them up for success when they return to school in the fall.

We’re excited about these new steps and the opportunity to serve more children in our community, helping them reach their full potential.

College Tribe is a Washington DC-based nonprofit dedicated to shaping the lives of 3rd to 8th grade black children by fostering their character, scholarship, and social competence. Founded in 2007, the organization offers a range of free programs designed to ignite a passion for learning and open doors to future educational opportunities. From mentoring to after-school STREAM (Science, Technology, Reading, Engineering, Arts, and Math) initiatives and an engaging summer camp, College Tribe provides a supportive environment where young boys—and soon girls—can thrive academically and personally, all while being guided by dedicated mentors who model positive manhood and community involvement.

At Kars4Kids, we were proud to award a small grant to College Tribe to support their impactful work with youth. We chose to partner with them because their programs stand out for their exceptional quality and their focus on serving black youth, a group often underserved in educational enrichment opportunities. What particularly impressed us was not only the caliber of their offerings—blending academic rigor with creative and social development—but also their commitment to providing these transformative experiences at no cost to families, ensuring accessibility for all who need it.

Through mentoring, College Tribe builds foundational relationships that inspire growth, while their STREAM programs equip students with skills in science, technology, and the arts, preparing them for a dynamic future. Their summer camp balances learning with fun, ensuring kids stay engaged even during the break. This holistic approach, rooted in nearly two decades of experience, has yielded inspiring success stories and continues to evolve to meet the needs of the community, making College Tribe a beacon of hope and opportunity for Washington DC’s youth.

We put some questions to College Tribe Executive Director Scott M. Perry to learn more about this work:

Kars4Kids: What is the mission of College Tribe? What is the ultimate goal of all you do?

Scott Perry: College Tribe’s mission is to cultivate the character, scholarship and social competence of 3rd to 8th grade children living in Washington DC. Our ultimate goal is get children excited about learning and expose them to future educational opportunities.

Kars4Kids: You have three main programs. Mentoring, after-school STREAM, and a STREAM summer camp. Would you say mentoring is at the heart of everything you do?

Scott Perry:  Definitely. College Tribe was founded in 2007 as a mentoring organization for Black boys and we continue to utilize mentoring as a foundation for all our programs. Our staff are intentional in modeling behavior that provide proper guidance to all of our participants.

Kars4Kids: Tell us about your mentors. How many mentors do you have? What qualities do they have and why is this important? Are some mentoring more than one child?

Scott Perry: Our mentoring program is for Black boys in the 3^rd-8^th grades and we meet twice a month. There are six Black, male mentors who work with the boys and they have careers in education, information technology, landscaping, and social services. Their educational backgrounds include vocational certifications, military, and 4-year degrees. All the mentors are passionate about pouring positive values into the boys and serving as examples of what manhood should look like. Most of the mentors are fathers and want to continue developing children. College Tribe utilizes a group mentoring model where mentors are assigned to a group of 3-5 boys to work with.

Kars4Kids: Can you give us an overview of your after-school STREAM program? What does the “R” stand for? Why did you add it to “STEAM?”

Scott Perry: Our After-school STREAM (Science, Technology, Reading, Engineering, Arts, and Math) program operates in three DC public schools and two DC public charter schools and classes take place 3 days a week, 2 hours a day at each site. Classes include photography, videography, graphic design, coding, robotics, VR creation, electrical engineering, biomedical engineering, and English language arts. For many years, College Tribe offered an evening book club to our participants and in 2022 the club was transformed into the reading component of our after-school program.

Kars4Kids: Your program evolved from STEM to STREAM. What prompted the change? What did you hope to achieve and are you meeting your goals?

Scott Perry: In 2016, College Tribe expanded STEM courses to include arts education and transitioned from STEM to STEAM curricula. This addition was in response to our boys’ expressed interest, and the board recognizing that by adding the arts we would create the opportunity for greater introspection by the boys. In 2022, our evening book club was changed and added to the STEAM course offering and changed to STREAM. STREAM provides students with a more holistic view of the world and helps students to see how their studies in one subject can be applied in another.  The wonders of a science project can easily translate to the creativity of an arts assignment.

Kars4Kids: The third program you offer is your STREAM summer camp. Tell us about that, if you will. How do the kids feel about attending a summer camp with a focus on learning? What do you offer kids who just want to have fun during summer break?

Scott Perry: Our 6-week summer camp includes some of the courses taught during the school year and allows plenty of opportunity for fun and recreation. The STEM and arts courses are held 3 days a week in the morning, and the afternoons are set aside for book club, financial literacy, math tutorials, arts and crafts, and recreation. Field trips take place two days a week and include water parks, museums, playgrounds, and local amusement parks. Campers also have an opportunity to put on talent show and compete in a spelling bee.

Kars4Kids: How old is College Tribe? Long enough to see results? We’d love to hear one or two success stories.

Scott Perry: College Tribe was founded in 2007 and numerous positive results have taken place over the years. A recent success has to do with one of our junior mentors. Teddy, a 9^th grade high schooler, recently returned to College Tribe as a junior mentor working with the elementary school boys. Teddy is a former College Tribe mentee and was enrolled in the program from the 3^rd-6^th grades. Teddy stated that he had great experience interacting with the mentors and wanted to help create similar experiences for others. Teddy is a committed supporter of the program and actively participates as a role model at every session.

Kars4Kids: What does it cost for kids to enroll in your programs? Are there scholarships available?

Scott Perry: All College Tribe programming is free.

Kars4Kids: What’s next for College Tribe?

Scott Perry: In December 2024, we piloted a financial literacy workshop at one of our partner schools and it has been hugely popular with the students. We are looking to expand the workshop for 2025-2026 school year to at least two additional partner schools. Also, in late 2025, College Tribe will pilot a mentoring program for girls in the 3^rd-8^th grades. This has been requested by several parents and school staff.

Educate. Radiate. Elevate. (E.R.E.) is a vibrant nonprofit organization that passionately champions the educational futures of underserved youth. With a heartfelt commitment to helping students in grades 6-12 across Illinois and Texas, E.R.E. serves as a lifeline for those who need it most. Their approach isn’t just about hitting the books; it’s about igniting curiosity, nurturing confidence, and empowering young minds with the skills they need to navigate life’s challenges. Through personalized, no-cost tutoring led by dedicated tutors, E.R.E. transforms lives, ensuring every student feels seen, supported, and ready to soar.

Kars4Kids proudly provided a small grant to Educate. Radiate. Elevate. because of its outstanding commitment to serving underresourced children. The organization appeals to us not only for the caliber of its tutoring services but also for their decision to offer such vital resources free of charge. E.R.E. stands out as a beacon of hope for students who need the most support, making a significant impact on their educational journeys and contributing positively to their communities.

We put some questions to Educate. Radiate. Elevate. Founder and President Lindsey Wander to learn more about this work:

Kars4Kids: Tell us something about the kids you serve. What are their ages? Can you talk about your demographic?

Lindsey Wander: We provide no-cost tutoring to students in grades 6-12 who reside in IL or TX and receive free or reduced lunch at school.

Kars4Kids: You are the founder of Educate. Radiate. Elevate. What inspired you to create this nonprofit and why did you decide to offer your program free of charge?

Lindsey Wander: The pandemic highlighted the ongoing inequities that have existed in America for decades. Low-income students are among the hardest hit, resulting in long-term economic costs for local and national communities. I founded Educate. Radiate. Elevate. in response to pandemic school closures to help strengthen the educational achievement of underserved students by providing them with high-quality instruction from experienced tutors who will assist them with academics and test prep as well as essential learning and life skills. The mission of E.R.E. is to minimize the disproportionate learning losses for low-income students and to provide economic, social, and emotional stability for the youth served, their families, and their community. We do this by focusing on academics, social-emotional learning, and soft skills.

Kars4Kids: Your website speaks of “high-quality” tutoring. Can you talk about that? What is it that differentiates high-quality tutoring from plain old regular tutoring?

Lindsey Wander: Our high-quality tutoring involves professional and paid tutors with training and experience in teaching metacognition, executive functions, and interpersonal skills, as well as in culturally responsive and trauma-informed teaching. It also provides students with one-on-one tutoring with the tutor of their choice for the entire term, at days and times that are convenient for them, and geared towards addressing their individual needs (which includes personalized support for students with learning difficulties). The aim of our high-quality tutoring is to improve grades and scores, as well as motivation, confidence, independence, and mastery of underlying learning and life skills for long-term success.

Kars4Kids: What can you tell us about your culturally responsive and trauma-informed teaching course on Udemy?

Lindsey Wander: I worked with several professionals in the field to create our Culturally Responsive and Trauma-Informed Teaching course because there is nothing like it available to the public. Most similar courses talk about these concepts in theory but do not give practical strategies for how to actually implement these practices with students. The goal of this course, which is now available on Udemy, is to help create equitable and engaging learning environments for student success. These are simply good teaching practices that all educators should follow. Specifically, participants will learn:

• Cultural Competence: Develop an understanding of diverse cultural backgrounds to create inclusive learning environments.
• Trauma Sensitivity: Equip educators with the tools to recognize and respond to trauma-related challenges among students.
• Pedagogical Adaptations: Learn strategies for adapting teaching methods for various learning styles, cultural perspectives, and trauma-informed practices.
• Empathy and Connection: Cultivate empathetic teaching approaches to foster positive relationships with students and create a supportive classroom community.

Kars4Kids: How many tutors do you currently have and how many students? Do you pay your tutors? What sort of subjects do they cover with the kids? Are these strictly tutor-student relationships?

Lindsey Wander: We currently have 27 trained and onboarded tutors. To maintain the high-quality of our program, many of our tutors are paid, though many generously choose to volunteer without pay. Each tutor is able to teach multiple subjects and grade levels, making them more of “learning coaches” for their students. Before the term starts, the students and their parents tell us what subjects and tests they would like assistance with, and we provide options for tutors who can cover all of their needs. Our tutors are also trained in how to intertwine lessons in metacognition, executive functions, and interpersonal skills into their sessions – so that their students learn the soft skills for long-term success in the classroom and beyond. To date, we have provided a full 4-month term of tutoring to 61 students.

Kars4Kids: What about parental engagement? Is that a factor in what you do? Can you talk about this a bit?

Lindsey Wander: Our parents are involved throughout the term, providing insightful guidance about their child, helpful feedback about the tutoring sessions, and a summary of their experience. The information the parents provide allows us to tailor the sessions to their children and constantly improve the program to best fit their needs. We also invite the parents to be involved in other ways, such as attending our monthly Lifelong Learning workshops and joining our advisory committee.

Kars4Kids: Aside from learning the three r’s, what do students gain from participating in your programs?

Lindsey Wander: Our professional tutors focus on assisting the students with academics, enrichment, and test prep while also teaching them the underlying learning and life skills that will allow students to excel in all classes, in college, in their careers, and beyond. These include essential “soft skills” such as planning, prioritizing, creative problem-solving, innovation, advocacy, leadership, and emotional intelligence.

Specifically, our tutoring program focuses on helping students achieve gains in three domains that impact their likelihood of academic and life success:

• Academic Gains
  • Motivation and engagement in learning
  • Schoolwork completion and understanding
  • Increased grades and scores
• Social-Emotional Gains
  • Self-reflection, self-esteem, and confidence
  • Self-control, self-reliance, and adaptability
  • Communication, advocacy, and leadership
• Soft Skills Gains
  • Metacognition (i.e. learning HOW to best learn)
  • Executive functions (i.e. skills to manage daily life)
  • Interpersonal skills (i.e. personal attributes for success)

Kars4Kids: How do you measure progress and impact? What have you seen through the years?

Lindsey Wander: Pre-assessments are given to students and their parents/guardians to assess the students’ soft skills. These are online, age-appropriate, available in Spanish and English, are concise and easy to understand. Additionally, all students complete adaptive, standards-aligned online assessments to determine their current levels of mastery in the core subjects of Math, Language Arts, and Reading.

Throughout the program, tutors regularly provide the students and their parents/guardians with feedback regarding the student’s progress.

Upon completion of each term of their program, online post-assessments are given to the students and their parents/guardians to assess the student’s growth in soft skills. Additionally, all students complete an online post-assessment to measure their growth in math, language arts, and reading. The families also complete an exit survey to qualify the improvements they witnessed and their satisfaction with the program.

Approximately six months after the completion of the program, the students and their parents/guardians complete a review to assess how the students have been progressing. At this time, we connect them with additional resources as needed.

The positive impact of our program is clear. In just 4 months of tutoring, our students improve in their core subjects up to an average equivalent to 9.1 months of schooling, with some students improving up to the equivalent of 5.8 years. They also demonstrate measured improvements in soft skills, such as self-esteem, interpersonal relations, and emotional control, as well as decreases in negative behaviors, such as internalizing problems, somatization, and stress. Our students and their parents report growth beyond the data.

One student stated, “Some of the major accomplishments achieved as a result of tutoring are finishing and submitting my college applications and landing a fall internship with a tech company. [My tutor] has been so supportive and kind and has definitely helped improve my self-confidence and problem-solving skills. I have learned to reach out to the teacher if I have questions, use acronyms to memorize formulas for solving problems, and continue practicing what I’m struggling with.”

A parent stated, “[My son] is improving in all areas of school and his day-to-day life. He is able to read his sisters bedtime stories with little to no help. He is also able to initiate his schoolwork without awaiting assistance from peers/teachers. [My son] takes all opportunities to utilize his growing vocabulary and ability to read. His grades are improving vastly and he is able to navigate daily responsibilities on his own.”

Kars4Kids: Can you share a success story?

Lindsey Wander: We have so many! This 2-page Testimonials (Written & Videos) includes some of our favorites.

One of our 10th graders stated “I started with a 45% on my first PSAT and by the end of the program, I increased my score to 87%. Tutoring has made me more confident. The strategies I was taught will stay with me.” And one of our 12th graders stated, “Over the last few months in E.R.E.’s tutoring program, I’ve achieved some significant milestones. Academically, I’ve seen consistent improvements in my grades and improved study habits. Tutoring has also played a vital role in boosting my confidence and allowing me to actively engage in class discussions and presentations without hesitations. Beyond academics, I’ve developed valuable life skills such as problem-solving, communication, and organization, which have positively impacted my overall quality of life. I am confident the skills taught by E.R.E. and [my tutor] will continue to help me throughout my journey in university and life.”

Kars4Kids: What’s next for Educate. Radiate. Elevate.?

Lindsey Wander: In 2025, we aim to increase the number of students enrolled in our 4-month tutoring program to at least 21 students. Over the next 5 years, we plan to increase the number of students we serve to at least 85 per year. This growth is completely reliant upon funding received through donations and grants.

Some of our long-term goals include:

• 2026: Add the option for in-person tutoring in IL & TX for students in grades 6-12 and work with at least 35 students
• 2027: Add grades K-5 (with in-person as an option)
• 2028: Expand to a third state for grades 6-12 online
• 2029: Add the option for in-person tutoring for grades 6-12 in the 3rd state
• 2030: Add grades K-5 in the third state (with in-person as an option)

Folsom Cordova Community Partnership is a beacon of hope and support for families and youth, serving a vibrant and diverse community from pre-birth through the senior years. With a focus on empowerment, they offer a variety of programs tailored to meet the unique needs of families, helping to build strong connections and promote well-being throughout the life journey. Their innovative approach includes resources that strengthen family bonds, enhance parenting skills, and provide youth with the tools they need to succeed, all while fostering a sense of belonging and cultural appreciation.

Kars4Kids is delighted to support Folsom Cordova Community Partnership with a small grant as a testament to their incredible impact on the lives they touch. By championing initiatives that nurture resilience and growth, such as parenting workshops and youth mentorship programs, they’re paving the way for brighter futures. We’re eager to stand alongside such a passionate organization that is transforming challenges into opportunities for families and youth in the community!

We put some questions to Folsom Cordova Community Partnership Resource Development Director Elayne Holder to learn more about this work:

Kars4Kids: What can you tell us about the community you serve? What’s your demographic?

Elayne Holder: We serve families pre-birth to age 99 in our community. This is a diverse group of people speaking many languages and celebrating a wide variety of traditions and customs.

Kars4Kids: Your Family Resource Center is part of the Birth & Beyond Family Resource Center network. Can you explain what this is, and why Folsom Cordova Community Partnership wanted to be a part of this network?

Elayne Holder: Folsom Cordova Community Partnership joined the Birth & Beyond Family Resource Center Network because the concept was built on collaboration from the start. The Family Resource Center network model was established over 25 years ago with the creation of Birth & Beyond. Resource Centers were strategically placed in areas with the highest rates of child abuse, neglect, and child deaths at the time. Since then, the collaborative has worked to provide tailored support for local families, aiming to reduce child abuse and neglect, strengthen community connections, and offer consistent services that promote child development and family well-being.

Kars4Kids: Would you give us an overview of Make Parenting a Pleasure? It sounds really different from any other parenting programs we’ve heard about! Why did Folsom Cordova feel it important to offer this program?

Elayne Holder: Make Parenting a Pleasure parenting program equips families with essential skills to foster healthy relationships and child development. Parents learn effective strategies for stress management, positive discipline, and communication while gaining insights into child development. The curriculum of Make Parenting a Pleasure, is designed for expectant families and parents of children ages 0-17.

Each session includes best-practice approaches to self-care, stress management, and discipline, with pre- and post-assessments to measure progress. Participants also complete home practice assignments to reinforce learning. Our staff are certified facilitators, trained by the Child Abuse Prevention Center, and the curriculum is approved by the Department of Child, Family, and Adult Services (DCFAS).

Additionally, this program is approved for Sacramento Court-Mandated Parent Education, ensuring accessibility to families who require structured parenting support.

Kars4Kids: What is PlayCare? Is this for children parents attending your workshops? Is it similar to a babysitting service, or is there a wider purpose to this offering?

Elayne Holder: Our PlayCare is available for the children of parents who are attending our Parenting Classes, workshop, celebrations and classes. In addition to the traditional play provided during this time we also focus on exploration with music. Dance, sing and play instruments builds creativity and helps with math skills.

Kars4Kids: Would you give us an overview of your Out of School Youth Program?

Elayne Holder: Out of School Youth supports youth with high barriers to employment which includes low income, foster youth, unhoused or involved in the criminal justice system, drop out or other barriers to employment. Students must not be enrolled in school in order to participate in the program. We provide case management support which includes job readiness workshops, financial literacy and leadership training. Students receive a $100 stipend for completing workshops. We offer paid internships – called WEX – in which we partner with businesses to act as a host site for youth to receive on the job training while we pay them as staff of our agency. We provide resources and referrals for the other service as well as some supportive services are available as needed.

Kars4Kids: What is S.T.E.P.?

Elayne Holder: Student Training and Employment Program supports youth ages 16 through 21 who are in school and have a disability. They must have an IEP or a 504 plan and maintain enrollment in an educational program. (If youth are not currently enrolled, they can enroll in S.T.E.P and we can assist them in enrolling into school). We provide similar supports as resources as for our Out of School Youth program.

Kars4Kids: Talk to us about Youth Rise. This program seems to be focused on social emotional development. Is that right? How does it work?

Elayne Holder: Youth Rise Summer camp is a 9-session (3 weeks) day camp for connecting youth to social emotional learning, mentorship and job readiness. We partner with local agencies to teach life skills, like financial literacy, mental health care / self-care and healthy relationships. We also provide job readiness workshops to support with transitioning youth into adulthood. Youth enroll for the program and attend camp where they build relationships with each other, play games and engage in meaningful education. We try to provide lunch for them if possible, as well as snacks and drinks.

Kars4Kids: What can you tell us about JobEx for Youth? Why is this of particular importance to the youth of your community?

Elayne Holder: JobEx for Youth provides job readiness support for the youth in Rancho Cordova. In collaboration with community partners and local high schools, we provide extended services for job readiness, access to jobs and career pathways, events and poo-up style workshops and more. We teach kids how to build resumes and cover letters, as well as job search safely and efficiently. We also share information about career growth, offer career assessments, goal setting, and connection to employers, colleges and Career Specialists to support with transitional age youth – 16 to 24.

Kars4Kids: What’s next for Folsom Cordova Community Partnership?

Elayne Holder: We continue to build our events and programs. One of our new programs is Job Readiness Academy, a 9-week program for unemployed people who face many other barriers (housing, transportation, legal, food insecurities). Skills such as resume building, job seeking and interviewing are matched with life skills that prepare our clients for success.

Our largest event, Juneteenth, is coming up in June. More than 600 people attend this celebration.

Southwest Kids Cancer Foundation (SWKCF) has been making a profound impact in the lives of pediatric cancer survivors and their families in Arizona, Nevada, and New Mexico for over 40 years. Through their flagship programs, Arizona Camp Sunrise and Camp Sidekicks, SWKCF offers a unique combination of recreational and therapeutic activities designed to promote physical, emotional, and psychological well-being among children with cancer and their siblings. From the kids’ standpoint, of course, the most important thing camp offers them is fun. Not to mention, a break from spending time in hospitals.

We recently had the pleasure of supporting SWKCF with a small grant, which we awarded in recognition of their tireless efforts to provide a safe and supportive environment for children to heal and thrive after a cancer diagnosis. In our subsequent Q & A with Ashley Larson, Board Vice Chair and Fundraising Committee Chair of SWKCF, we were struck by the organization’s dedication to providing comprehensive support to pediatric cancer families not only over the summer, but throughout the year. From their medically supervised summer camps to their outreach programs and advocacy efforts, SWKCF is truly making a difference in the lives of children and families affected by cancer.

We are excited to share Ashley’s insights into the organization’s work and learn more about their plans for growth and expansion in the coming years:

Kars4Kids: We last interviewed you in 2021, so it stands to reason that we start with what’s new at SWKCF. You have a new logo! What inspired the change? Great design, by the way.

Ashley Larson: We launched our new logo in an effort to represent the strength and hope of cancer survivors and their siblings by incorporating elements like a sunrise that is symbolic of healing and resilience. Previously, we had a logo for the foundation and a logo for the camp itself that was developed decades ago. We wanted one logo to represent the unity of both parts of what we offer to the families that utilize our programs and services. While we have the camp as our flagship program, we have also put a large effort into offering year round programs to continue supporting children and their families outside of the summer camp season. The blending of the two logos reflects the sunrise of resilience, the mountains of strength and both names for brand recognition!

Kars4Kids: Arizona Camp Sunrise is one of your two signature programs. The camp is for cancer “survivors and warriors.” It’s easy to understand the “warriors” part—kids battling cancer need a safe place where they can have fun and be with others like themselves. Their families no doubt benefit from the time off from caring for their sick child while camp is in session. But why do cancer survivors need a special camp? If they’ve survived cancer, why wouldn’t they go to just any regular summer camp?

Ashley Larson: Cancer survivors, even though they’ve beaten the illness, often carry emotional and psychological scars that aren’t as visible as physical ones. After facing something as intense and isolating as cancer treatment, they can feel disconnected from peers who haven’t gone through similar experiences. They might struggle with things like body image issues, anxiety, or a sense of not fully belonging.

A camp specifically for survivors offers them a unique environment where they can meet others who truly understand what they’ve been through. It’s a space where they can connect on a deeper level, share their stories, and feel supported without having to explain or justify their past. For some, the experience can also help them process any lingering emotions or fears, building their confidence and self-esteem as they continue to heal.

Moreover, cancer survivors can sometimes feel like their journey is overlooked once the treatment ends, but a dedicated camp honors their resilience and celebrates their victory. So, while a regular summer camp might be fun, a camp tailored for survivors offers them the chance to bond with people who truly get what they’ve experienced, making the experience much more meaningful and supportive.

Kars4Kids: Camp Sunrise is a sleepaway camp located at Whispering Hope Ranch. We’d love to hear about the ranch. Is it a working ranch? What’s it like? What are the amenities?

Ashley Larson: Located in the scenic, tranquil area of Payson, Arizona, the ranch is nestled on 45 acres of natural beauty. While it isn’t a traditional working ranch with agricultural operations, it does provide an environment that incorporates aspects of ranch life—most notably through its equine therapy programs, which are a cornerstone of the ranch’s healing and recreational offerings.

The ranch is fully equipped with amenities that support both therapeutic and recreational activities for children and youth with physical, mental, and sensory disabilities. All of the animals that live on the ranch have been rescued from situations where they could not be properly cared for and have full time care! The amenities onsite include being fully ADA accessible both indoors and outdoors, a pond for fishing, splashpad, campfire, dining hall, horseback riding, petting zoo, sports fields and more! Whispering Hope Ranch allows for children of all abilities to experience the joys and freedoms that summer camp has to offer!

Kars4Kids: Pediatric cancer can be not only emotionally draining for families, but a drain on finances as well. You’ve made Camp Sunrise tuition-free, which is a wonderful gift for the children and their families, but how are you able to provide this summer camp experience free of charge? How many children do you host each summer? What is the cost to SWKCF per child? Is there a waiting list?

Ashley Larson: We rely on a combination of fundraising, donations, grants, and partnerships with community organizations to cover the costs of such camps. They may host charity events, solicit corporate sponsorships, and work with local businesses to help subsidize the expenses. Individual donations from supporters of the cause can also play a big role in ensuring that no child is turned away due to financial constraints. Our foundation is run entirely by volunteers who donate their time and energy to help us procure funding and get our name out into the community. Each summer we host nearly 150 children over the two weeks of camp! The cost is about $1,500 per person, including the volunteers that we cover the cost of for taking a week off to help keep our campers safe and having fun! We have had a waiting list in the past, but do our very best to get everyone to camp! Registration is currently open for volunteers and campers, so if anyone in Arizona, Nevada or New Mexico is interested in coming to camp, we would love to have you!

Kars4Kids: When and why was SWKCF founded? Can you tell us something about your founder?

Ashley Larson: Arizona Camp Sunrise and Sidekicks was started in 1983 under the American Cancer Society. After decades of support, their funding was restructured, and the camp found itself without financial backing in 2013. At that time, a group of well meaning, long term volunteers banded together to form and file for the creation of our 501c3 status as the “Southwest Kids Cancer Foundation.” The Southwest Kids Cancer Foundation became the parent organization that has financially supported our Arizona Camp Sunrise and Sidekicks programs and has continued to do that for more than 10 years now!

Kars4Kids: SWKCF calls Camp Sunrise “life-changing” and “life-lifting.” How does Camp Sunrise change and lift lives for pediatric cancer survivors and warriors?

Ashley Larson: Camp Sunrise is life-changing and life-lifting because it provides pediatric cancer survivors and warriors with a supportive, joyful environment where they can connect with others who truly understand their experiences. It helps them rebuild confidence, create lasting friendships, and rediscover their sense of normalcy through fun, empowering activities. By celebrating their strength and resilience, Camp Sunrise fosters emotional healing, boosts self-esteem, and offers a space where children can simply be kids again, away from the challenges of cancer. It’s a transformative experience that restores hope and lifts spirits.

Kars4Kids: Arizona Camp Sidekicks is for siblings of pediatric cancer survivors. What challenges do siblings of cancer patients face?

Ashley Larson: Siblings of pediatric cancer patients often face emotional and psychological challenges, such as feelings of neglect, fear, or confusion. They may struggle with jealousy or guilt, feeling left out as their sibling receives most of the attention due to their illness. Siblings might also experience anxiety about their loved one’s health and future. Arizona Camp Sidekicks provides a supportive environment where these siblings can express their emotions, build confidence, and bond with others who understand their unique experience, helping them heal and cope with their own journey.

Kars4Kids: How would you describe the differences between your two summer camps—one for warriors and survivors, the other for siblings?

Ashley Larson: Arizona Camp Sunrise and Camp Sidekicks both offer unique and supportive experiences for children, but they serve different needs.

• Camp Sunrise is designed for pediatric cancer survivors and warriors. It provides a medically supervised environment where children who have battled cancer can connect with others who understand their journey. The focus is on helping these children rediscover joy, build confidence, and form lasting friendships in a supportive and safe setting.
• Camp Sidekicks, on the other hand, is for siblings of cancer patients. This camp allows siblings to have their own experience, independent of their sibling’s illness. It gives them the opportunity to bond with others who understand the challenges of having a brother or sister with cancer, while creating their own camp memories and focusing on their personal well-being.

Both camps offer life-changing experiences, but while Camp Sunrise focuses on the healing and growth of cancer survivors, Camp Sidekicks provides siblings with the space to process their unique challenges.

Kars4Kids: Do you have a medical facility and staff at Camp Sunrise? Can you give us an overview of how you are providing for campers’ medical needs? 

Ashley Larson: Yes, Camp Sunrise and Sidekicks are both entirely medically supervised. Licensed medical professionals, including nurses, and doctors, are on-site to provide care, administer medications, and handle emergencies. The camp is equipped with a health center for minor injuries or illnesses, and personalized care plans are developed for each child in consultation with their primary doctors. Campers with ongoing medical needs, such as medication or post-treatment care, are supported throughout their stay. Open communication with families ensures any concerns are promptly addressed, allowing children to enjoy their camp experience safely. There is also a hospital located nearby, and a helipad on campus in case of severe emergencies. We have a Medical Director each week of camp that supervises all medical staff and accounts for the oversight of all camper medical care.

Kars4Kids: In terms of logistics, your day camp for younger children must be far simpler. Do they require any kind of special medical staff? Do younger pediatric cancer fighters and survivors have different needs than those of their relatively older counterparts?

Ashley Larson: For the day camp, while there is no medical staff on-site, children do need a doctor to sign off on their attendance to ensure they are fit to participate. Younger pediatric cancer fighters and survivors may have different needs, such as more frequent breaks or assistance with specific activities, based on their treatment or recovery. This ensures their safety and comfort while still allowing them to enjoy the camp experience. We have partnered with other local pediatric cancer based organizations to host day camps in order to reach a wider variety of families that can benefit from our programs and have seen great success in doing so!

Kars4Kids: What’s next for Southwest Kids Cancer Foundation?

Ashley Larson: After over 40 years of camp, there are still many ways we are looking to grow and expand our outreach! Childhood cancer rates are increasing year over year, meaning we have more families to continue to serve. The Southwest Kids Cancer Foundation is focused on expanding its programs and deepening its impact in the coming years in several ways:

1. Expanding Camp Programs: SWKCF plans to continue to grow and enhance its Camp Sunrise and Camp Sidekicks programs and expand the number of children we can serve. This includes reaching more families and providing additional support for both cancer survivors and their siblings.
2. Increasing Fundraising and Awareness: The foundation is working on expanding its fundraising efforts to ensure that it can offer more free services, especially as demand grows. In 2025 we are looking to host an inaugural pickleball tournament fundraiser and will soon start planning for the 14th annual Golf Fore Cancer Golf Tournament, our largest fundraiser of the year!
3. Building Partnerships: SWKCF will continue to look to form additional partnerships with hospitals, medical centers, and other organizations in the pediatric cancer care space to provide more comprehensive services to pediatric cancer patients and families.
4. Expanding Outreach and Services: Our goal is to broaden outreach, providing resources for community engagement for families throughout the year. This can be in the form of retreats, holiday parties, camping or hiking trips as well as other community events and services.
5. Strengthening Advocacy: The foundation also has a focus on helping to increase efforts to raise awareness about pediatric cancer, its lasting effects, and ongoing support to fighters, survivors and their siblings.

Ultimately, SWKCF’s next steps will be centered on growth, collaboration, and ensuring its programs continue to make a difference in the lives of children and families impacted by pediatric cancer.

Big Brothers Big Sisters of Kentuckiana (BBBSK) is dedicated to making a positive impact on the lives of youth in America’s Upland South region comprised of both Kentucky and Indiana. Serving tens of thousands of young people over the years, the organization has been a constant presence in the lives of children from all backgrounds, including those from under-resourced communities and financially strained homes. By providing mentorship and a supportive network, Big Brothers Big Sisters of Kentuckiana helps young people overcome the obstacles they face to reach their full potential.

Through a wide range of programs and services, BBBSK has become a trusted partner in the community, with a focus on creating lasting bonds between Bigs (mentors) and Littles (mentees). With the support of community members and organizations like Kars4Kids, the nonprofit has been able to expand its reach and services. By investing in the lives of young people, Big Brothers Big Sisters of Kentuckiana is helping to build a brighter future for generations to come.

We put some questions to CEO Gary Friedman, to learn more about the work of our latest small grant recipient, Big Brothers Big Sisters of Kentuckiana:

Kars4Kids: BBBSK operates in a very large swathe of territory of 7 Kentucky counties, plus 3 counties in Indiana. How many “Littles” are you serving at present? Are they from any particular demographic? Can you describe a typical mentee?

Gary Friedman: We serve youth from all backgrounds throughout Kentuckiana, including tens of thousands over the years.  During 2024 we served almost 700 young people through mentorship this fiscal year. Most of the youth we serve live in under-resourced communities and financially strained homes. Every year over 70% of the young people in BBBSKY programs receive free or reduced school lunch, live in a single parent or other relative household, and are people of color.

Kars4Kids: There are 279 Big Brothers Big Sisters of America affiliates. That’s a lot! What distinguishes Big Brothers Big Sisters of Kentuckiana from all the rest?

Gary Friedman: We continue to expand and innovate services and are well represented on the national level. Kentuckiana recently hosted a regional BBBS conference, and I serve on a national Big Vision committee consisting of 20+ other CEOs from agencies around the country.  We were also one of 26 agencies nationwide to receive Big Brothers Big Sisters of America’s Gold Standard Award selected based on program outcomes and fundraising practices. Additionally, we consistently pilot new programs and efficiencies including Big Futures, a program serving young adults up to age 25.

Side note: There are 230 affiliates according to the national office

Kars4Kids: What is your process for matching mentors (Bigs) with mentees (Littles)? What kind of commitment do you expect from your Bigs?

Gary Friedman: Littles are matched with a Big based on common interests and preferences to ensure each match is harmonious and built to last. The goal is for each match to have an impact that lasts a lifetime and for the youth to have a plan for their future and help them reach their potential. We often hear from our Bigs that they get just as much out of mentorship as their Little. Bigs report a greater sense of belonging and happiness, increased job satisfaction, and more.

Kars4Kids: How often do Bigs meet with their Littles and what sort of activities do they do together?

Gary Friedman: We have been very intentional about meeting Bigs where they are to provide several ways in which impactful, evidence-based mentorship can occur.  Bigs and Littles meet anywhere from one to four times a month. We provide several free or reduced cost activities for Bigs and Littles each month. The activities we provide are diverse – just like the young people we serve. Some of our recent activities included roller skating, fencing, and a culinary class!

Kars4Kids: What are the ages of your littles? What is “Big Futures?”

Gary Friedman: Our mentoring programs serve young people ages 7-25. In the past, our services stopped once a young person turned 18. We regularly heard that young people wanted additional support after high school. Our team responded to this need by launching the Big Futures program.

Big Futures helps young adults ages 16-25 successfully transition from high school into adulthood with the goal of keeping them on a path towards one of our three E’s (enrollment, employment or enlistment). Monthly sessions are based on the program’s four pillars (Career Development, Post-Secondary Pathways, Holistic Health, and Financial Education). Our College and Career Coaches also provide resources and support.

Kars4Kids: Can you give us an overview of your School to Work program?

Gary Friedman: School to Work connects high school students with mentors employed by our workplace partners. Partners like Norton Healthcare, Republic Bank, Samtec, and more provide on-site meeting space and employee mentors. Big Brothers Big Sisters facilitates the monthly sessions while young scholars learn from their mentor, explore careers, and build valuable life skills.

Kars4Kids: What can you share in regard to outcomes? How do you know that BBBSKY is making a difference?

Gary Friedman: The impact of mentorship is evident in our powerful outcomes. Every year, 100% of high school seniors in our programs successfully graduate, 100% stay out of the juvenile justice system, and 86% improve their mental health and well-being. Mentorship is a key foundational part of violence prevention, child abuse prevention, educational success, better self-esteem and self-confidence all through building important connections with a caring adult.

Kars4Kids: What resources do you offer to help Bigs and Littles grow in their 1:1 mentoring relationship?  

Gary Friedman: Our incredible staff provide personalized coaching and support throughout every mentoring relationship. Through consistent communication, staff ensure each Big, Little, and Little’s parent/guardian have the resources they need to succeed.  This aspect is one key separator for why we are the BEST mentoring organization in Kentuckiana.

Kars4Kids: Would you share a few success stories with us?

Gary Friedman: One match that stands out to me is Big Sister Ivy and her Little, Autumn. They have been matched for over 8 years now, and Autumn loves to share how Miss Ivy has inspired her to be confident and chase her dreams. Autumn graduated high school and is currently in esthetician school, with a goal of one day starting her own business! Another long-standing match, Big Brother Stanley and his Little, LaJuan, is just a remarkable testament to how having a mentor benefits your mental health. LaJuan credits his Big with helping him through challenging times and inspiring him to complete high school. We’ll all know LaJuan’s name one day, because he’s now attending college in New York City to one day become a movie director!

Kars4Kids: What’s next for Big Brothers Big Sisters of Kentuckiana?

Gary Friedman: In the face of mental health and loneliness epidemics for young people, we are committed to expanding in order to serve as many young people as possible. Just like a Big and a Little, It Takes 2 – BBBSKY and Kars4Kids – to help young people achieve their full potential!

La Causa is dedicated to serving the youth and families of the Greater Milwaukee area, particularly those from low-income, bilingual, and multicultural communities. By providing comprehensive services that address the specific challenges faced by these families—such as poverty, homelessness, and domestic violence—La Causa strives to create a safe and supportive environment where children can thrive. With a mission to enhance community stability through education, crisis care, and social services, La Causa plays a pivotal role in empowering families to overcome adversity and build a better future.

Kars4Kids is proud to support La Causa through a small grant to further their impactful initiatives. By putting a spotlight on La Causa’s commitment to educational excellence and community resilience, we hope to amplify the valuable work they do for youth and families in Milwaukee. We put some questions to Awareness and Engagement Specialist Omega De La Rosa to learn more about how La Causa youth is empowering youth and families:

Kars4Kids: Can you tell a bit about the families you serve? What’s your demographic?

Omega De La Rosa: La Causa serves families from across the Greater Milwaukee area, with a focus on low-income, bilingual, and multicultural communities. In 2023, 94% of the families we served lived at or below the poverty line. The children and families we work with come from diverse backgrounds, with 41% African American, 20% Hispanic Latino, 22% White, 16% Mixed/multi-race, and less than 1% American Indian or Asian. Many families face challenges such as poverty, homelessness, domestic violence, and special needs care, with 91% living at extreme poverty. Regardless of their background or circumstances, these families all have one thing in common—they want their children to be safe, supported, and given the opportunity to succeed. That’s why La Causa exists—to provide the resources, education, and care they need to build a better future.

Kars4Kids: What is the primary mission of La Causa in the community?

Omega De La Rosa: Our mission is to provide comprehensive services to children, youth, and families to nurture healthy family life and enhance community stability. Through education, crisis care, and social services, we ensure that families receive the support they need to thrive and overcome adversity.

Kars4Kids: You have a charter school. What can you tell us about this school? What makes it stand out?

Omega De La Rosa: La Causa Charter School serves students from K4 to 8th grade, with a student population that is 98% Hispanic. What sets us apart is our bilingual education model and strong focus on STEAM (science, technology, engineering, arts, and math). We are committed to increasing Hispanic representation in STEM fields and preparing students for college and career success.

Kars4Kids: What specific skills does the Careers in Technology curriculum aim to develop in students at La Causa Charter School?

Omega De La Rosa: Our Careers in Technology curriculum equips students with coding, robotics, digital literacy, and engineering skills. We focus on critical thinking, problem-solving, and hands-on learning to prepare students for the growing tech industry, ensuring they have opportunities in STEM-related careers.

Kars4Kids: Can you describe some of the extracurricular activities that are offered to students at La Causa Charter School in the hours after school?

Omega De La Rosa: We offer a variety of after-school programs, including STEAM clubs, music, arts, athletics, and tutoring. These activities help students build confidence, explore their interests, and stay engaged in a positive learning environment.

Kars4Kids: Would you share an overview of the resources provided by the Crisis Nursery & Respite Center to children and families in crisis? What are some of the issues facing families that make the services of this center so critical?

Omega De La Rosa: CNRC is Wisconsin’s only 24/7 crisis nursery, providing free emergency shelter for children ages birth to 12. Families come to us when facing homelessness, domestic violence, medical emergencies, or overwhelming stress. We provide safe shelter, nutritious meals, clothing, diapers, hygiene essentials, and emotional support. A complete breakdown of why parents used our services is available on our website at https://lacausa.org/crisis-nursery-respite-center/. In 2023, we served 485 children and provided 1,699 overnight stays, showing the urgent demand for our services.

Kars4Kids: How does the Early Education & Care Center support the developmental milestones of children?

Omega De La Rosa: Our 5-star-rated Early Education & Care Center (EECC) provides bilingual instruction, individualized learning plans, and developmental screenings. Through our Early Head Start partnership with Next Door, we offer language and literacy development, health screenings, and nutritious meals to ensure children achieve key developmental milestones. Parents of kids under three receive lessons to work on with their child outside of school that support the specific developmental needs of that child. Parents and teachers directly communicate and agree on goals for each child during home visits which happen twice a year.

Kars4Kids: What are the distinctions between the Wraparound and REACH programs for youth at La Causa?

Omega De La Rosa: Wraparound provides intensive, community-based mental health support for youth with emotional and behavioral challenges, while REACH offers preventative services for at-risk youth to strengthen family dynamics and prevent crises. Both programs focus on empowerment and stability.

Kars4Kids: How is La Causa supporting families that are facing homelessness or domestic violence? How do your programs address these issues?

Omega De La Rosa: Our Crisis Nursery & Respite Center (CNRC) provides a safe space for children while parents secure housing or escape unsafe situations. Our social services division offers case management, mental health support, and recovery services to help families regain stability. Our Crisis Nursery Director works to understand the needs of the family when the children are brought in and seeks to connect caregivers with the resources they need to address the root of the problem.

Kars4Kids: What’s next for La Causa?

Omega De La Rosa: La Causa remains committed to fostering diversity, inclusion, and cultural pride while preparing the next generation for higher education and meaningful careers. As we move forward, we will continue evaluating the evolving needs of our community, ensuring that families receive the stability and support necessary to thrive. Through our comprehensive programs, we will empower children, youth, and families with the resources and opportunities they need to build a brighter future.

Oakland Genesis is dedicated to empowering youth in Oakland through a transformative blend of soccer, academic support, and mentorship. This innovative nonprofit serves children aged 10 to 18, primarily from under-resourced neighborhoods where economic insecurity significantly impacts academic performance. With its multi-faceted approach, Oakland Genesis not only provides participants with the opportunity to play competitive soccer but also enriches their lives with essential educational resources and social-emotional development. By fostering a supportive community, the organization aims to help these young people build confidence, improve their academic outcomes, and cultivate a passion for lifelong learning.

Through targeted initiatives that include academic enrichment, personalized tutoring, and mentorship from community professionals, Oakland Genesis addresses the unique challenges faced by its participants. The organization recognizes that numerous barriers can impede access to educational and extracurricular activities, and it works to overcome these obstacles. This holistic approach not only promotes physical health through structured sports activities but also empowers youth to set and achieve their goals, leading to a brighter future filled with opportunities for academic and personal success.

Oakland Genesis recently received a Kars4Kids small grant to help fund and further enhance its programs and services. To learn more about this impactful youth development initiative, we spoke with Matt Fondy, Coach and Co-founder of Oakland Genesis. His insights shed light on the vital work being done to support local youth:

Kars4Kids: How would you describe your demographic? What can you tell us about the children you serve and your community?

Matt Fondy: The youth we serve live in under-resourced neighborhoods in Oakland with high levels of poverty. The economic insecurity our participants face has a direct link to low academic achievement. Within the Oakland Unified School District, less than a third of middle-schoolers read at or above their grade’s reading level or meet California’s standard for English and math. A large percentage speaks a language other than English, underperforms in STEM subjects, and would be first-generation college students. The population we support underperforms on standardized tests, reads at lower-than-average levels, has low grades, and suffers from low self-esteem in school.

Kars4Kids: Oakland Genesis uses soccer as a tool toward classroom and life success. Why soccer?

Matt Fondy: Soccer is the world’s game! It is a passport to the world and a beautiful mechanism to connect with people. And, as one of the most diverse cities and regions in the country, soccer is extremely popular among young people in Oakland. Youth are passionate about the game, see themselves practicing, learning, setting goals and achieving them — this same skill set can be applied to their academics.

Kars4Kids: Academic support is a pillar of what you offer at Oakland Genesis. What can you tell us about your academy program? Is it an afterschool study program? How does it work?

Matt Fondy: The Oakland Genesis Academy provides middle and high school students with a comprehensive range of academic, social-emotional, and extracurricular resources. We deploy a multifaceted program model consisting of team soccer, transportation, academic enrichment and tutoring, college and career counseling, and mentorship, to keep our Academy participants healthy, engaged, and motivated. The Academy begins working with Oakland youth in 6th grade, supports them through middle and high school, and guides them toward graduating high school with the confidence, emotional readiness, and self-esteem they need to be successful in college and their careers.

Currently, our Academy serves 225 students, ages 10 to 18, who play on ten competitive soccer teams. Each team is led by a soccer coach, an academic instructor who is focused on academic progress and achievement, tutors, and supervised mentors. The soccer and academic coaches facilitate two weekly sessions per team consisting of 75 minutes in the classroom followed by 90 minutes on the soccer field. Our participants spend over 400 hours annually in our Academy’s programming, with over 100 of those hours in the classroom.

Kars4Kids: Oakland Genesis Academy Teams play competitive soccer, but participation is based on “passion and commitment, not talent.” Some might wonder why anyone would play competitive sports without talent. Isn’t that kind of pointless and even kind of dangerous to the point of risking injury? Can you help us understand this philosophy in practical terms?

Matt Fondy: Kids are opting in to spend over 400 hours per year with us — over one hour per day on average. The kids who choose to participate, and sign up again season after season, are the kids who are passionate about playing. Of course, competitive sports are competitive. Some teams are playing at elite levels, which is not for everyone, while others are playing at a more recreational level. All players, however, can benefit from participating, whether in their physical health, their social emotional health, their academic achievement, and much more. Currently, according to surveys, 98% of program participants report having a “good” or “very good” time in the program and elect to continue.

Kars4Kids:  Can you give us an overview of your mentoring program? How many mentors do you have? What do mentors and mentees do together, exactly?

Matt Fondy: A fundamental component of the Academy’s success is its mentorship initiative, which pairs students with caring adults from the community. As of February 2025, the Academy has paired 44 students with mentors. Our mentors include players from three local professional soccer teams — Oakland Roots, Oakland Soul, and the San Jose Earthquakes — as well as current players and alumni from the University of California, Berkeley Men’s and Women’s Soccer Teams.

Other mentors work as technologists in Silicon Valley and as scientists, engineers, and professionals in San Francisco’s financial sector. The program’s diverse mentors take youth on trips to professional soccer games, hikes, and their offices, exposing them to new experiences in the Bay Area. Our mentors provide guidance and support to our students in helping them set and achieve their goals. They instill confidence and self-esteem in their mentees by recognizing and nurturing their strengths while simultaneously holding them accountable for their actions and goals.

The continued presence of mentors in the lives of Academy students adds another layer of social-emotional support to our programming. Research shows that when children have relationships with at least three non-family adults, they are more likely to be engaged in their classes and more motivated to succeed academically.

Kars4Kids: Oakland Genesis makes a point of offering student athletes transportation to all events. What are the advantages of arranging transportation for the kids? Couldn’t they just take public transportation?

Matt Fondy: Transportation is a key pillar of the Academy program. Our model’s effectiveness relies on participants’ ability to attend both the academic and soccer training sessions multiple times a week. Transportation is a significant barrier for many of our students, who cannot get to and from practices, games and study sessions because their parents work after-school and weekend shifts. To eliminate this barrier, we provide players with safe and vetted transportation with our organization’s transit vehicles. Currently, over 50% of Oakland Genesis participants use the program’s transportation services regularly to attend the Academy’s programming.

Kars4Kids: What can you tell us about your impact? What percentage of your student athletes graduate from high school? Attend college?

Matt Fondy: Since its founding in 2019, Oakland Genesis has provided Oakland youth with a crucial outlet for enhancing their physical and social-emotional development, academic engagement and achievement, and overall quality of life. Each year, our organization serves more than 1,200 students across East Oakland, ranging in age from 8 to 18. Among these, 225 have enrolled in our Academy program. All Academy participants are BIPOC, with over 95% classified as low-income. Additionally, over 75% are first-generation children of immigrants, speak languages other than English at home, and over 50% require transportation assistance to regularly participate in our programs.

Our teams operate year-round and meet four days a week, surpassing the Centers for Disease Control and Prevention’s recommended levels of physical activity for youth under 18. Oakland Genesis participants attend workshops on the benefits of healthy eating and nutrition, and regular exercise, resulting in significant improvements in their physical health and fitness. Their progress starkly contrasts with the broader trends in physical health among Oakland’s youth, as previously described.

Our physical wellness achievements align closely with our participants’ advancements in social-emotional well-being and academic engagement. Players have formed trusting relationships with their coaches and mentors, as well as lasting friendships with one another, fostering a tight-knit and supportive community.

Since 2019, Oakland Genesis has made significant advancements in improving our participants’ grades, confidence in school, and interest in higher education. The average GPA of Academy participants remains above 3.3, compared to the Oakland average of below 2.7, reflecting notable improvements in mathematics and English language skills. 100% of our participants have graduated high school with college eligibility and have completed applications to higher learning—recent data shows only 50% of Oakland students graduating with college eligibility. We have also seen a profound increase in interest in higher education, with 96% of participants now indicating interest in college.

Oakland Genesis instructors monitor the academic progress of Academy participants through data collection and student surveys. Our assessment of participants’ academic progress focuses on three critical metrics: grades, core skill building, and academic engagement. To track academic progress, academic instructors collect student transcripts each term and evaluate core academic skills—reading, writing, and math—by reviewing grades, state exam scores, and results from internal subject assessment tests.

To assess academic engagement, academic instructors monitor attendance and conduct monthly surveys with students. These surveys help our academic instructors compile student engagement scores, based on attendance, goals, self-reported attitudes about their connectedness to the program, confidence level by subject, frequency of seeking support, engagement with coursework, and involvement in determining their plans after graduation.

These assessments provide a firsthand look at our program’s impact. Survey responses from our students suggest that program participants are showing an increased interest in attending college and are more willing to seek assistance from their mentors, teachers, and academic instructors. This indicates that they are becoming more comfortable in taking charge of their learning and asking for help from adults when they need it.

We understand that metrics are a limited measurement of achievement. Our definition of success is more comprehensive than grades or test scores. In addition to improving students’ academic outcomes, we seek to foster a lifestyle of physical activity and a culture of openness, kindness, and support among the youth we serve. This includes creating an environment where students are eager to participate in the program, comfortable setting and refining their goals, and confident in seeking help when they need it. We believe our programming aligns with this broader definition of success. According to participant surveys from 2023, 98% reported having a “good” or “very good” experience with Oakland Genesis, with over 95% choosing to continue after their first year, and many recommending the program to others. To us, success means students are continuing to engage with and opt into the program.

Our whole-child approach to success has fostered a sense of belonging and social well-being among Oakland youth that is deepening every day, and with every new child that joins the program.

Impact Story: Edy Chavez

Even before the pandemic upended life for Edy and his family, school was a challenge. The 13-year-old first-generation child of immigrants was frequently disheartened by his low grades and confusion in the classroom.

Edy’s parents, who immigrated to the U.S. from Mexico, exclusively spoke in Spanish at home, and Edy enrolled in English Language Development courses to catch up with his classmates. But he wasn’t making much progress. His grades fell in the months before lockdown, and his self-esteem suffered. “I am not smart enough for school,” he remarked to his soccer coaches in Spanish when he joined Oakland Genesis in 2019. Because Edy’s GPA hovered around 1.0, he was ineligible for the school’s soccer team, and he did not have the confidence to approach any of his teachers for help. He was lonely and demoralized.

Then the pandemic struck. Edy’s struggles deepened with the lockdown’s transition to remote learning and his increased distance from teachers and counselors. He had technical difficulties navigating the online platform where assignments were handed out and submitted. Around this time, Edy was spending more time in the Oakland Genesis Academy program, and he felt comfortable enough to confide in his coaches and mentors about his challenges.

In the spring of 2020, Oakland Genesis intervened, establishing a strategic plan with Edy to improve his performance in school and help him build back his confidence. From March 2020 to May 2021, Edy’s academic instructor met with him up to three times a week, one-on-one, to assist him with his schoolwork and help him navigate his school’s online homework platform. His academic instructor also prioritized fostering Edy’s self-confidence and his comfort in asking for help, offering feedback and strategies for approaching his teachers and advocating for himself.

Now, four years after struggling with online classes during the pandemic, Edy has transformed into a confident and assertive student. He routinely emails his instructors to ask for support or clarification on assignments. He knows where to look to practice the math problems that give him trouble or the English he doesn’t understand. After months of working with his instructor, Edy’s report card in the spring semester of 2021 showed all A’s and B’s, a level of achievement that has continued to this day. His confidence, self-esteem, and overall health have improved dramatically.

But that is not all that Oakland Genesis did to support and empower Edy. Even as he struggled in school, his love of soccer remained steadfast — it is likely the thing that kept him from falling into depression during the lockdown. He studies soccer tactics and watches individual players he would like to emulate. He watches the local professional team religiously and dreams of wearing its jersey as a star defender when he gets older.

In 2021, Edy’s coaches believed that pairing him with a mentor from Oakland’s local professional soccer team, the Oakland Roots, had the potential to significantly alter the course of Edy’s life. Tarek Morad, a starting defender, became that mentor, working with Edy to encourage him to channel his passion for sports into his education. Edy’s three caring adults worked diligently with him to transform his trajectory in school.

With support from Tarek, as well as Edy’s soccer coach and academic instructor, Edy practiced personal, soccer, and academic goal-setting exercises. Edy’s academic instructor’s one-on-one tutoring sessions and emphasis on thoughtful engagement helped him improve his participation in class and earn higher grades. Tarek also included incentives, like Oakland Roots jerseys and game tickets, to sweeten the deal.

Edy’s GPA goal now stands at 3.7, an astonishing turnaround from his 1.0 GPA when we met him in 2019. Today, Edy proudly wears his Roots jerseys constantly. He is more comfortable and active about communicating with his teachers and asking for tutoring from Oakland Genesis when he needs it. Getting a college education now accompanies his ambitious soccer goals—and he has turned into a very talented young soccer player.

In 2023, Edy reached an incredible milestone. After three and a half years of training with Oakland Genesis, a coach from an ECNL club—the highest level in the Bay Area youth soccer system—offered Edy the opportunity to play with their team. Edy went on trial with the club for a week and was asked to join on a scholarship, so his family would not have to pay. We are thrilled to watch Edy’s advancement to the Bay Area’s premier youth soccer league and will continue to support him wherever we can. We are in contact with his new coach and remain in touch with Edy and his family to remind them that we are a resource should he need it.

Still, even as a player on the ECNL club, Edy has not graduated from the Oakland Genesis network entirely. Beginning in 2022, Oakland Genesis started training and licensing youth referees in East Oakland, offering young players the opportunity to earn money and gain work experience. After completing seven hours of coursework and an in-person, all-day training, Edy received his referee certification in the spring of 2023 and was eventually honored by the league as the most active youth referee in the entire East Bay, completing more referee hours than any other youth referee in the region. Edy will continue to be a referee under Oakland Genesis’s tutelage in the future and he has recently expressed interest in coaching with us in our elementary school programs. Edy is becoming a model for how we would like program alumni to remain integrated with the program after their time with us.

We are so proud of Edy’s growth as we reflect on our time together. He is just one of the now 192 students enrolled in our Academy program. You can find more student success stories in our 2023 Impact Report. In it, you will find video testimonials from youth, as well as their parents and mentors, and hear about the impact of the Academy program on students’ lives. You will also hear from our high school graduates about how our college counseling gave them the edge they needed, and find an in-depth video illustrating a day in the life of our student-athletes.

Kars4Kids: Have any of your student athletes gone on to play soccer at college? Can you share a success story?

Matt Fondy: JULIO CORDOVA – Class of 2023

Merrit College – Engineering – Varsity Soccer

“I like Oakland Genesis because it really pushed me academically…They prepared me because their work ethic is to do your best and push yourself.” – Julio

Meet Julio, a shining star from our Oakland Genesis community. Originally set to work in his father’s auto shop after graduating high school in 2023, Julio’s path took an exciting turn when Oakland Genesis was able to connect him with Merritt College where he could pursue a degree in engineering to help his father’s business – and to play on Merritt’s varsity soccer squad! Julio has told us he wouldn’t have pursued this journey without Oakland Genesis’ guidance and encouragement. We could not be happier for him!

“I would say to any younger audience that anything is possible.” – Julio

Kars4Kids: Tell us about the OGSC badge. What inspired its design and how do your student athletes earn this badge?

Matt Fondy: The black-crowned night heron is the official bird of Oakland. On our crest, you can see that the heron is flying upward, a symbol for the trajectory of the young lives of our participants.

Kars4Kids: What’s next for Oakland Genesis?

Matt Fondy: Our whole-child approach to success has fostered a sense of belonging and social well-being among Oakland youth that is deepening every day, and with every new child that joins the program. We intend to grow our program in Oakland, adding more boys and girls teams until every Oakland youth who would like to play team soccer can do so.

Boys & Girls Club of Bloomington-Normal (BGCBN) is a place where kids know they can count on a warm reception and some homework help at BGCBN in the hours after school. But studying and mentoring are only a small part of what the young club recipients receive at BGCBN. The fact is, seven Boys & Girls Clubs across America have already benefited from our small grant program. That means we’re looking for something out of the ordinary when we consider a new branch of this always amazing organization.

What we found at Boys & Girls Club of Bloomington-Normal that helps it stand out from the crowd is that it offers trauma-informed care, serving as a vital resource for children living on the west side of this central Illinois town, where many families face economic hardships. Kids feel safe at BGCBN. Because they feel secure rather than on guard or misunderstood by the adults and children around them, club members are able to devote their energies to improving their schoolwork, having fun, and learning leadership skills.

In this interview, Boys & Girls Club of Bloomington-Normal Director of Philanthropy Kimberly Scheirer shares insights into the unique demographic challenges of the region, the Club’s values, and its innovative approaches to engaging youth in meaningful ways:

Kars4Kids: Tell us something about your area—about Bloomington-Normal. What are your demographics? Do you serve a specific sector of youth?

Kimberly Scheirer: Bloomington-Normal is a city in central Illinois with a small-town feel and home to large insurance companies, multiple universities, two amazing health care systems and boasts one of the highest number of restaurants per capita than almost anywhere else in the US. The west side of Bloomington is often forgotten and is home to many families experiencing poverty. Our Club is located here, right next to the Cargill factory, and therefore primarily serves those youth who need us most.

Kars4Kids: You’re the eighth Boys & Girls Club to win our small grant award—BGC always has been and always will be a great organization! But when we give a grant to one branch of Boys & Girls Clubs of America, it’s because distinguishes itself from the others, be it through excellence of service; interesting programs specific to that branch, or simply good results—having an impact on kids’ lives and on the community. What would you say distinguishes Boys & Girls Club of Bloomington-Normal from other Boys & Girls Clubs?

Kimberly Scheirer: We are blessed to have access to Boys & Girls Club of America’s resources and evidence-based programming, but they also recognize that each Club knows how to serve its community best and that there is no one-size-fits-all. Therefore, we’re able to be exactly the kind of Club needed in Bloomington-Normal. Currently, that involves becoming a trauma-informed organization. It also means working with a variety of partners in our community to provide mentoring, homework help, and core programming to our members. I would also highlight the amazing culture that has been built for staff in recent years, resulting in low turnover and has therefore allowed us to built trust with our members and families and with one another.

Kars4Kids: BGCBN is committed to a set of values—I Care Values (Integrity, Collaboration, Accountability, Respect, and Excellence)—to ensure that kids, families, and staff are your highest priorities. Can you flesh that out for us a bit? How does that play out, practically speaking?

Kimberly Scheirer: Not only do we wear the values on our shirts and include them in our e-mail signatures, but we also talk about the values at meetings, during staff onboarding, and with members. We find opportunities to point to a specific value being demonstrated and connect dots about how that action embodied a particular value which allows us to fulfill our mission. These conversations are great reminders of how we can walk the walk every day.

Kars4Kids: We always find it interesting to see in which order youth development programs are listed on the websites of our small grant applicants. It tells us something about the focus of an organization. In the case of BGCBN, “Leadership & Service” is listed first. Why? Is it just a coincidence or something more?

Kimberly Scheirer: Leadership should always lead the way! Honestly, we didn’t intentionally prioritize one over the rest for top billing, but Leadership & Service would receive my top choice for a focus if I had to choose one. This is perfectly in line with our values in the sense that we are always showcasing our Club members and staff members how to be great leaders and be of service to the community and the greater good.

Kars4Kids: BGCBN is using project-based learning techniques for your technology programs. Can you describe some of the projects the kids have worked on through the years?

Kimberly Scheirer:

• MyFuture weekly lessons on iPads
• Reading books on Kindles
• Auto Lessons (Rivian (Tours of facilities/bringing cars in)/(STEM Days mechanical maintenance/engineering)
• CARLE/CARLE Simulation Lab
• Coding/Programming Workshops (ISU)

Kars4Kids: Outside of afterschool homework help and tutoring do you offer other educational programs or services? For example, are you doing anything specific to combat summer learning loss?

Kimberly Scheirer: We try to incorporate educational components into our programming as much as we can, such as through our STEAM-Powered Play collaboration with the local Children’s Museum and our financial literacy efforts in partnership with Junior Achievement. We continue this effort in the summertime, too. We’re reading books and doing science projects and playing math and vocabulary games to keep everyone learning while having fun.

Kars4Kids: How do your summer activities differ from the activities you offer during the school year?

Kimberly Scheirer: We can inject a little bit more fun into our summer programming! We include field trips, morning dance parties, trips to local playgrounds and parks, and swimming lessons.

Kars4Kids: Can you tell us something about the role of volunteers at BGCBN? How many volunteers are currently on staff? What kind of commitment do they make?

Kimberly Scheirer: Last year we hit a record with 100 volunteers enrolled in 2024! Our volunteers, though, provide different kinds of support. Some volunteers participate in done-in-a-day projects such as landscaping or organizing the Clubhouse. Many others engage in an enrollment and background check process so that they can work directly with the members on an ongoing basis. They join us on a set schedule and help out with whatever grade level might need more adults that day or might be doing a more complex activity where extra help is needed. Our volunteers have such great relationships with the youth! Many are retired educators who are enormously valuable during homework time.

Kars4Kids: Tell us about Operation Impact.

Kimberly Scheirer: Operation Impact is an initiative of the Boys & Girls Clubs of the Midwest region to work together to advance five objectives to better support youth outcomes and increase our reach, and ultimately allow us to collaborate to seek funding for our efforts. These five objectives include a focus on teen recruitment, the trauma-informed care journey, digital transformation of Clubs, better implementation of national programs, and a Life & Workforce Readiness strategy.

These five objectives closely align to our Club’s focus and vision, so we are excited to work alongside other Illinois Clubs and beyond to benchmark, share resources, and collaborate on funding requests to help us best serve youth.

Kars4Kids: What’s next for BGCBN?

Kimberly Scheirer: Growth! We have been working for years on fundraising for a new Clubhouse just down the street from our current location. Our building has sufficed for our needs for 30 years, but to truly provide the best quality of programming to all the local children in need, we need something bigger and better. We are hoping to be closing in on a groundbreaking in 2025. Beyond that, we are excited to continue with the objectives set forth in Operation Impact to best serve our youth. We are so appreciative of community supporters and other funders – like you! – who help us do what we do every day.

The San Diego Model Railroad Museum (SDMRM) offers children an immersive educational experience that goes far beyond the traditional museum visit. With over 27,000 square feet dedicated to model railroads, students can explore the intricacies of engineering and design in a hands-on environment. Under the guidance of Education Department Manager Celie Mitchard, the museum’s STEAM for School programs engage young minds through interactive workshops that spark curiosity and creativity, making learning both enjoyable and impactful.

Through these initiatives, children gain a deeper understanding of science, technology, engineering, arts, and math principles while working on projects like designing their own 3D models or experimenting with the physics of bridges. The SDMRM’s commitment to fostering a love of learning in students is essential in helping to cultivate the next generation of innovators and problem solvers, and it is our hope that the modest support from our Kars4Kids small grant program will help to ensure that even more children can benefit from these enriching experiences.

Kars4Kids: Can you tell us a bit about the San Diego Model Railroad Museum? When was it founded and by whom? What can visitors expect to see at the museum? How much does it cost to pay a visit to SDMRM?

Celie Mitchard: The San Diego Model Railroad Museum (SDMRM) offers visitors of Balboa Park the unique opportunity to explore over 27,000 square feet of trains, trestles, and tracks. The SDMRM displays six different operational model railroad layouts, owned and maintained by four local clubs in the San Diego area. Visitors walk through the gallery and observe hyper realistic model trains traveling along the tracks and take in the different replicas of scenery and charming vignettes on display. Our museum was established in 1982 and displays decades of design, construction, maintenance, and modeling that was completed by several generations of club members. Visitors pay anywhere from $10 to $20 depending on discount status, but kids ages 12 and under are always free in our museum. 🙂

Kars4Kids: SDMRM offers several educational programs for young people. When did you begin offering your STEAM for School programs? How many children are participating this year?

Celie Mitchard: Our STEAM for School educational program was first launched in 2018 and has been serving the different schools and classes of San Diego County for the past 7 years. In its beginning phases, we only offered one workshop and served a total of 757 students. To date, we now offer four expertly crafted educational programs that are written to serve the needs of students and their teachers. We are proud to have 1900 students from several different districts across San Diego County registered in our STEAM for School programming and are excited to continue to register even more as the school year continues.

Kars4Kids: Can you give us an overview of The Able Arch & the Trusty Truss? What can children expect to learn from this program and how does it tie in to train travel?

Celie Mitchard: In the Able Arch & Trusty Truss workshop, students learn about the physical science and history of arches and truss bridges. Students perform six experiments to discover and test the inherent strength of these two shapes and understand why civil engineers frequently use them in the design and construction of structures in general, and railroad bridges in particular. The critical concepts that are covered include Newton’s Third Law of Motion, gravity, normal force, compression, tension, balanced forces, and more. Students leave the workshop with a strong understanding as to why civil engineers repeatedly use arches and triangles in the construction of railroad bridges and draw connections to the different architectural structures on display at the museum.

Kars4Kids: Tell us about Communities Then & Now: Making a 3D Model. This program is specifically geared to younger children grades transitional kindergarten to second grade. How do you get such young children to understand the concepts of dimensions and 3D?

Celie Mitchard: Our Communities: Then & Now workshop blends California history, science, and model making to allow students to understand the different social features of their local community. This program has been designed to align with the California History Social Science Standards, along with the NGSS, to explore how we are alike and different from the people who lived in the past. This program features our unique collection of California model railroads to engage students in an exploration of the past and establishes an understanding of how some things change while others stay the same. Students leave the workshop with the ability to identify community elements on the different model railroad layouts and compare them with their contemporary equivalents. Students engage with the concepts of three dimensions by working on their own community models that they take home with them as a keepsake at the end of the day. Through tactile learning, along with several discussions led by instructors, students appreciate the value of a multiple dimensioned model over a flat picture or image.

Kars4Kids: Working with Scale is a program you offer for grades 6-8. What do the kids learn in this program? Do they have to be good at math in order to participate?

Celie Mitchard: In our Working with Scale workshop, students explore the concepts of scale and proportion, along with the relationship between ratios, fractions, and decimals. Students are led by instructors to identify the various scales commonly used in model railroading and learn how any object can be scaled up or down through proper calculation. During the workshop, students create their own three-dimensional robots to demonstrate the different scales and take their artistic creations back to the classroom with them. This workshop encourages students in grades 6-8 to build on the mathematical concepts learned in the classroom and pushes them to practice rations and fractions within the context of the railroad industry.

Kars4Kids: What can you tell us about your Transcontinental Railroad workshops for grades 3-5? This program focuses on history, correct?

Celie Mitchard: Our Transcontinental Railroad workshop is our most recent addition to our STEAM for school programming. Students learn about how the Transcontinental Railroad was the first ever continuous railroad line that spanned across the United States from coast to coast. In the hour-long workshop, students explore the critical concepts of map scaling and topography, state location and US regions, the Railroad Acts of 1862 and key players, governmental sponsorship and funding, environmental and social impacts, and the role the railroad line played in unifying the East with the West. The program highlights the points in which our California model railroad displays connect with the Transcontinental Railroad and educates students on local and national railroad history.

Kars4Kids: SDMRM offers STEAM programs four different ways: in-museum, in-class, virtual, and “unguided” field trip. What does an “unguided” field trip entail? Where have you taken the kids on these field trips? What do children get out of this experience?

Celie Mitchard: Our un-guided field trips allow students to explore the different gallery spaces and model railroad layouts at their own pace. We provide students and teachers with interactive scavenger hunts and self-guided tour packets that highlight the different features of the layouts and connect the objects on display in our museum to the STEAM related concepts learned in the classroom. This format allows kids to interact with our museum in a less structured pace, allowing them to take the lead in their own experience when visiting our museum.

Kars4Kids: Can you describe for us your model railroading summer camps? In general, there is no dearth of summer camps for kids. What sets your camp apart from the rest?

Celie Mitchard: Our summer camp programming introduces a range of ages to the basics of creating a model railroad. Younger campers create a smaller, non-operational layout, in which they practice the different techniques in creating scenery, while older campers collaboratively build a fully functional model railroad layout. Campers paint, plaster, lay track, and construct a miniature town that is decorated with buildings, trees, people, and of course trains. Additionally, throughout the week campers participate in behind-the-scenes tours of the different operational layouts in our museum. Our camps are exceptional because they are immersive and fully hands-on, allowing campers to work on a week-long project that they take home with them at the end of the week.

Kars4Kids: What’s next for the San Diego Model Railroad Museum?

Celie Mitchard: We are so excited to continue to expand and grow our educational programming. We are currently working towards reaching more students through the use of virtual programming, which is so generously supported by Kars4Kids. We are excited to offer fall, winter, and spring virtual camps this year, which is in addition to our normally scheduled summer virtual camp programming. Using the virtual format, we are able to reach larger audiences from across the United States, which allows us to introduce students from across the US to the unique STEAM related concepts on display in our museum. We are excited to continue to grow this program and are incredibly grateful for the support provided by Kars4Kids!

Thriving Elements, founded by Janet T. Phan, is making a remarkable impact in the realm of STEM education by addressing the urgent need for representation and opportunities for underserved women in science, technology, engineering, and mathematics. As a first-generation Vietnamese-American and daughter of refugees, Janet’s personal journey has been characterized by resilience and mentorship, fueling her vision to create a supportive network for young women eager to explore STEM fields. By leveraging the power of guidance and community, Thriving Elements empowers its mentees to not only navigate their own paths but also to become mentors themselves, fostering a cycle of support and inspiration.

Poised to expand its reach and further develop its programs, Thriving Elements connects young women with dedicated STEM professionals who guide them through crucial stages of personal and career growth. Currently supporting 82 mentee-mentor pairs across various regions, our latest small grant recipient focuses on high school students who aspire to pursue STEM careers, ensuring they cultivate long-term relationships with their mentors. Through Thriving Elements, Janet Phan is not only paving pathways for young women in STEM but also fostering a global community ready to confront the gender disparities that persist in these vital fields.

Kars4Kids: Tell us a bit about yourself, Janet. What led you to found Thriving Elements? What was your vision?

Janet T. Phan: As a first-generation Vietnamese-American, my journey has been one of resilience and determination. Growing up as the daughter of Vietnamese refugees, I faced challenges navigating higher education and male-dominated industries as a first-generation college student. I earned a bachelor’s degree in Finance and Information Systems from the University of Washington and built a career working with companies like Boeing, Microsoft, PwC, and Amazon where I saw firsthand the lack of women in STEM fields.

I was fortunate to have mentors who guided me along the way, and their support inspired me to start Thriving Elements. Thriving Elements is a non-profit organization dedicated to creating access and opportunities for underserved, underrepresented women in STEM through mentoring. Through the program, we connect young women with mentors who can guide, inspire, and equip them to explore and dive deep into areas STEM they’re interested in.

The vision is to develop and empower young women leaders in STEM (Science, Technology, Engineering, and Math) to make a sustainable impact in their communities and inspire the next generation of young women. Meaning our mentees who go through the program come back to be STEM mentors!

Kars4Kids: How would you describe the typical Thriving Element mentee? What sector do you serve? What are their ages? How many students are currently participating in your programs?

Janet T. Phan: The typical Thriving Elements mentee is a young woman with a desire to pursue a career in STEM (Science, Technology, Engineering, and Mathematics) (or at least curious about exploring what STEM is) from an underserved, underrepresented background who may face systemic barriers such as lack of guidance, resources, or representation. Our mentees are often first-generation college students, on free/reduced lunch, in underserved communities, and eager to grow both personally and professionally with the support of dedicated STEM mentors.

We seek students interested in STEM spanning multiple sectors and industries because STEM is embedded in all businesses.

Our mentees start in the program anywhere between middle to high school (12-18 years old) and maintain their 1:1 STEM mentor throughout college and into the first few years of their STEM careers.  This allows for continuity of support and to make sure our mentees are set up for success when starting in their STEM careers.

Currently, we have 82 mentee mentor pairs participating in our program across various regions, and we continue to expand to reach more young women looking to build confidence, skills, and pathways to leadership in STEM. We operate across the U.S., Switzerland (with mentors also in the U.K. and Germany), and Botswana.

Kars4Kids: Why was it important that Thriving Elements be global?

Janet T. Phan: Thriving Elements needs to be global because the gender disparity in STEM fields is a global concern. Women in STEM lack representation, access, and opportunities.  A global program allows us to connect mentors and mentees across borders, foster diverse collaboration and expand access. By reaching young women worldwide, we bridge the gender disparity by building a pipeline of confident leaders who drive innovation and thrive on a global scale.

Kars4Kids: Thriving Elements connects high school students with STEM professionals for long-term relationships, according to a set curriculum. Can you list some of their fields of discipline for us, please? There must be a lot of them!

Janet T. Phan: Our mentees are connected with STEM professionals across a wide range of disciplines. Some of the key fields include:

• Medical
• Architecture
• Environmental science
• Software Engineering & Computer Science
• Mechanical, Electrical, and Civil Engineering
• Data Science
• Artificial Intelligence
• Cybersecurity
• Biotechnology & Biomedical Sciences
• Environmental Science & Sustainability
• Mathematics & Statistics
• Aerospace Engineering
• Robotics & Automation
• Information Systems & IT Management

And the list continues to grow! By connecting mentees with professionals in such diverse fields, we help them explore opportunities, gain real-world insights, and build a foundation for successful careers in STEM.

Kars4Kids: How does Thriving Elements define “long-term” in relation to its mentorship program?

Janet T. Phan: Thriving Elements defines “long-term” as a mentorship relationship that lasts for a minimum of 3 years, with the goal of building a strong, meaningful connection over time. Our mentor-mentee pairs continue their relationships beyond college, providing consistent guidance, support, and opportunities for growth as mentees progress through high school, college, and into their early careers. This long-term approach ensures mentees receive sustained support to thrive both personally and professionally.

Kars4Kids: What do you look for in STEM professionals when assessing potential Thriving Elements team members?

Janet T. Phan: When assessing potential Thriving Elements team members, we look for STEM professionals who are not only highly skilled in their fields but also passionate about mentorship and developing the next generation of STEM leaders. Key qualities include:

• Commitment to empowering young women: A genuine desire to support and uplift underserved, underrepresented communities in STEM.
• Strong communication and interpersonal skills: The ability to build trust and connect with mentees.
• Experience in STEM: A solid background in a specific STEM discipline to provide valuable guidance and insights.
• Dedication to long-term relationships: A willingness to invest time and energy in sustained mentorship.
• Advocacy for diversity and inclusion: A shared vision of creating equitable opportunities for all women in STEM.

These qualities help ensure that our mentors are not only knowledgeable but also motivated to make a positive, lasting impact on the next generation of STEM leaders.

Kars4Kids: How does Thriving Elements match mentors and mentees? What’s your matching process? Are there sometimes “bad matches,” and if so, how is this handled?

Janet T. Phan: At Thriving Elements, we match mentors and mentees based on a combination of professional interests, personality traits, and personal goals. Our process starts with an application and interview process where prospective mentors and mentees provide information about their backgrounds, career aspirations, and preferences for mentorship. Once selected, our mentees and mentors participate in a speed networking session, where they have the chance to meet potential matches and provide feedback on who they’d like to be paired with. We, then, carefully pair them based on alignment in these areas, ensuring that both have the potential to build a strong, supportive relationship.

While we strive for the best matches, we recognize that sometimes a mismatch may occur. If either the mentor or mentee feels that the relationship isn’t a good fit, we encourage open communication to address concerns. If necessary, we will reassign a new mentor or mentee to ensure the individual’s needs are met. Our goal is to maintain a positive and productive mentorship experience, and we are committed to ensuring that each participant feels supported in their journey.

Kars4Kids: How often do mentors and mentees meet? Can you give us an overview of the Thriving Elements curriculum?

Janet T. Phan: Mentors and mentees in the Thriving Elements program meet according to the following schema:

1st year in the program one hour every month

2nd year in the program one hour every other month

3rd year in the program one hour every quarter

(After the 3rd year meetings are at the discretion of mentees and mentors.)

The curriculum focuses on:

1. Goal Setting & Personal Development: Building confidence and growth.
2. STEM Career Exploration: Exposing mentees to various STEM fields.
3. Skill Development: Enhancing both technical and soft skills.
4. Networking & Professional Growth: Preparing for internships, resumes, and interviews.
5. Ongoing Reflection & Feedback: Ensuring continuous learning and improvement.

This structure empowers mentees to thrive in their STEM exploration, career and personal growth.

Kars4Kids: Can you give over a Thriving Elements success story for us, please?

Janet T. Phan: Halle was a freshman with a passion for computer science, and was paired with a mentor working at a leading tech company. Halle comes from a low-income single-parent household and joined Thriving Elements in 2019. Throughout their mentorship, Halle received hands-on guidance, developed her technical skills, and gained valuable insights into potential career paths. Her mentor also helped her prepare for college applications by reviewing personal essays and assisting her in clarifying her academic and career goals. Halle credits her mentor for the support and confidence that empowered her to pursue her dreams in STEM. Halle is now working in a STEM field, technology! Something she never thought was possible before.

Kars4Kids: What’s next for Thriving Elements?

Janet T. Phan: Thriving Elements is focused on expanding its global network, offering more workshops and resources to build skills, and creating new partnerships for internships. We aim to continue promoting diversity and inclusion in STEM while tracking the long-term success of our mentees. Our mission is to develop and empower young women to become leaders in STEM to inspire the next generation of leaders worldwide.

In the heart of Harlem, where challenges abound but hope persists, one woman has dedicated her life to uplifting the youth of her community. Lisa Fields-Linnen, founder of Hands That Make A Difference, embodies the spirit of resilience and compassion. Through her organization, she provides critical services to at-risk youths and their families, giving them the tools they need to thrive. We are pleased to support the vital work of Hands That Make A Difference on behalf of youth in the community through our small grant program. In this interview, we delve into Lisa’s journey, the impactful programs she runs, and her vision for the future of her organization and the Harlem community. Join us as we explore how Hands That Make A Difference is truly changing lives, one youth at a time:

Kars4Kids: Tell us something about yourself, if you would. Who is Lisa Fields-Linnen? What drove you to start an organization for youth?

Lisa Fields-Linnen: I am a wife, mother, grandmother, sister, aunt, cousin, and a particularly good friend to many. I was born and raised in Harlem, by my late grandmother. As a young person growing up in Harlem it was not easy, but I found the love of basketball as my escape away from all the negative things. The way I kept my children safe they had to find a sport. All my children chose basketball. Every Saturday I would take them to my old elementary school to play on this family run basketball program to keep inner-city youth out of trouble. I volunteered there for 14 years and this is how it all began. All the children will come to my house, I would take them out on educational and recreational trips, mentor them and that grew for years. I obtained my first job working with hard-to-place youth in a transitional center and never looked back. I have been working with children since 1988, this is what drove me to start my own organization. I wanted to have an impact on the lives of the youth, who are at risk of falling between the cracks.

Kars4Kids: Hands That Make A Difference is in Harlem. Can you tell us something about the community? What is it like to grow up in Harlem?

Lisa Fields-Linnen: Our community if you do not have a good support system can be rough. It is said if you can make it in Harlem, you can make it anywhere. We do have some great things that do go on in our community, such as the famous Apollo, where stars were born, Harlem Week, where all the vendors come out and we gather eating delicious food, listening to music by celebrities, and activities for the kids as well as giveaways from vendors. You need to have parents and guardians consistently engaged in their child’s lives. If that is not happening, you can easily be drawn to the streets.

Kars4Kids: You serve several different sectors in different ways. Can you tell us a bit about your youth services? Who are the youth that you serve?

Lisa Fields-Linnen: We have a young adult teen program, where we provide mentoring services, resume writing, internship, job training and placement. Another youth service that we offer is for teen parents under the age of twenty-one. As a teen parent we provide resources to help you with your newborn life, and help you seek housing, childcare and employment services. We also have an afterschool program where we provide a mentoring program, homework help, arts & crafts, and music components as well. Our summer camp is our biggest youth service currently, because they get to go on trips and have fun outdoors for the full day. The youth that we serve are at-risk youth that come from low-income single
parent households.

Kars4Kids: How do you strike a balance between education and fun? For example, STEM activities as opposed to Arts and Crafts; do you offer mainly fun stuff to keep kids engaged for the sake of the educational stuff? Half half? Or do you just play it by ear?

Lisa Fields-Linnen: We have a weekly schedule and homework is a priority; we set aside an hour each day to do their homework, no exceptions. Homework must be done and accurate before moving throughout the weekly schedule. If a student comes to the program and does not have any homework, we let the parents know so they can follow up with the school, but during that hour they will read and be given assignments based on their grade levels.

Kars4Kids: Can you tell us about a typical day at Hands That Make A Difference? Do the kids come in straight from school? What happens next and for the rest of the day?

Lisa Fields-Linnen: A typical day at HTMAD starts with staff going to the neighboring school and
escorting the students back to the program. We do a check-in of every student to see how their day was in school, and this gives an idea of how they will be at the afterschool. This also helps us identify any issues that may need to be discussed and shared with the parents. We also do a check-in of the staff as well. After this we see if any students must go to the restroom, if so, we escort them to the restroom. The staff then checks each student assigned to them book bags to see whether they have homework or not. Some students come with a packet outlining their homework for the week and they begin their homework. After homework we see if anyone needs to use the restroom again and if so, we escort them. We move on to the wellness component, where a student is assigned the instructor and they do various exercises, before moving onto the activities. After each student completes the exercise, they go back to their assigned tables, hands sanitized awaiting their snack. A student will be assigned to the staff helper in giving out healthy snacks to each student. At 4:30 pm is when the different activities are conducted based on the day of the week. Around 5:45 pm we start to clean up and get ready for dismissal. This is a typical day at HTMAD.

Kars4Kids: You have specialized services for homeless youth. How do you help them? What are their needs?

Lisa Fields-Linnen: The programs that we offer for the homeless youth range from finding them a shelter, providing them with hygiene supplies, enrolling them in HRA resources, referring them for mental health services if needed.

Kars4Kids: What do young adults need, and what services and programs do you offer them? What is the Anti-Violence Prevention Initiative and is there something about their ages that makes them more vulnerable to violence-related issues and behaviors?

Lisa Fields-Linnen: Young adults need a positive role model to be consistent in their lives and supportive of their dreams and desires. They need someone that is nurturing but still holds them accountable. The Anti-Violence Prevention Initiative is a program designed to assist young people in not choosing to join gangs, giving them alternative coping skills if they are approached, as well as working with youth who may already be gang affiliated. The ages vary because I mentioned before about living and growing up in Harlem, gangs are everywhere, and we must catch them in middle school now.

Kars4Kids: Tell us about your Teen Parent program. What challenges confront teen parents? What do they need most? Why do they come to you?

Lisa Fields-Linnen: Our Teen Parent Program provides a network of support to our teen parents and children by referring them to comprehensive services, mental health care, sexual and reproductive health care, childcare. The challenge that confronts the teen parents is lack of support from their parents. They need guidance, support, and encouragement that it is not the end of the world. The reason they come to us is that we are welcoming and not judgmental.

Kars4Kids: How about a word or two about your volunteers? Do they have specific hours? What is their role?

Lisa Fields-Linnen: Our volunteers are very instrumental in our program and have been dedicated to growing our organization. The volunteer role varies, some supervise the Teen Parent Program and Young Adult Program. We have other volunteers who work on communicating with the schools regarding recruitment and networking with other organizations.

Kars4Kids: What’s next for Hands That Make A Difference?

Lisa Fields-Linnen: Hands That Make A Difference is looking to expand our organization in another borough. We would like to offer our services to more youth, families, and the community.

Joyful Readers is a relatively new initiative that aims to combat a serious problem: a lack of fluent reading skills in children going into the fourth grade. The reason this is such a huge issue is that until that point, children are learning to read. After that, as the theory goes, children are reading to learn. That makes it crucial to get them up to scratch so they can get a decent education for a more successful future.

The way Joyful Readers chooses to tackle this problem is to bring in full-time tutors who work intensively with young students inside Philadelphia schools. These tutors aren’t just any tutors, but AmeriCorps volunteers who are trained in proven methods to get kids reading up to scratch. It’s a program and a method that’s yielding impressive results.

We need more such programs, and these programs need and deserve our support. This particular small grant recipient appears to have a successful formula for getting kids to read. We put some questions to Joyful Readers Development Director Sarah DeLucas to learn more about this work.

Kars4Kids: Joyful Readers currently provides daily reading tutoring to students in 18 Philadelphia schools. Do you operate mainly in Title I schools? How would you describe your demographic?

Sarah DeLucas: The schools we operate in are both district and charters schools mainly concentrated in West and North Philadelphia—areas with some of the highest concentrations of poverty in the city. Our partner schools predominantly serve Black and Latinx students; 94.1% of the students enrolled in our program are students of color. We are projected to serve approximately 1,000 students this year. Our students are eager to learn, full of potential, and ready to thrive with the personalized support they receive through our program. Many begin their journey feeling uncertain about their reading abilities, but as the year progresses, they gain confidence and are able to access the joy of reading.

Kars4Kids: Only 33% of Philadelphia’s K-3 students read on grade level. How does this number compare with the number of students in other large cities who struggle with reading, and what is the national average? Are some Philadelphia children more likely to read below grade level than others?

Sarah DeLucas: The persistent gap between proficient and non-proficient readers is not unique to Philadelphia. It is a nation-wide issue that requires attention at the federal, state and local levels. However, schools across Philadelphia have a reading proficiency rate well under the norm. Systemically under-resourced schools, staggering rates of poverty, substandard instructional practices, and the legacy and continued presence of structural racism have all contributed to inequitable and unacceptable educational outcomes for Philadelphia youth. Joyful Readers’ target student population – Black and Latinx students who live in poverty – are disproportionately affected when compared to their white peers. Without attaining competent reading skills by the 4^th grade, these students are 8 times more likely to leave high school without a diploma.

Kars4Kids: Can you give us an overview of the Joyful Readers reading program?

Sarah DeLucas: Joyful Readers brings full-time tutors directly into Philadelphia public schools to provide daily, intensive reading tutoring to K-3 students in need. Our tutors serve in small teams in elementary schools for a full school year. They work with the same 20 students each and every day in both 1-on-1 and small group formats. Throughout the year, we progress-monitor student learning to ensure each student is on track for success. Students who are performing well are moved off the caseload, making room for new students to be added to the program. Using research-based, high-quality curriculum endorsed by teachers and experts alike, students gain the literacy skills critical for success in school, at work, and in their daily lives.

Kars4Kids: Most of the literacy programs we come across at our small grants program depend on community volunteers, such as retirees, college students, or businessmen on their lunch breaks, to serve as tutors. Joyful Readers tutors, on the other hand, are all members of AmeriCorps. What are the advantages of having AmeriCorps members as tutors, as opposed to dedicated members of the community who desire to serve the public in a meaningful way?

Sarah DeLucas: The Joyful Readers service model is based on a vast body of research that has demonstrated the efficacy of high-dosage reading tutoring, especially when led by paraprofessionals such as AmeriCorps members. The study determined tutoring programs are most successful when the following 3 methodologies are deployed, which forms the basis of our program:

1. After completing high-quality training, paraprofessionals such as AmeriCorps members provide reading instruction to students with consistent support throughout the year.
2. Tutoring takes place in a high-dosage format, meaning that it is a daily activity that occurs in schools during the school day (as opposed to an afterschool, online or off-site program).
3. Tutoring in reading has the greatest impact on students in grades K-3.

Kars4Kids: Joyful Readers tutors work a full 8-hour day. Other than feeling good about helping children learn to read, are there other incentives or benefits to becoming a Joyful Readers tutor?

Sarah DeLucas: Many of our tutors come to Joyful Readers curious about a career in education and use the tutoring program as a way to experience working inside a school with students on a daily basis. Part of their training includes the AIM Pathways to Proficient Reading course, a graduate-level course. Each tutor receives 3 graduate credits from Arcadia University upon completion of the course. At the end of their service term, tutors receive an education stipend from AmeriCorps. Joyful Readers also offers plenty of professional development opportunities throughout the year, ensuring tutors receive the support they need to take the next steps in their career.

Kars4Kids: Your tutors undergo comprehensive training throughout the month of September. Doesn’t this mean that the students are losing a full month of reading help? Did you choose September so as not to spoil your tutors’ summer vacations, or is there another reason that makes September ideal as a training period for your tutors?

Sarah DeLucas: The reason why tutors start in schools in October as opposed to September is to give time for teachers and administrators to get to know their students and assess their skill levels. Staff can’t know which students are appropriate for our reading tutoring program until they fully understand their reading comprehension levels.

Kars4Kids: How many tutors do you have and how many students does each tutor work with in the course of the year? What would a typical day look like for Joyful Readers tutors and students? What, if any role do classroom teachers play in all of this?

Sarah DeLucas: This school year, we have 50 tutors deployed to 18 Philadelphia schools. Tutors with the same 20 students each and every day in both 1-on-1 and small group formats. During their term of service, our tutors are managed and coached by a Literacy Coach (LC), who liaises with school administrators, literacy specialists, and teachers. The LCs observe and coach tutors at least once per week for the entirety of the school year. They also support our tutors with various day-to-day challenges such as building relationships with students and school staff, interpreting the results of reading assessments and ensuring students remain engaged in lessons.

Kars4Kids: Training for your tutors is provided in partnership with the AIM Institute for Learning and Research. Can you tell us about AIM and why you have partnered with this body?

Sarah DeLucas: AIM’s course is based on the Science of Reading, which refers to a body of research that examines how people learn to read and the most effective methods for teaching reading. They are not only widely accepted in their field, they are local to the Philadelphia area.

Kars4Kids: During the training period, tutors also take a course called Pathways to Proficient Reading, an “IDA accredited” foundational course in the science of reading. Can you give us an overview of this course? What is the IDA?

Sarah DeLucas: IDA refers to the International Dyslexia Association. AIM Pathways to Proficient Reading Pathways to Proficient Reading is designed as a blended learning professional development opportunity introducing the Science of Reading to educators, special educators and reading specialists looking to incorporate evidence-based practices for language and literacy instruction.

Kars4Kids: Joyful Readers is a relatively new initiative, officially in operation for only three years. What are you seeing when you measure the impact of your program?

Sarah DeLucas: We’re pleased to share that Research for Action (RFA), an independent 3rd party research firm, provided a complete data analysis of our first year of programming (2022-2023). RFA determined Joyful Readers students’ reading growth at all 9 partner schools participating during this time period, outpaced the growth that would be expected in a typical school year. Students not only improved in reading, but also made meaningful progress towards closing the gap between their assessment scores and the national median score of students in the same grade between fall to spring. Joyful Readers students began the 2022-2023 school year reading at the 22nd percentile, and they ended the year at the 30th percentile. This movement toward grade level reading with a gain of 8 percentile points represents more than a year’s worth of growth! We’ve employed RFA to provide a data analysis on our progress last school year (2023-2024) and that report will be available in the spring of 2025.

Kars4Kids: What’s next for Joyful Readers?

Sarah DeLucas: Joyful Readers is focused on expanding our impact throughout Philadelphia. We continue to bring on additional school partners, and recruit more tutors to serve our expanding footprint. We are cognizant that there are over 30,000 Philadelphia K-3 students who currently read below grade level. A typical Philadelphia elementary school has a reading proficiency rate well under 50%. As a relatively new organization, we don’t have the capacity or funding to reach all the students in need. Only with time, perseverance, and funding from partners like Kars4Kids can we sustain our growth and impact here in Philadelphia, ensuring all students blossom into successful, confident, and joyful readers!

SPARK, the Children’s Museum of Rochester, sees play as a powerful tool. Think of how children play “house.” Trying on adult roles, such as that of a mother or father, helps children understand relationships, develop empathy, and boost their imaginative skills. SPARK understands that the significance of play extends far beyond mere amusement; it is the foundation of child development and a key element in fostering critical cognitive and social skills.

Since opening its doors in August 2020, our latest small grant recipient SPARK, has become a vibrant hub for approximately 70,000 visitors each year in Southeast Minnesota, creating an engaging learning environment where play reigns supreme. The museum’s innovative exhibits and programs in fact, leverage the intrinsic benefits of play, not only for children but also for adults, promoting lifelong learning, social interaction, and emotional well-being. In this interview with SPARK Executive Director Heather Nessler, we delve into the remarkable approaches this unique museum employs to make learning effective and joyful while exploring the depth of play’s impact on our community.

Kars4Kids: You serve a very large metropolitan area. How many children do you serve in a typical year?

Heather Nessler: We serve Southeast Minnesota within our nearly 10,000-square-foot space, and since we opened our facility in August 2020, we have served more than 262,000 people. Typically, we see around 70,000 people a year (minus the pandemic years).

Kars4Kids: Why is play important?

Heather Nessler: Play is critical to child development. It is one central way children build skills to enact agency and understand how their choices influence other people. Play enhances brain structure and function and promotes executive function (or the process of learning rather than the content). Children’s museums provide examples of the many ways parents, caregivers, and educators can use play to facilitate well-being, healthy brain development, and make learning more effective and joyful for everyone.

Kars4Kids: Why do kids need a museum to help them play? Don’t they just naturally play on their own or with friends as a normal part of childhood?

Heather Nessler: True, the benefits of play can occur in many different types of environments, but children’s museums excel at cultivating play. SPARK offers particularly valuable contexts for play: free-choice elements and intentional structure and scaffolding. Research has repeatedly found that this type of “guided play” can lead to stronger learning and developmental outcomes than unstructured play. Additionally, children’s museums are designed to embrace social forms of playful learning, making them ideal places to foster social-emotional learning (skills we use every day, all day), such as managing our emotions, self-regulating, and communicating with one another.

Kars4Kids: SPARK offers opportunities for people of all ages to “learn about the world, each other and local environments through hands-on, inquiry-based exploration and play.” Adults need to play?? What do adults learn from play? What is “inquiry-based exploration?”

Heather Nessler: Amongst both children and adults, play has the potential to reduce stress and improve mental health, a crucial need for our society. Adults need to play more, in my opinion. Being playful does not equate lack of seriousness, which some adults believe. Just like a child, play encourages socialization, problem-solving, empathy, and so on. Inquiry-based exploration encourages our visitors to explore and solve problems through real-world connections and high-level questioning. At SPARK, our interactive exhibits and hands-on programs evoke critical thinking and problem-solving skills and improve collaboration and retention.

Kars4Kids: Can you describe your exhibits? Are these permanent exhibits or do you change them periodically?

Heather Nessler: Our exhibits are hands-on, interactive, and built to handle the creative energy our visitors bring to the space. Our focus areas are health and wellness, STEAM, and cultural connections. We play up our local assets. For instance, our water table reflects elements of a local dam. Our climbing structure replicates a Helix, which is very appropriate a community known as the “med city”. Our exhibits are permanent, and we continue to add new elements to the museum. We rotate props and provide pop-up exhibits to keep things fresh.

Kars4Kids: Would you tell us a bit about the museum space? Outside of the exhibits, what makes the museum a place conducive to play? Are there any intentional design features, for instance, that make it a comfortable and beckoning place for play? How large is the museum?

Heather Nessler: Our space is small but robust. We are nearly 10,000 square feet, and the skylights and high ceilings make it feel that much grander. I am very proud of the programming we offer at SPARK, encompassing literacy and social-emotional skill building, creating art with unique materials, and making a mess during a STEM workshop. We are always pushing the limits and offering scalable opportunities for children of all ages and their adults to engage.

Kars4Kids: Tell us about your latest exhibit described on your website as a “smart city.” Can you explain what that means? Is this also a space for play? What made you decide to create this exhibit?

Heather Nessler: Ah, we’ve added another exhibit since SPARK City, called Wonder Woods. Wonder Woods is for our littlest learners – a tot spot. It’s an area for babies and toddlers to build large and small motor skills and for parents to network. SPARK City is on the other end of our age range, serving an older audience of around 8-10 years old. The city is a game and the player’s objective is to keep their city functioning. Collaboration with others is key, but one person can keep the city copacetic, however, it’s more challenging without teamwork. Water, power, traffic, and residents all have a role in the game.

Kars4Kids: How do you measure the impact of play? Have you been able to gauge the impact of SPARK on those you serve?

Heather Nessler: While an exact definition of play is difficult to articulate, a report from the American Academy of Pediatrics describes it as an activity that is, “intrinsically motivated, entails active engagement and results in joyful discovery.” Oodles of research around play exist. SPARK has worked with our local schools, offering enrichment activities centered on self-identity. An age-appropriate pre- and post-assessment with those students helped inform the anecdotal summary that children feel more connected to themselves and one another after our workshop.

Kars4Kids: What about you, Heather? Who is Heather Nessler and how did you come to be the executive director of SPARK?

Heather Nessler: I am a communications and marketing professional, having worked in many different industries, from baseball to radio to public education. It’s a bizarre combo, but it works because I love having fun and making an impact. I gravitate toward areas of arts and culture, museums, and education. In this role, I can combine my passions with work I love in a community I chose, with incredibly brilliant and delightful people.

Kars4Kids: What’s next for SPARK, the Children’s Museum of Rochester, Inc.?

Heather Nessler: Everything! SPARK is a well-loved children’s museum that just celebrated our fourth birthday. Our museum is bustling, but there are many opportunities to continue expanding who we serve. Providing access by removing barriers is a priority, and we will continue to build upon it as our museum grows in size and service.

Boys & Girls Club of Henderson County (BGHC) makes it possible for parents to put in their work hours, knowing that their children are well cared for, mind, body, and soul. At the Club, kids are assured of a warm and welcoming place to go in the hours after school when they might otherwise be alone with no one to care for them, or worse, out on the streets. But BGHC is not just a babysitting service—at the Club, kids get academic help and STEM enrichment; learn to become leaders and give back to their communities; and finally, get fit through sports and nutrition education with an experiential twist—Club members grow their own vegetables to cook and eat.

The real measure of success for any youth development program of course, is its measurable impact. This is where Boys & Girls Club of Henderson County really shines with a 100% high school graduation rate for its participants. Now that’s nothing to sneeze at!

We put some questions to Boys & Girls Club of Henderson County Communications Director Josh Titherington to learn more about the work of our latest small grant recipient:

Kars4Kids: On the Boys & Girls Club of Henderson County website, right there on the homepage, are the welcoming words “You belong here.” We understand that all youth are welcome. That said, do you serve a specific sector of young people? What’s your demographic?

Josh Titherington:  We serve youth from kindergarten through 12th grade. Additionally, our Project Hope program provides significant funding to support our members in pursuing post-secondary education.

Kars4Kids: What are the core values that guide your work with youth?

Josh Titherington: We embrace a whole-child approach to development, nurturing their mind, body, and spirit. We help our members achieve academic success, promote physical activity through organized sports and daily exercise, and encourage healthy eating habits. Spiritually, we focus on fostering strong, healthy relationships with peers and adults, teaching them empathy, and building a sense of community.

Kars4Kids: Can you tell us a bit about the history of the Boys & Girls Club of Henderson County?

Josh Titherington: Established in 1993, the Boys & Girls Club of Henderson County has been dedicated to inspiring and enabling young people, especially those in need, to reach their full potential as responsible, productive, and compassionate citizens. Each year, we provide year-round programs to hundreds of youth, emphasizing academic success, healthy lifestyles, and positive personal decision-making. Thanks to a recent grant, families can now enroll their children for free, continuing the tradition of inclusivity and accessibility that began with our $5 per-child membership fee for nearly three decades.

Kars4Kids: BGHC offers three tracks, Academic Success; Good Character & Citizenship; and Healthy Lifestyle. Do the kids have to take part in programs from all three tracks or is it totally up to them and their parents?

Josh Titherington: All members engage with all three tracks because they are interconnected. However, during “member’s choice” times, youth can pursue their unique interests. For example, some members join our Bike Club because they love cycling, while others explore their creativity in our Art Club. This flexibility allows them to grow while pursuing their passions.

Kars4Kids: Can you give us a rundown on your Academic Success programming?

Josh Titherington: Our Academic Success programming includes one-on-one tutoring and Power Hour, a dedicated time for members to complete homework and strengthen areas where they may need extra support.

Kars4Kids: What about your Good Character & Citizenship? How do you define character and citizenship in practical terms? What Club programs fall under that heading and what aspect of character or citizenship are they meant to impart?

Josh Titherington: We define good character and citizenship as acting with integrity and learning to identify and avoid risky situations. Programs like Smart Girls and Passport to Manhood empower members with skills in healthy decision-making, self-determination, and managing personal and interpersonal challenges. These programs aim to build resilience, confidence, and a sense of personal responsibility.

Kars4Kids: Under Healthy Lifestyle, you have a program for play and one for sports, but the third one is unexpected—cooking is not so unexpected, but learning how to grow nutritious food, is pretty novel. What do the kids grow? How does growing the food they eat have a positive impact on their health?

Josh Titherington: During the growing season, our members plant herbs, vegetables, and fruits. They then work with our nutritionist to learn how to clean, prepare, and serve these ingredients as part of healthy meals they can enjoy. This hands-on approach teaches valuable life skills and encourages healthier eating habits.

Kars4Kids: Are you staffed by volunteers? How many volunteers do you have right now? Do they undergo any sort of training?

Josh Titherington: We have about 12 volunteers helping daily, with a pool of approximately 30 individuals available as needed. All volunteers must pass a background check and complete training provided by the Boys & Girls Clubs of America to ensure they are prepared to support our members effectively and responsibly.

Kars4Kids: Tell us something about the impact of your club on the youth you serve. What is the high school graduation rate for Club members?

Josh Titherington: We are proud to have achieved a 100% graduation rate for the past 16 years. Over the past 30 years, many former members have returned to the Club as staff, volunteers, or even board members. For example, our Operations Director, Carlos Vega, was a member in the 1990s. His passion for the Club and its mission now inspires the next generation of youth in our community.

Kars4Kids: What’s next for the Boys & Girls Club of Henderson County?

Josh Titherington: Our focus is on maximizing the space we have to serve as many youth in our community as possible. While our current building serves us well, we’re exploring the possibility of opening another site in the future to better meet the needs of youth on the other side of the county.

Brownsburg Education Foundation (BEF) was among the first public school foundations in the state of Indiana, setting a fine precedent for concerned parents and educators in other school districts. Today, many communities are finding that their schools just don’t have the wherewithal to give children what they need for a fully-rounded education. But since 1987, the Brownsburg Education Foundation has been filling in where school district funds fall short, offering grants for educators, scholarships for students, and enrichment activities of all kinds.

This volunteer organization has had a tremendous impact on the children in Brownsburg, raising money for everything from books, to science equipment, to special education vocational skills materials, and more. All told, BEF serves over 10,400 children and 580 teachers spread across thirteen Brownsburg Community School Corporation buildings. Brownsburg Education Foundation serves as a shining example of what caring communities can do for children, once they set their minds to the task.

We put some questions Brownsburg Education Foundation Executive Director Rene Behrend, to gain insights into the work of this our latest Kars4Kids small grant recipient:

Kars4Kids: Tell us a bit about the community and the children you serve. What’s your demographic?

Rene Behrend: The Brownsburg Community School Corporation serves a diverse student population, with Caucasian students making up the majority at 67% of the enrollment. The remaining student body consists of 17% African American students, 7% Hispanic students, 6% multi-racial students, and 3% Asian students. In terms of socioeconomic diversity, one quarter of the student population qualifies for free and reduced lunch programs.

Kars4Kids: InCredible Award Grants are awarded to individual staff members or small groups of staff members who want to complete a special project or create a club for the students of the Brownsburg Community Schools. Can you describe some of the projects and clubs you’ve funded through this grant program? Are the staff members generally teachers?

Rene Behrend: The foundation has funded several innovative educational projects across all grade levels, including $2,669.52 for tricycles and plasma cars to enhance preschoolers’ physical development, and $4,676.96 for picture book sets to strengthen global education and science literacy across elementary schools. At the middle school level, grants included $800 for creative literature projects and $6,476.98 for STEM technology including Spheros robots and science equipment. Brownsburg High School received multiple grants, including $543.84 for special education vocational skills materials, $146.97 for newspaper stands, and $650 for a mathematics string art project.

Kars4Kids: BEF also has a District Excellence Award grants program. How does this differ from InCredible Award Grants, and can you talk about some of the projects that have received funding through this award?

Rene Behrend: The District Excellence Award grants benefit every grade level and department in the Brownsburg Community School Corporation. They address needs that are based more on the curriculum and include funding supplies that may have been cut from the budget.

Kars4Kids: Let’s talk about the student scholarships funded by BEF. How many scholarships do you award each year, what amount do you give, and how do you choose the recipients?

Rene Behrend: The Class of 2024 received $72,000 in scholarships from BEF. This includes several named endowed scholarships that will be given in perpetuity. Several of our scholarships are also renewable now as well. The amount of scholarships each year varies, but we have given additional scholarships each of the last 12 years. The recipients are chosen through a blind selection process by a BEF scholarship committee each year.

Kars4Kids: BEF has a Brownsburg Community School Corporation (BCSC) Teacher of the Year Award as well as a Staff Member of the Year Award. What is the nomination process? Is this a monetary award? How much do they receive? Can you tell us a bit about this year’s recipients?

Rene Behrend: The Teacher of the Year and Staff Member of the Year are chosen by the school administration each year. They are nominated by their peers. BEF supplies a monetary award to each of the school winners and then to each overall district winner. The two overall district recipients each receive $1,000 and these awards are sponsored and funded by community partners. The 2024 Teacher of the Year recipient is Kyla Reineke and she teaches social studies at Brownsburg East Middle School. The 2024 Staff Member of the Year is Elisabeth Allgire and she is an instructional assistant at Reagan Elementary School.

Kars4Kids: Tell us about your Real Men Read program? How does it work? Why specifically men?

Rene Behrend: The Brownsburg Education Foundation is proud to fund this early literacy program. Men in the community, MENtors, volunteer their time once a month to read to all kindergartners in the school corporation. Each month, the students get a copy of the book that is read to take home to their families and continue reading together. The program utilizes men as volunteers to actively demonstrate to young boys that reading is valued by positive male role models, thereby encouraging them to develop a love for reading and literacy skills, especially when they might not have a significant male figure in their lives who reads regularly; essentially showing that “real men” do read and value education.

Kars4Kids: What is the Purdue Science Express?

Rene Behrend: The Brownsburg Education Foundation pays for the teachers to be trained on various pieces of lab equipment through the Purdue Science Express program, and they then have access to over $4 million worth of research-grade instruments to use in their classrooms throughout the year. Equipment is delivered by Purdue and left at BHS for a week, then picked back up by Purdue and returned to the University. This grant provides the students access to many sophisticated pieces of lab equipment that they otherwise would not have the opportunity to use.

Kars4Kids: The work of BEF encompasses after and out-of-school activities, programs, and projects. Can you give us an overview of some of these programs and projects?

Rene Behrend: In addition to funding classroom programs and projects, BEF also supports after school running clubs at all eight elementary schools, a Pioneer Camp over the summer for exiting 3^rd – 5^th grade students and helps purchase equipment for the Brownsburg High School Robotics Club. BEF also has an Essentials for Excellence Fund that supports the FastTrack school prep program available for students on free or reduced lunch as well as supports the school food pantry.

Kars4Kids: Can you talk about your 2024 Innovative Grant of the Year? What is “Write or Flight?”

Rene Behrend: The BCSC occupational therapists observed a growing trend in fine/visual motor and handwriting deficits. Subjective data shows various reasons for this, one being how students “play” outside the classroom, as technology has replaced the sidewalk chalk and coloring books. Many of kindergartners are also entering school with limited or no preschool experience, as the COVID pandemic kept many of them at home in their early years. When these students do not the opportunity to grasp these skills, they sometimes enter the “flight” phase and writing becomes a negative experience. Through the funding of this project, all students have access to a “Writing Toolbox” with materials to provide students with the foundations for successful handwriting required for academic excellence.

Kars4Kids: What’s next for Brownsburg Education Foundation?

Rene Behrend: The Brownsburg Education Foundation continues to evolve and grow to support educational excellence in Brownsburg schools. By strengthening alumni engagement in 2025 through networking events, social media outreach, and creating opportunities for graduates to give back to their alma mater, the BEF aims to build a stronger connection with its alumni base. Looking ahead, the foundation will continue its focus on funding innovative classroom grants, supporting teacher excellence, and creating enhanced learning opportunities for students across all grade levels. The Brownsburg Education Foundation also aims to expand its impact through increased community partnerships and fundraising initiatives to ensure Brownsburg students have access to cutting-edge educational resources and experiences.

Kids On The Rise evolved out of the understanding that tutoring, in and of itself, is not a solution for children confronting opportunity gaps due to socioeconomic factors. These children need to know they have someone always in their corner, someone caring and understanding. In other words, they need a mentor.

It’s a proven fact: mentorship goes a long way toward helping children overcome the practical difficulties that prevent them from succeeding—not just in the classroom, but in life. Over the past two decades, Kids On The Rise has put this principle into practice, matching kids with mentors to help them reach their fullest potential. The holistic approach of this latest Kars4Kids small grant recipient has by now proven itself many times over—kids who might otherwise have dropped out of school are not only graduating from high school, but college, for a better, brighter future.

We put some questions to Pam Burris, executive director of Kids On The Rise, to learn more about this holistic approach to child development:

Kars4Kids: Can you tell us a bit about the Cumberland County community and the kids you serve? What’s your demographic?

Pam Burris: Cumberland County is a rural retirement community located in Middle Tennessee. The target population of our program includes children within grades K – 12 who are referred to us by a counselor, teacher, or other service provider. Typically, these children face opportunity gaps due to a variety of economic and social factors. We do not decline service to anyone referred to us by the school system.

Kars4Kids: Kids On The Rise evolved as an offshoot of the SMILE program, which focused on academic assistance. Why was it deemed necessary to create a new program, and in what ways does Kids On The Rise differ from SMILE?

Pam Burris: SMILE began as a tutoring program that worked with kids solely on the basis of academic need. Over time, the organization found that students need more than academic assistance. Kids On The Rise started as a separate organization to address this by creating a one-on-one mentoring program. This strategic shift into mentorship allowed the program to expand in reach and in impact. Mentors provide stable, consistent, and positive interactions to encourage students to overcome challenges and achieve social, intellectual, and personal goals. Its focus extends past academics and nurtures a child’s development across all domains.

Kars4Kids: Talk to us about your mentoring program. How often do mentors meet with children and what do they do with the kids?

Pam Burris: Mentors meet with their students weekly, typically after school or on weekends, to build a one-on-one relationship and foster the student’s development. The primary goal is simply to spend time together. Some activities that our mentors and students enjoy doing together include cooking, hiking, attending sporting events, volunteering together, and fishing. Group activities are provided by Kids On The Rise throughout the year. We select activities to nurture the bonds between the students and mentors, teach students new skills and information, and to expose them to experiences they might not otherwise have access to. These activities have included tours of local businesses, bowling, and field trips to the Knoxville Zoo, the Tennessee Performing Arts Center, TN Tech, and UT football and basketball games. We also organize annual events such as our End-Of-School Celebration and Reindeer Ramble which provide our students and mentors opportunities to connect and build a sense of community with other mentor teams.

Kars4Kids: Why is mentoring important for young people? What are some of the benefits of mentoring?

Pam Burris: At Kids On The Rise, we believe that children are most likely to reach their full potential when surrounded and supported by positive, caring adults. A mentor listens, encourages, establishes positive boundaries, and acts as a strong role model to help students develop a sense of hope and vision for their futures. Research shows that students who are mentored are more likely to graduate from high school and pursue higher education. They are also less likely to engage in risky behaviors and report fewer incidents of depression. Mentoring provides personal, academic, and social benefits for students and adults involved!

Kars4Kids: Does your mentoring program have a specific aim or purpose that distinguishes it from other mentoring programs?

Pam Burris: Kids On The Rise focuses its efforts on the development of the whole child to address needs in all domains. It implements a trauma-informed approach to recognize and respond to the variety of experiences students may be facing and provide individualized support to their situations through one-on-one care. We also work closely with the school system and other community partners to ensure comprehensive resources and opportunities for the students in our program.

Kars4Kids: How many children do you currently serve? Does the number of mentors match the number of students, or are some mentors meeting with more than one student?

Pam Burris: We currently serve 64 students through the help of our 60 volunteer mentors! The goal of our mentoring program is to pair one mentor with one student so they may build an individualized, supportive relationship. However, some of our mentors choose to work with multiple students depending on availability and need.

Kars4Kids: Can you tell us how you prepare mentors to work with the kids? Do your mentors undergo some sort of training?

Pam Burris: Mentors are equipped with several training sessions prior to getting paired with a student. They first complete an online series on child abuse awareness and then an orientation on our processes and procedures. We require ongoing training annually.

Kars4Kids: You also have a program called “Book Buddies.” Can you give us an overview of this program?

Pam Burris: Book Buddies is a reading program in which trained adult volunteers will be matched with students in a classroom to read together weekly. We want students to be excited to meet with their Book Buddy each week and to practice foundational literacy skills together. Early literacy skills predict later academic achievement and positive adult relationships outside of the home are positive childhood experiences that are related to resilience in overcoming adverse childhood experiences. Students who participate in this program will be selected by their teachers. We anticipate that students with lower reading scores will most likely be selected. No students are excluded from participating.

Kars4Kids: What has Kids On The Rise achieved since its founding in 2003? Can you share a success story?

Pam Burris: Since the start of the program in 2003, Kids On The Rise has been empowering students in Cumberland County. We have served over 250 students in the past 20 years. We began tracking outcomes in 2015. Since that time, 31 students have graduated from high school. Those students spent an average of 7.5 years with their mentors. An additional 9 students have graduated from college or technical school.

One of our students is currently an air traffic controller in the U.S. Marine Corps. This is her testimonial:

“When I met Mrs. Terri, I was in third grade, and I remember being terribly shy. I didn’t want to talk much in those early Tuesday meetings. Then I told her I couldn’t read and I couldn’t spell. As an eight-year-old I knew all the things I couldn’t do, but I couldn’t list a single thing I could do. Luckily for me, Mrs. Terri somehow saw potential in me, so every week in the guidance office we met we would practice my reading or my spelling for a while and then she would get on the floor with me and play a game of pick-up sticks. I thought I was just playing games and doing some homework outside of class, but really, I was learning to trust Mrs. Terri. That foundation of trust we build back in the day has never faded.

“I don’t think she realizes not a single part of my life would have turned out so well if she hadn’t of taken a chance on the kid who said she couldn’t do anything. Kids On The Rise has truly changed my life for the better.”

Kars4Kids: What’s next for Kids On The Rise?

Pam Burris: Kids On The Rise continues to provide mentoring services for students. Our hope is to continue to expand our programs to serve more kids. One way we are doing that is through the Book Buddy program. This program will allow us to build relationships with more students by reaching a new pool of volunteers. We also will continue to intentionally focus on activities that help build character and confidence to support our students’ development.

HEAR Scholarship Foundation is bridging the opportunity gap for low-income students, offering the encouragement and support they need to pursue a college education. The majority of HEAR participants become the first in their families to attend college. HEAR certainly has an impressive track record; a full 98% of HEAR scholars graduate college, and some of them go on to attain graduate degrees.

How is HEAR managing this incredible feat that has resulted in almost 130 HEAR participants getting a college education? For one thing, as you might have guessed from the name of this foundation, scholarships. A college education is expensive, and beyond the means of many young people from low-income neighborhoods. These students need financial assistance to go to college and without college, they might never break the cycle of poverty that keeps kids from getting ahead.

Paid internships also make a difference for these young scholars. But beyond financial assistance, students need guidance in navigating skills such as interviewing and résumé writing, and they also need stable, consistent mentors who care about them and their journey. All in all, HEAR, our latest small grant recipient, provides Chicagoland scholars with everything they need to get a good education and a more successful future.

We put some questions to HEAR Scholarship Foundation Marketing and Communications Manager Lucy Burne to learn more about this work:

Kars4Kids: Tell us a bit about the young people you serve, if you would. What’s your demographic?

Lucy Burne: HEAR serves low-income, underrepresented high school students from the Chicagoland area, supporting them in successfully pursuing and completing a college degree. Any high school senior who meets our eligibility criteria may apply to HEAR’s College Program. 70% of our current college population are first-generation college-goers and almost 90% identify as ethnically diverse. Since our inception in 2011, HEAR Scholars have come from over 80 high schools within the Chicagoland area and attended 88 different 4-year institutions of higher education within the United States and beyond.

Kars4Kids: Can you give us an overview of the history of the HEAR Scholarship Foundation?

Lucy Burne: HEAR awarded its first scholarships to just four students in 2011. Enrollment has grown steadily since then. Initially, classes grew slowly as awareness of both the scholarship program and the need for donations developed.

In 2012, HEAR added another piece to the puzzle on the road to college success by introducing its Mentoring Program. The majority of HEAR scholars are first-generation college students with limited access to guidance on navigating college life. Studies show that students with a dedicated mentor have significantly higher graduation rates, particularly low-income and first-generation students. With this in mind, HEAR launched a mentoring program to support its scholars as they adjust to college.

In 2014, HEAR began a period of continued growth in scholarship numbers. By 2019, after several years of significant increases in HEAR class sizes and the overall scholar population, HEAR recognized the need to refine its mentoring structure. Now, each new HEAR scholar has a dedicated mentor who has passed a background check and completed training. Mentors and mentees communicate monthly through FaceTime, Zoom, Google Meet, phone, text, or email. Whenever possible, they meet in person twice a year, and mentors keep HEAR staff updated on their relationship via an online survey.

In addition to the mentoring program, in recent years, HEAR has also been developing partnerships with organizations in the Chicagoland area. These partnerships offer scholars relevant, paid internship opportunities. Over the last 12 months, these partnerships have also provided workshops for HEAR Scholars to learn important skills, including interviewing, résumé writing, and ensuring an appropriate online presence.

HEAR reached its goal of awarding 30 scholarships per year for the first time in 2019, with plans to maintain this enrollment level until it could expand its team. Unfortunately, the COVID-19 pandemic impacted HEAR’s fundraising, requiring a temporary reduction in enrollment in 2021 and 2022. However, the foundation is pleased to report that numbers have rebounded in the past two years. In May 2024, HEAR enrolled 29 scholars into its College Success Program, marking a commitment of over $4.5 million toward helping exemplary high school students in financial need access higher education.

To date, over 130 students have graduated from HEAR’s College Success Program, and the foundation is proud of its impressive 98% four-year college graduation rate.

Kars4Kids: Are all the youth in your program first gen scholars?

Lucy Burne: Not all students in HEAR’s program are first-generation scholars. HEAR’s program is open to any high school senior who meets the eligibility criteria. However, about 70% of our current students are first-gen scholars. These students also tend to take more advantage of, and benefit most from, HEAR’s additional resources and support mechanisms, such as mentoring and skill-building workshops.

Kars4Kids: What can you tell us about your college scholarships? How much assistance do you offer your scholar participants?

Lucy Burne: HEAR scholars benefit from both financial scholarships and mentorship, receiving guidance and resources throughout their college journey. Each recipient is awarded a $20,000 tuition scholarship, paid directly to their college in increments of $5,000 per semester over four years. The scholarship is renewable because HEAR believes that accountability fosters success.

Applicants must demonstrate financial need, meet HEAR’s minimum academic requirements, and show that they are individuals of outstanding character who are active, caring members of their communities. Once accepted into HEAR’s Program, recipients must maintain a GPA of 3.0 or higher to continue receiving their scholarship.

Kars4Kids: You started your current scholarship model with four scholars in 2011. How many scholars do you have today?

Lucy Burne: HEAR’s current scholar population is 94. Over 130 students have now graduated from our program and the foundation maintains a 98% graduation success rate.

Kars4Kids: Talk to us about your mentoring program. How does it work? Do all the youth at HEAR have a mentor? Are they professional mentors or volunteers?

Lucy Burne: Each new HEAR scholar is paired with a dedicated mentor. Mentors and mentees communicate monthly through FaceTime, Zoom, Google Meet, phone, text, or email, and whenever possible, they meet in person on an annual basis. Mentors keep HEAR staff updated on their relationship through an online survey, and if a scholar shows signs of concern, mentors alert staff, who then assist in resolving the issue.

All mentors are volunteers recruited from various sources, including referrals from HEAR staff or board members, fundraising events, and social media posts. Currently, most mentors come from our corporate partners, and in recent years, we have been thrilled to welcome HEAR graduates back as mentors. Who better to guide scholars through college than someone who has walked in their shoes?

Kars4Kids: How can students take part in the programs you offer? Are the students in your programs referred to you, somehow? Perhaps from their schools?

Lucy Burne: Students can apply directly to HEAR’s program by meeting our eligibility criteria. Each November, HEAR opens an online application on its website. Students have until early February to apply for a place in the program as freshmen the following fall. HEAR encourages students to learn about us through outreach efforts in high schools, community organizations, and college-access networks.

Many applicants find us on their own from online scholarship search engines, but we also receive numerous referrals from high school counselors, teachers, community leaders, and current or former HEAR scholars who are familiar with the foundation’s mission and know students who would benefit from our support. Additionally, some students hear about our program through word of mouth, social media, or through partnerships with organizations that support first-generation and low-income students.

Kars4Kids: Can you name some of the colleges that have accepted your scholar participants? What percentage of your program graduates, graduate from college? Do any of the scholars continue in their studies to work toward graduate degrees?

Lucy Burne: HEAR Scholars have attended almost 90 different colleges and universities throughout the US and beyond. The college with the highest population of HEAR Scholars is the University of Illinois at Urbana-Champaign. This in-state institution has always proven a popular choice. The foundation also supports scholars at UIC, Loyola, Harvard, Michigan, USC, Duke, and Syracuse. There is a full list on the HEAR website – https://www.hearfoundation.org/about-us/scholars/. The foundation’s current college graduation rate is 98%. Since the program’s inception, only three scholars have not completed their college journey – all three were during the COVID pandemic. Many of our scholars continue on to post-graduation education. Unfortunately, we do not have the statistics for those numbers!

Kars4Kids: Would you share a success story for our readers?

Lucy Burne: This is a story recently submitted to us by one of our graduates “Hello everyone, my name is Nick. I was born on the West side of Chicago, attended Saint Patrick High School and continued my academic & athletic career at Illinois Wesleyan University, graduated in 2019 with a bachelor’s degree in accounting. I’ve been working at State Farm headquarters in Bloomington for a little over 5 years. My wife & I recently celebrated our two-year wedding anniversary, bought a house in April, and have a 10-month-old daughter, Willa.

“At a young age, I learned life is not fair. As a kid, I was unaware why the gas was shut off, why the lights would not turn on, or why the water wasn’t working. It wasn’t until I got older that I realized we were constantly moving not because we wanted to, but because we HAD to. Being evicted and having to move over 15 times was not easy growing up. In middle school (6th – 8th grade), I was homeless for two of the three years and was often made fun of for smelling, being too skinny or not having “cool” things. Not a single person at my school knew I was homeless or what I was going through. My parents divorced and my mother gave full custody to my father. Through everything, I kept a smile on my face every day, thanks to basketball. Going into my 8th grade year, my two wonderful aunts went to court and were granted custody of me. After my aunts gained custody of me, I was able to obtain the Daniel Murphy Scholarship Fund (DMSF) which allowed me to attend an amazing high school. DMSF introduced me to HEAR’s Executive Director Vera Pollina, and I established a great relationship with her. Through this relationship, I was introduced to the HEAR Scholarship Foundation.

“I share all of this because none of my achievements would be possible without HEAR. I’m a proud recipient of a HEAR scholarship (freshman class of 2015). Without this scholarship, I would not have the life I have today. I would not have been able to continue my academic & athletic career at Illinois Wesleyan University. I would not be working for State Farm. I would not have met my beautiful wife or have my beautiful daughter. I would not have been able to afford the house my family lives in today. I am not sure what exactly my life would have looked like without the scholarship, but I am extremely grateful to have the life I do because of HEAR and its supporters. Not only for myself, but my family as well, we want to thank you for your contribution to this amazing foundation.”

Kars4Kids: What’s next for the HEAR Scholarship Foundation?

Lucy Burne: The foundation is committed to continuing its mission to inspire, encourage, and support low-income college bound students through its College Success Program until such time as there is no need for our services. In the short time, HEAR hopes to increase its capacity through awarding more scholarships in an annual basis.

One of the long-term goals of the foundation is to expand its offering to support students who chose to attend community college and attain an associate’s degree before continuing to college to complete a bachelor’s degree.

The National Children’s Cancer Society (NCCS) is not what you’d expect from its name. Rather than focus on fulfilling a sick child’s dreams, or entertaining them with gifts or visits from celebrities, NCCS offers various supports to the families of pediatric cancer patients. All those things are important, and touching, but there are other critical issues that deserve to be addressed by organizations meant to help kids with cancer—for instance, the considerable expenses resulting from a child’s hospitalization and treatment.

NCCS is different from the other organizations helping pediatric cancer patients, because this particular organization understands that helping pediatric cancer patients begins by helping their families. Easing the heavy financial burden of parents already reeling from a child’s cancer diagnosis is critical. You can’t care for a child when you’re stressed out over the associated costs of pediatric cancer. Such expenses may include the cost of transportation to faraway treatment centers and lodgings, along with regular household expenses at a time when parents may have to take time off from work to be with their children.

This is a concept that may not grab the heart in the same way as summer camps for kids with cancer, or sponsored visits to Disneyland; but such assistance is crucial. Children with cancer need their parents’ love and care, and they need them by their side as they undergo difficult treatments. Their parents, on the other hand, need to have some relief from the financial burden, as the stress is already enormous, and too much to bear in addition to having a sick child. Giving these families the help they need literally comes at a high cost. Undoubtedly, our small grant award will be put to good use by this most deserving organization.

We put some questions to NCCS Vice President of Patient and Family Services Jessica Cook, to learn more about this work:

Kars4Kids: The National Children’s Cancer Society appears to be different than most programs having to do with pediatric cancer in that it focuses on the families of kids with cancer rather than the kids themselves. Can you talk about why parents of children with cancer need help, too? Who is the typical parent that comes to you for the services you provide and how do they find you?

Jessica Cook: At The National Children’s Cancer Society (NCCS), we believe that supporting the entire family is essential in helping children with cancer. When a child is diagnosed, it affects not only them but also their parents and siblings. Parents are often under immense emotional, financial, and physical stress, trying to navigate treatment plans, insurance, and hospital stays, all while maintaining a sense of normalcy for their child and family.

Parents are often their children’s primary caregivers, decision-makers, and emotional anchors during this difficult time. Many face financial hardship due to the costs associated with treatment, travel, and taking time off work. The emotional toll can be overwhelming. The NCCS is there to provide vital emotional support ensuring that they can focus on what matters most-their child.

The typical parent we serve is someone who has just learned their child has cancer and is facing an entirely new world of medical care and financial strain. These families come from all walks of life, but they all share the common experience of needing extra resources—whether it’s emotional support or financial assistance. Families primarily find us through referrals from their hospital social worker. From diagnosis and treatment to survivorship and beyond, the NCCS continues to be a reliable source of support, dedicated to walking alongside families every step of the way.

Kars4Kids: What can you tell us about your Transportation Assistance Fund? Can you describe the typical scenario which makes such assistance necessary? It’s also to help with lodgings, right? What type of lodgings are available for these families, and how do you help with this aspect of the pediatric cancer journey?

Jessica Cook: Our Transportation Assistance Fund is designed to address a critical need that families face—simply getting their child to the lifesaving treatment they need.

The Transportation Assistance Fund helps cover the costs of travel to and from their child’s cancer treatment center. Treatment often requires families to travel multiple times a week, whether for chemotherapy, radiation, or follow-up appointments. For some, this means long drives or flights to specialized hospitals far from home. Even families who live near their treatment centers can find it difficult to manage transportation costs over time. By assisting with transportation expenses, we help ensure that no family has to delay or miss their child’s treatment because they can’t afford the trip.

When it comes to lodging, we primarily help families when nonprofit lodging options are unavailable. We step in to assist with short-term hotel stays.

Kars4Kids: You also have an Emergency Assistance Fund, correct? How does this work? Why do parents of pediatric cancer patients need financial assistance?

Jessica Cook: Yes, we do have an Emergency Assistance Fund.  Families are eligible for this fund when their child has been inpatient or relocated for an extended time. This fund addresses the immediate, short-term needs that can arise when a child is diagnosed with cancer. Many families are forced to take time off work, resulting in reduced income at a time when their household expenses may increase due to medical bills, child care for siblings, or the costs of staying close to the hospital. This fund can help with essentials like rent or mortgage payments, utilities, groceries, and even meal assistance during the stay, ensuring families can focus on their child’s well-being without the added stress of financial instability.

Kars4Kids: Beyond the Cure Ambassador Scholarship Program. These are scholarships to college for child cancer survivors, correct? What is the typical scholarship award and how many scholarships do you provide on an annual basis? Since the program was instituted in 2019, how many scholarships have you provided?

Jessica Cook: Yes, the Beyond the Cure Ambassador Scholarship Program provides college scholarships specifically for childhood cancer survivors. These scholarships are designed to help survivors pursue their educational dreams after overcoming the challenges of cancer. The typical scholarship award is $3,500, which assists with tuition and other college-related expenses.

For the last seven years, we have provided approximately 58 scholarships, making a significant impact on the lives of survivors who are continuing their journey into higher education. Since the program was established in 2008, we have awarded 718 scholarships to 254 young adult childhood cancer survivors totaling $2.5 million, helping them not only financially but also by recognizing their resilience and dedication to moving forward after their cancer experience. This program highlights the strength of these young individuals and supports them as they embark on their next chapter in life.

Kars4Kids: You’re not just a national program, but a global one in some respects. Can you talk about your Global Outreach Program? Where do you operate this program and how many children and families have you helped since this program was founded?

Jessica Cook: Yes, while The National Children’s Cancer Society primarily serves families in the U.S., our Global Outreach Program extends our reach to help children with cancer worldwide. This program focuses on providing donated lifesaving cancer treatment and medication to children in underserved areas of the world where such care may be limited or completely unavailable.

Since the program’s inception, we’ve been able to assist over 204,000 children and families across 53 countries, ensuring that children in need have access to critical cancer treatment. Our goal is to bridge the gap in cancer care globally, ensuring that all children, regardless of where they live, have a fighting chance against cancer.

Kars4Kids: Can you share a story of a child whose family received assistance from NCCS, and how you were able to help?

Jessica Cook: Hattie was a bright, healthy 7-month-old who brought joy to her parents, Donald and Katie, and her twin brother, Hendrix.

Hattie and Hendrix attended daycare during the day, learning and playing with other children. On a seemingly ordinary day, Hattie developed a fever and suddenly lost interest in drinking milk, raising deep concern on the part of her parents. Expecting something common like croup, which had been circulating at daycare, Donald and Katie took her to the emergency room. They were shocked when they learned that Hattie was suffering from a much more devastating illness—acute myeloid leukemia (AML).

“We were told she would need five rounds of intense inpatient chemotherapy and possibly a bone marrow transplant,” Katie recalled. The news shattered their world.

Month-long inpatient stays are challenging for anyone, but especially for a baby. Katie and Donald did everything they could to keep Hattie’s spirits up—reading to her, playing music, and watching her enjoy her beloved Linkimals toys. But nothing lit up her world like the time spent with her twin brother, Hendrix. They made sure the two were together as often as possible, a source of joy amid uncertainty.

This journey has been unimaginably hard, but Hattie’s strength and the love that surrounds her keep her family going. They dream of the day she can leave the hospital behind, not as a patient but as a playful, happy little girl—and a big sister.

Donald and Katie balanced work with daily hospital visits, ensuring Hattie was never alone. Thanks to The National Children’s Cancer Society’s Transportation Assistance Fund, they received support for the many trips to and from the hospital. The Emergency Assistance Fund has also eased the financial burden at home, covering essential household expenses during this difficult time.

“We are so grateful for the assistance provided by NCCS. It has helped us with gas, groceries, and utilities. My husband and I commute daily to and from the hospital, and the cost adds up quickly!”

The National Children’s Cancer Society stands by families like Hattie’s, offering financial support so they can focus on what truly matters—getting Hattie well again.

Kars4Kids: What’s next for The National Children’s Cancer Society?

Jessica Cook: Ultimately, our goal is to continue being a steadfast advocate for families affected by childhood cancer, ensuring they have the resources, support, and community they need during one of the most challenging times of their lives. By enhancing our programs and expanding our reach, we aim to make an even greater impact in the lives of these families.

Gang Alternatives Program (GAP) is predicated on the belief that when it comes to gang prevention, you’ve got to stop kids from joining them in the first place, or as Benjamin Franklin famously said, “An ounce of prevention is worth a pound of cure.”

To that end, GAP (gangfree.org) has developed robust programs to combat gang crime by stopping it before it begins. GAP offers gang prevention curricula in Los Angeles County elementary and middle schools, as well as an afterschool program that offers a warm, safe place where kids can get help with their studies with wonderful role models to offer mentorship and caring. In addition, GAP offers youth employment and community service opportunities. Parent education is not neglected—engaging parents and bringing them up to speed on what they need to know about gangs and gang prevention goes a long way toward keeping children safe.

Education is key for kids to get ahead. In areas like Los Angeles County, where gangs are a serious problem, keeping kids from joining gangs is the best way to keep them off the streets and at their studies. We put some questions to SueAnn Ballat, executive director of GAP, our latest Kars4Kids small grant recipient, to learn more about this work:

Kars4Kids: The central initiative of GAP (gangfree.org) operates throughout Los Angeles County. Can you tell us something about the prevalence of gangs and gang culture in Los Angeles? Are Los Angeles youth more likely to join gangs? What makes them vulnerable to falling in with gangs?

SueAnn Ballat: For over a century, LA County has dealt with the prevalence of gangs and graffiti, and has been coined the “ gang capital of the world.” (Catalyst California, formally the Advancement Project Report). With thousands of gang networks on the streets and online, gang crime and violence requires a comprehensive gang prevention strategy. Incarceration of a single criminal in California costs an average of $106,000 per year[1] per individual, as compared to less than $300 per year, per youth to help prevent them from being involved in a life of gangs, crime and violence. Research studies show that Los Angeles youth who lack additional supportive and caring adults in the home are more susceptible in participating in gangs and/or gang crimes.

• In 2020, youth under 18 made up about 8% of all murder victims.
• In 2020, 55% of youth homicide victims were Black, 26% were female, and 66% were killed with a firearm
• Of children living in high crime areas, 90 percent are exposed to violence as a victim or witness.
• Of children living in high crime areas, 27 percent show symptoms of post-traumatic stress disorder (PTSD).

Kars4Kids: GAP has a second initiative, the Gangfree Life Academy® which, if we understand correctly, has the same goal of gangfree.org of keeping kids from joining gangs. Can you explain the difference between your two initiatives, and why you needed both?

SueAnn Ballat: To support and uplift future leaders in our community, the Gangfree Life® Academy is a professional development program to prepare and teach My Gangfree life® curriculum in elementary and middle school classrooms, community centers, expanded learning programs, and other group settings. A local Gangfree Life® leader is important because it gives local control to the school/city/county/nonprofit. This also aligns with gangfree.org as it continuously adopted the elements and best practices gathered from around the country, as evidenced by program evaluation and research.

Kars4Kids: Can you give us an overview of your Gang Prevention Education program? What are the ages of the participants, and why do you tailor this program to youth in these particular age groups? What is the difference between your 8-week program and your 6-week program?

SueAnn Ballat: Modeled after the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Gang Resistance Is Paramount (G.R.I.P) model, its prevention program provides a comprehensive framework for addressing gang-related issues, including prevention strategies for primary and middle school students. My Gangfree Life® curriculum, exposes both the realities of gang involvement and the alternatives available to young people. The lessons begin with discussing the history of gangs, gang dress, graffiti, and gang behaviors. Other lessons examine the consequences of gang involvement and its effects on families and their futures. The students are introduced to positive alternatives and techniques for achievement, and are encouraged to set goals and make positive lifestyle choices. Teachers and students participate in pre and post surveys to gauge learning and program outcomes. Depending the grade-level, some of the curriculum will run 8-weeks or 6-weeks.

Kars4Kids: How does GAP’s afterschool program differ from the usual afterschool offerings? What do you offer the kids in this program?

SueAnn Ballat: GAP’s expanded learning program differs from the usual expanded learning by providing enrichment services to students to increase their academic performance and physical activity. GAP has created a LIBERTY® social emotional learning program with physical education, our STEAM Mobile Learning Vehicle (MLV), arts, music, dance, sports, homework completion, and tutoring assistance. The STEP UP! Program runs Mondays through Fridays from 2:30pm to 6:00pm during the school year. Our program is unique, as it offers consistent gang prevention programming with mentors and role modeling that provide students with a positive and safe learning environment, thereby allowing parents the comfort of knowing that their child is safe, learning and being taken care of.

Kars4Kids: Talk to us if you would about GAP’s Seasonal Youth Employment Program (SYEP). Is this for high school students? How does this program tie in with gang prevention?

SueAnn Ballat: Youths between the ages of 15-18 years of age are offered paid on-the-job work experience and this teaches them valuable employment and life skills. Local youths work outside in beautification projects around the City of Los Angeles. Along with the work experience, youths build collaboration and communication skills. Youths attend educational workshops to develop career awareness, work-related social skills, financial literacy, and lastly, build pride in working and being part of keeping their community clean and safe. Youths learn positive skills and build a community, which strongly tie in with preventing young people from joining gangs.

Kars4Kids: GAP has offerings for parents, too. What can you tell us about your programs that are geared toward parents?

SueAnn Ballat: My Gangfree Life® Family Network, offers the Parent Project® and Teen program for parents and guardians to learn effective prevention as well as intervention techniques in order to help their children through difficult times at home and in their community. Parents are given awareness of the many challenges youths are faced with every day at school, in the community and at home. GAP offers the courses in significant locations such as our GAP learning office, schools, collaborative agencies, housing authority complexes and juvenile detention facilities. GAP also provides families with volunteer opportunities and event participations.

Kars4Kids: Talk to us about graffiti. What is the connection between graffiti and gang culture? How is GAP addressing the issue of graffiti?

SueAnn Ballat: Graffiti abatement is one of the core components of GAP’s comprehensive gang prevention strategy. It addresses the requirement that in order for gang prevention to succeed a community must be seen to be actively resisting the influences of gang culture. GAP is in the neighborhoods on the street seven days a week, taking down graffiti and removing the signs of vandalism.

Kars4Kids: GAP programs have been created in line with the US Surgeon General’s Report on Youth Violence on what does and doesn’t work to prevent gang violence. What strategies work, and what strategies are ineffective for this purpose?

SueAnn Ballat: My Gangfree Life® programs and services provides all the best practices needed for a comprehensive gang prevention strategy. The US Surgeon General’s Report on Youth Violence identifies which prevention strategies work and which do not based on scientific study.

DO WORK:

• parent training
• school-based social skills training in conjunction with parent training for students
• home visitation and case management
• multicontextual programs including social skills training, parent training, home visitation, academic tutoring, and classroom behavior management
• academic improvement programs including mentor tutors
• moral reasoning, social problem-solving, and thinking skills training

DO NOT WORK:

• peer counseling
• peer mediation
• peer leader programs
• academic nonpromotion (holding children back a grade due to risk factors alone)
• nonspecific universal prevention programs

Kars4Kids: You offer your gang prevention education programs to 2nd, 4th and 6th grades. Do these programs take place in the classroom during school hours? Why these particular grades, and why only every other year? Is this a budgetary issue?

SueAnn Ballat: There is a need in our schools prevention education to all of your youths, due to the influence that surrounds them. My Gangfree Life® programs and services is in the stages of development to include all primary grades in its curriculum. And due to budget constraints, GAP would provide services through funding support by city government, school district, or through corporate funds that would prioritize the need for gang prevention.

Kars4Kids: What’s next for Gang Alternatives Program (GAP)?

SueAnn Ballat: Due to a changing economic landscape and changing program priorities at the city, county, school district, state, and federal levels, GAP is implementing a strategic plan to meet current and future needs. GAP’s focus will be to improve its visibility; expand its reputation and recognition; streamline its operations; and increase its capacity to manage development and future growth. GAP will focus on strengthening its advocacy and activism; and will plan, develop, and implement changes to the branding, identity, and visibility of the agency. We hope to help more people understand the power of gang prevention and GAP’s leadership role in preventing young people from joining gangs.

[1] Legislative Analyst’s Office-The California Legislature’s Nonpartisan Fiscal and Policy Advisor

EDGE Teen Center is more than a community center for teens. It’s a place where teens find the warmth and unconditional love that all teens need, but all too often lack. Feeling valued and accepted is, in fact, what puts teens on track to become successful adults.  With its caring, well-crafted after school program, as well as its community service program, EDGE does a great job of fulfilling its mission of empowering teens and making them feel safe, valued, and most of all, accepted, no matter what.

Teens experience a whirlwind of emotions, in particular a feeling of insecurity. Community service can go a long way toward making teens feel worthwhile; as can the consistency of an after school where they are understood and encouraged five out of seven days a week. EDGE nails it. There’s just something special that makes EDGE stand out from the crowd.

We put some questions to Sara Gabbard, executive director of our latest small grant recipient, EDGE Teen Center, to learn more about this work:

Kars4Kids: Can you tell us something about your community and the kids you serve? What’s your demographic? How old are the kids?

Sara Gabbard: EDGE Teen Center is located in the northern Cincinnati suburbs of West Chester and Liberty Township. We operate two after school programs and a community service/volunteerism program. EDGE exclusively services high school age youth. This school year has just begun but currently 64% of our teens are minorities and 65% are living at or below the poverty line.

Kars4Kids: How does your after school program work? Do the schools refer students? What do the kids do at EDGE, and what would you say distinguishes your center from other teen centers—what makes it special?

Sara Gabbard: We operate two after school programs. Both centers are open every day when the local school district is in session. The EDGE@East and EDGE@West Teen Centers are located within walking distance to the location of high schools and serve approximately 110 teenagers each day. EDGE is unique from other after school programs because we exclusively serve high school students. This allows us to offer programming specifically targeting “big kids.” While teens are with us, they can work on homework, play video games or play board games but each day we offer a special program or experience for them to opt into to prepare themselves for their future. These include free mental health counseling, meetings with post-secondary providers, financial literacy, or art therapy. What makes EDGE special are our staff and adult volunteers. They care deeply about our teens and are invested in their success.

Kars4Kids: It sounds like you have really caring people working with the teens. What do you look for in your after school staff? How do you know they’re right for EDGE?

Sara Gabbard: We have a small staff of six that operate our two after school centers and our community service program. We wouldn’t be able to service the amount of teens we see each day without our amazing volunteers. Most of our volunteers are college students and retired individuals. When we interview staff or screen volunteers we always want to leave the meeting thinking, “Gosh. I can’t wait for our teens to meet them.” We are always excited to find people who are curious, encouraging, warm, and understand that while the task may be working at the check-in desk, the goal is mentorship.

Kars4Kids: You have a community service program. Do the kids themselves volunteer on their own to help the community?

Sara Gabbard: Our community service program, EDGE@Work is designed to remove barriers to volunteerism for teens. We provide transportation to and from the volunteer site as well as a grownup to serve alongside teens. It can be scary going out to work at a non-profit for the first time. We try to remove some of those feelings by facilitating opportunities for teens to serve with friends when they go the first time. Many of our teens continue to volunteer on their own after their first experience. Our EDGE@East location has a cafe in00side of the teen center. This also allows teens to volunteer while gaining some practical work experience like running a register, providing customer service and basic food-handling skills.

Kars4Kids: What types of community service are available to choose from?

Sara Gabbard: We operate a Cafe at our EDGE@East Teen Center location that teens can choose to participate work in. In addition to this in-house opportunity, EDGE serves at a variety of local non-profits. A few of those are listed below.

• Hope House Mission: Teens prepare and serve a meal to the men experiencing homelessness that are housed at the shelter.
• Animal Adoption Foundation: Teens clean and organize supplies and then help to socialize the cats and kittens that are waiting for their forever homes.
• Hope’s Closet: Teens sort donations and help to merchandise clothing and accessories on the shopping floor for children in foster care to pick out items for themselves.
• Hamilton Urban Gardens (HUGS): Teens do basic gardening tasks that vary by season for this community garden space.
• MetroParks of Butler County: Teens pick up litter, help remove invasive plants and work on improvement projects at the local parks and nature spaces.

Kars4Kids: Your website speaks of empowerment. Can you talk about some of the ways you empower EDGE participants through your programs?

Sara Gabbard: Teens have a lot of say over what happens in our after school programs. The best example of this is our Sources of Strength Program. Sources of Strength is a suicide prevention program. It is completely peer-led with adult advisors. Peer leaders are selected by adults so that each friend group has an identified leader. It was wonderful being able to give a leadership opportunity to teens who sometimes aren’t picked for programs like this. Unlike other suicide prevention programs, Sources of Strength focuses on going upstream to help young people identify their strengths and assets so that they are less likely to be vulnerable to suicide. It has been amazing watching our teens lead games, self-discovery lessons and art opportunities in our teen center to help their peers see the good stuff and people in their lives.

Kars4Kids: Do you hold any special events during the year? We’d love to hear about them.

Sara Gabbard: We hold two fundraising events during the year that support our mission. Give Teens the EDGE is an annual celebration that takes place in October. The theme is different each year but it is a casual, gala-style event with live music, awards and fun. We also host the Shamrock Shuffle 5k and Block Party around St. Patrick’s Day each year. This year’s race is on March 15th.

Kars4Kids: The EDGE mission statement is that “EDGE is a safe place just for teens after school where all teens are valued and accepted.” How does EDGE make kids feel and be safe? What are some of the factors that would make a teen feel less than valued and accepted?

Sara Gabbard: EDGE’s mission statement is to empower teens to impact the world. The EDGE Teen Centers provide a space just for teens where all teens are valued and accepted. The world is hard right now for all of us. The teen years have always been challenging but are even more challenging with social media. What EDGE does is meet teens right where they are and care for them there. Many families are now spread out across the country. Many of our teens have found surrogate grandparents, aunts and uncles on our staff that serve as an extension of their family support system.

Kars4Kids: How long has EDGE been around? Do you have any participants who have come back to volunteer with you? Do you have a success story you can share with our readers?

Sara Gabbard: EDGE has been serving teens for the last 14 years. There is no better feeling than when our EDGE alumni come back to visit us. One of our teens from several years ago came back to work with us through the Americorps program. Lauren had found a safe space at EDGE as a teenager and while they were trying to figure out what their next career steps were, they reached out regarding our Americorps opening. After serving a year through Americorps, Lauren was hired on full time as the EDGE@East Site Manager. They have been on staff for the last 3 years. Now Lauren provides that safe space to teens that need it.

Kars4Kids: What’s next for EDGE Teen Center?

Sara Gabbard: EDGE is always looking for ways to serve work teens. We feel like we have a great model for positively impacting teens and hope to bring this model to more communities.

Friends of the Children Detroit is one of the newest chapters of this national organization that is distinguished by its used of salaried, professional mentors. Mentors and mentees meet one on one, and the mentors stay with their mentees all the way through high school graduation—and sometimes beyond. It’s a program that yields results, in particular for kids struggling with difficult circumstances such as poverty, homelessness, and incarcerated parents.

All of the children in Friends Detroit are from low-income homes, and are beset with the kind obstacles that kids often cannot surmount on their own. There is ample proof, however, that consistent adult mentors can make a critical difference in a child’s life, helping to offset the kind of issues that get in the way of academic and life success. Friends of the Children Detroit has the potential to change the trajectories of its young participants lives, reason enough to lend our modest support to this initiative through our small grants program.

We put some questions to Friends of the Children Detroit Executive Director Derschaun Monique Brown, to learn more about this work:

Kars4Kids: Can you tell us something about your target demographic—the children you serve? How many children participate in your programs?

Derschaun Monique Brown: Children served by Friends Detroit are currently between the ages of five and eight, formative years for mental, physical, language, and social skills. We serve 64 children (32 boys and 32 girls) and their caregivers (64 total), 90%+ of whom identify as Black/African American. These children are from low- to moderate-income backgrounds and attend high-poverty Title I schools. All our children (100%) qualify for free or reduced-price lunch and their families live within disadvantaged neighborhoods throughout Wayne County that suffer from systemic, deliberate racial discrimination, segregation, underfunded schools, and lack of access to basic services. While resilient, by the time they are in kindergarten our children have faced poverty, homelessness, violence, racial discrimination, lack of access to basic resources, parental incarceration, and substance abuse in the home. These experiences are referred to as Adverse Childhood Experiences (ACEs) and they have significant and pervasive long-term impact on child development. We currently have 74 children in our program.

Kars4Kids: The star feature of the Friends of the Children Detroit is its 1:1 mentoring program. Why is 1:1 mentoring so important for these children, in particular?

Derschaun Monique Brown: Through our science-based, scalable model, we provide children and their families with intensive, individualized guidance from full-time, highly trained, salaried mentors (called Friends) from ages 4-6 and continuing through high school graduation. Poverty, trauma, and experiencing foster care have long been known to adversely affect a child’s long-term outcomes. Fortunately, research shows that a consistent, supportive relationship with a caring adult is the single-most important factor in shaping a child’s future. As Wayne County families of color continue to struggle with the health, educational, and economic impacts of the COVID-19 pandemic, Friends Detroit’s program provides a much needed and unique opportunity to improve their lives.

Through ongoing, year-round programming, our salaried professional mentors/Friends provide youth with intentional, consistent relationships and 2-4 weekly hours of holistic 1:1 support. Friends, children, and caregivers collaboratively set annual individualized Road Map goals in five research-based intermediate outcome areas to help children build solid foundations for lifelong health and wellness along with educational and economic success. These outcome areas include:

1. School Success
2. Prosocial Development
3. Improved Health
4. Making Good Choices
5. Plans and Skills for the Future

Kars4Kids: Your mentors stick with their mentees for 12+ years—from kindergarten all the way through high school. We understand your chapter of Friends of the Children wasn’t established that many years ago, but in theory, what would happen if a mentee were to unfortunately drop out of school?

Derschaun Monique Brown: If a mentee were to unfortunately leave school, our commitment to them would remain steadfast. Given that our children are between the ages of 4-8, dropping out of school is not an option. In such a situation, our mentors would work diligently with the mentee and their family to ensure they are re-enrolled in school. We would explore all possible avenues, including alternative educational options like online schooling, to support the child’s continued learning and development. Our mentors are dedicated to helping their mentees navigate challenges and stay on track academically and personally.

Kars4Kids: Your mentors don’t serve in a volunteer capacity, but as paid professionals. What are the benefits of having salaried, professional mentors? Do volunteers play any role in your organization?

Derschaun Monique Brown: At Friends of the Children-Detroit, having salaried, professional mentors provides several key benefits. Professional mentors are highly trained and fully committed to their mentees, allowing them to build deep, consistent relationships over the long term. This level of dedication ensures that mentors are available to support their mentees through all aspects of their lives, from school to home and beyond. Additionally, because they are paid professionals, our mentors can devote the necessary time and energy to each child, leading to more effective and personalized support.

While our mentors are salaried professionals, volunteers also play a crucial role in our organization. Volunteers support our mission by assisting with events, providing specialized skills in our Spark Innovation S.T.E.A.M. Lab, and offering additional resources that complement the work of our mentors. Their involvement enhances our ability to serve our children and families, creating a community of support that extends beyond the mentor-mentee relationship.

Kars4Kids: You don’t just work with children, but with their families, too, is that correct? In what capacity are you bringing families into the work you do with the children? What is the goal of what you call your “2Gen” approach?

Derschaun Monique Brown: Through our two-generation (2Gen) approach, Friends build trusting relationships with caregivers by listening to and learning about each family’s strengths. Leveraging these trusting relationships, Friends not only serve as the missing link to connect families with resources, but they empower caregivers to advocate for themselves and their children as they navigate complex systems, like education, child welfare, and the health care system. Our 2Gen approach was developed using caregiver input and research from our Network Partner, the Aspen Institute. Through our work with local families, Friends Detroit identified five key areas of focus that will best support our families to meet the goals they have for themselves and achieve stability:

1. Financial literacy
2. Workforce development
3. Education
4. Parenting skills
5. Wellness

Kars4Kids: Can you tell us something about your work with youth and families in the foster care system?

Derschaun Monique Brown: At Friends of the Children-Detroit, we focus on serving youth who face significant challenges, including those involved in the foster care system. Our professional mentors build long-term, stable relationships with these children, providing consistent support as they navigate the complexities of foster care. We work closely with families, caregivers, and social services to ensure that our mentees have the resources and guidance they need to thrive, both in and out of the system.

Kars4Kids: How is Friends of the Children Detroit addressing mental health issues in those you serve?

Derschaun Monique Brown: Friends of the Children-Detroit addresses mental health issues by providing consistent, long-term support through our professional mentors, who are trained to recognize and respond to the emotional and psychological needs of the children we serve. We work closely with families and mental health professionals to ensure that our mentees have access to the resources they need, including counseling and behavioral health therapy services when necessary. Our mentors also focus on building strong, trusting relationships with the children, which creates a safe space for them to express their feelings and challenges. By fostering resilience and emotional well-being, we help our mentees navigate life’s difficulties more effectively.

Kars4Kids: Can you share some specifics about the impact of the Friends of the Children program model?

Derschaun Monique Brown: Friends of the Children uses a research-based methodologies, and our commitment to outcomes informs programmatic and organizational decision-making. We use our Program Performance Scorecard to maximize quality, assess youth and caregiver progress toward goals, and adapt strategies, supports and interventions to improve effectiveness. Third party evaluators at NPC Research confirm our long-term program impact: 83% of our program graduates earn a high school diploma or GED; 92% go on to enroll in post-secondary education, serve our country, or find employment; 93% avoid the juvenile justice system; and 98% avoid early parenting.

These outcomes translate into real and long-term economic savings for the community. The Harvard Business School Association of Oregon (HBSAO) study on Friends of the Children found that every $1 invested in the organization yields more than $7 in cost avoidance, freeing up more funds for the community. Over the 12+ year period of Friends of the Children services, HBSAO estimated the dollar savings exceeded $900,000 per participant.

Kars4Kids: Aside from a paycheck, what attracts mentors to your program? What do they say about the work they do with their young mentees?

Derschaun Monique Brown: Mentors are drawn to Friends of the Children-Detroit by the opportunity to make a lasting impact on the lives of children who need it most. Beyond the paycheck, they are inspired by the chance to build deep, meaningful relationships with their mentees, knowing that their consistent presence can transform a child’s future. Many mentors describe their work as incredibly rewarding, noting the joy of watching their mentees grow, overcome challenges, and achieve their goals. They often speak about the strong bonds they form with the children, the sense of purpose they find in their role, and the fulfillment of being part of a mission-driven organization that truly changes lives. A quote from our Friend Michael Lipscomb says it best, “Live for something that will outlive you. These young people are our future and my future will outlive me and so I want to invest in them.”

Kars4Kids: What’s next for Friends of the Children Detroit?

Derschaun Monique Brown: What’s next for Friends of the Children-Detroit is focused growth and deepening our impact. We’re expanding our reach to serve 96 children and families in Detroit, with plans to increase the number of professional mentors to 12 and extend our services to additional communities in 2025. We’re also enhancing our support systems, such as mental health resources and family engagement initiatives, to better address the needs of those we serve. As we continue to grow, our goal remains the same: to provide consistent, long-term mentoring that empowers Detroit’s youth to overcome challenges and achieve their full potential.

The North Yellowstone Education Foundation (NYEF) exists to address the unique issues of Gardiner, Montana schools. Gardiner is beautiful with Yellowstone National Park as its breathtaking natural backdrop. But such beauty comes at a cost: housing costs are prohibitive, affecting student enrollment and teacher recruitment.

When parents can’t afford housing, they’re forced to move to a more affordable town. That means fewer students remain in Gardiner, which means less funding for education. Meantime, high housing costs make it difficult to attract teachers to this small rural community with a population of only 833 residents according to the 2020 census. The NYEF came to the realization that a creative solution needed to be found to the housing crisis if they were ever to provide a quality education to Gardiner children. Recognition of this profound obstacle to education led to the establishment of the NYEF Teacher Housing initiative.

It is this sort of outside-the-box thinking that is exactly what is needed to save Gardiner schools. The need is critical for the young people of this community, whose parents are mostly employed at Yellowstone. There must be good educational options for the children of those who serve our national parks. NYEF has made great strides in providing exactly that for the children of the Greater Gardiner area. Other rural communities might well benefit by following the good example of the people of Gardiner, Montana.

We put some questions to North Yellowstone Education Foundation Director Laura Chastain, and hardworking NYEF volunteer Katie Getz, to find out more about the work of this, our latest small grant recipient:

Kars4Kids: Tell us about your community and its unique location? How do they impact on the children and their schools? How has the community responded to the educational needs of local youth?

Laura Chastain and Katie Getz: Gardiner, MT is a small rural town located at the year-round northern entrance to Yellowstone National Park. The school community comprises Gardiner residents, Yellowstone National Park residents, and as far as 40 miles north of Gardiner, because their parents work in Yellowstone. Gardiner’s proximity to Yellowstone significantly impacts the housing market, with housing costs of over $800,000 for a single-family home. Also, long-term rentals are being replaced with short-term vacation rentals. The lack of available and affordable housing has led to decreased enrollment at the local school and difficulties in hiring educators. The community is working to address the housing issues in a few ways. Local businesses are creating housing for their staff, some residents are building ADUs (accessory dwelling units) to offer longer-term housing; NYEF is actively pursuing housing units for the school; and HRDC is also developing new long-term housing in the area. Yellowstone National Park recently received $40 million to address their housing challenges within Yellowstone.

Over the last ten years, local families have been priced out of Gardiner. This has led to a decrease in Gardiner Public Schools (GPS) enrollment, reducing funding. North Yellowstone Education Foundation (NYEF) began as a parent group in 2016 to help find additional funds for GPS. Our mission is to work with the community to build sustainable support and enhance innovative educational opportunities for students, teachers, and community members in partnership with Gardiner Public Schools. NYEF has created three main program areas to provide this support: Connect! Grants, Teacher Housing, and Mental Health.

Connect! Grants is our classroom grants program in which teachers from Gardiner Public Schools and the local nonprofit childcare and preschool programs can apply for grants to support classroom programs, projects, supplies, etc. NYEF’s Teacher Housing initiative aims to provide long-term affordable housing for GPS teachers and staff to ensure that the children have access to quality education. We currently have six individual housing units, all occupied by GPS staff and teaching interns. Our Mental Health Initiative is a collaborative effort with Rural Resilience to provide mental and behavioral health support to GPS and the Gardiner community.

Kars4Kids: Gardiner public schools are funded by tax dollars. Presumably, your foundation is addressing a shortfall in funds. Has enrollment played a part in this shortfall? How many students are currently enrolled in your schools?

Laura Chastain and Katie Getz: Yes, several factors have led to decreased enrollment at Gardiner Public Schools over the last decade. Our community’s most profound issue is the lack of affordable housing, which has negatively impacted enrollment at GPS as families cannot afford to live here.

Additionally, our community has experienced several disasters over the last few years, including a 100-year historic flood in 2022, which destroyed the road between Gardiner, MT, and Yellowstone National Park. Coming off of the COVID-19 pandemic, this flood added to the stress of living in a remote, rural area with limited resources for families and students.

While these challenges exist, several organizations are working to address the lack of family housing in Yellowstone National Park and Gardiner, MT. We anticipate this will lead to increased enrollment at GPS. Currently, we have 149 students enrolled in grades K-12 at Gardiner Public Schools.

Kars4Kids: What educational needs are beyond the ability of the Gardiner school district to provide? What has the foundation managed to accomplish since its founding in 2016?

Laura Chastain and Katie Getz: Since its founding in 2016, North Yellowstone Education Foundation has raised $2.4 million in funding to support Gardiner Public Schools and other local nonprofit educational programs. In 2018, NYEF purchased and remodeled a three-story bed and breakfast, turning it into three separate housing units for teachers. We provide these housing units at affordable rates to ensure GPS can hire and retain quality educators. This year, with the support of a generous donor, we secured two additional housing units for GPS staff.

Specifically, we have allocated $155,000 for Connect! Grants: $430,880 for mental and behavioral health support for Gardiner Public Schools, and nearly $1 million for teacher housing.

Kars4Kids: Can you give us an overview of your classroom grants program? What are some of the projects you’ve funded through this program?

Laura Chastain and Katie Getz: Connect! Grants is our classroom grants program that funds equipment, curriculum, and experiences for Gardiner Public School students and staff.  The goal of the Connect! Grants program is to support projects that fill educational gaps; allow teachers to feel supported; and reach a wide range of students. The Connect! Grants program also helps teachers and staff learn more about the grant process so they can successfully apply for other grant funding independently.

What makes Connect! Grants such a special and unique program is that these grants are community-driven, meaning they respond to community needs, and community members are heavily involved in the grant process. NYEF recruits volunteers for our grant selection committee to review and evaluate grants quarterly through a standardized process. Involving the community in the grant making process is our way of ensuring that they are invested in the needs of the local school district and our youth.

NYEF supports a wide variety of programs through Connect! Grants. During the 2023-2024 school year, we supported a total of 15 grants for a total of just over $60,000. Connect! Grants funds equipment and supply purchases such as new gym and weight room equipment, marching percussion instruments, and additional cubbies for the local preschool. NYEF Connect! Grants also supported several mentoring programs, such as the Bruin Buddies Reading program and the Farm to School program. We also provide support for field trips, conventions, and training. Last year, Connect! Grants funded 16 students to attend and compete in the Academic Worldquest event in Missoula, MT. One of the largest Connect! Grants for the 2023-2024 academic year was $20,000 for a math and reading intervention teacher for elementary students.

Kars4Kids: How would you describe the Rural Resilience program? Why has the foundation decided to lend its support to this project?

Laura Chastain and Katie Getz: Rural Resilience is a nonprofit organization that provides services and support to youth and families in five rural communities in Park County, Montana. Services are provided by a behavior analyst and collaborative community networks that otherwise would not be accessible due to geographical, socioeconomic, and historically rooted barriers. Rural Resilience has successfully helped students and families overcome mental health stigma in many rural communities.

We believe in Rural Resilience’s mission and have seen exceptional results at Gardiner Public Schools through their behavior analyst, Bridget Kelley. In a rural community such as Gardiner, mental and behavioral health resources can be challenging to secure, and Bridget does an exceptional job with our students.

Kars4Kids: Is it difficult to retain teachers in a rural community? What has the foundation done to ensure that Gardiner can attract and hang onto high-quality educators?

Laura Chastain and Katie Getz: The retention of qualified teachers is not as challenging as the initial recruitment. Due to the skyrocketing housing costs in our area and the lack of long-term rental properties, hiring new teachers has become incredibly difficult. NYEF is working to address this issue by providing affordable housing options for educators. Last fall, we made our final mortgage payment on a 3-story 1908 bed and breakfast that has been remodeled into three individual units. Currently, 4 GPS teachers are living in this house. This summer, with the help of a generous donor, we were able to offer two additional units to GPS staff. We are continuously searching for opportunities to secure affordable housing as GPS is expecting the retirement of several teachers in the next few years.

Kars4Kids: Tell us a bit about your advisory council. Who are they and how do they affect the work of the foundation?

Laura Chastain and Katie Getz: NYEF has only one paid staff member and one part-time contract person to navigate all the foundation’s aspects. Our advisory council is made up of many local residents who have stepped up when their specific expertise is needed. Examples include legal contracts, buying houses, and navigating construction issues. When we have questions we cannot answer, the first call our director makes is to the advisory council member with that specific expertise.

Kars4Kids: How does the foundation obtain funding for its work?

Laura Chastain and Katie Getz: NYEF is very fortunate to have several generous donors who support our programs annually. We hold two main campaigns annually: in July, we partner with Park County Community Foundation’s GIVE A HOOT, and we run an annual year-end campaign. Additionally, we seek funding through grants and we also receive funding from the Gardiner Resort Area District tax.

Kars4Kids: What about special education? Has the foundation been involved with providing for special needs students?

Laura Chastain and Katie Getz: This summer, NYEF welcomed the new special education teacher to one of our housing units. Providing affordable housing to this teacher ensured that GPS could hire a quality teacher for the special education department as the former teacher retired.

In addition, NYEF has provided funding to support the school’s Social Optics program, which helps students live their best lives by improving problem-solving, perspective-taking, self-awareness, social communication, and self-esteem. While this program is not specifically for special education, it does focus on helping neurodivergent students find success in social situations and beyond.

Kars4Kids: What’s next for the North Yellowstone Education Foundation?

Laura Chastain and Katie Getz: The North Yellowstone Education Foundation is dedicated to continuing to support our three main program areas. Our goal is to increase our Connect! Grant and Mental Health support annually. We are diligently working through our 3-phase approach to Affordable Teacher Housing and are actively seeking additional properties to ensure GPS has housing options readily available as several teachers reach retirement age.

Connor’s Kindness Project was born during the COVID-19 pandemic, when one 12-year-old youngster, Connor Wright, decided that kids in isolation needed cheering up. Connor began making care packages and distributing them to children. Soon enough, the initiative expanded, with Connor distributing his COVID care packages to healthcare workers, law enforcement officials, and other local heroes.

Now 15, Connor continues to do good, and even started a Kindness Club initiative to get other kids excited about being kind to others. And while generally we award small grants to educational and youth development programs, we deem the spreading of kindness to be just as important—especially when it all stems from the good heart of a young person like Connor Wright. We hope that in lending our support to the Connor’s Kindness Project, other young people will be encouraged to follow Connor’s good example.

We put some questions to Connor’s Kindness Project Founder Connor Wright to find out more about this inspiring initiative:

Kars4Kids: You founded Connor’s Kindness Project during the COVID-19 pandemic. But it seems a good guess that kindness was important to you even before the pandemic. Were you involved with other, similar projects prior to the pandemic and CKP? To what do you credit your desire to be kind to others?

Connor Wright: Kindness has always been a big part of my life, even before the pandemic. My mom got me involved in community service from a young age—whether it was donating toys for Toys for Tots; setting up lemonade stands to raise funds for Boston Children’s Hospital; or volunteering at the Special Olympics. I’ve been doing this kind of stuff since I was 7. My mom and Nana were huge influences, always showing me how important it is to help others. They inspired me to be kind and think about how I could make a difference, even in small ways.

Kars4Kids: Tell us about the early beginnings of the Connor’s Kindness Project. What drove you to do acts of kindness for others at that time? How did you act on your desire to do good and who benefited?

Connor Wright: The idea for  Connor’s Kindness Project came during the height of the COVID-19 pandemic. Everyone was struggling, and I wanted to do something to help, especially for kids who were stuck in quarantine and feeling isolated. It started with COVID care packages—just small things to bring a little joy to kids who were having a tough time. We began helping more people, including nurses, police, and other local heroes. Over time, it expanded into what we are now, with Kindness Kits being delivered to hospitals and shelters all over New England. The goal has always been to spread kindness and make a positive impact on the people who need it most.

Kars4Kids: It seems like even at the very beginning of your initiative, the packages you delivered were in special yellow bags marked in red, “COVID-19 care package.” How did you find these bags—or did you or someone else design them?  Why not just use, for instance, brown paper bags—it’s the thought that counts, right? What role does packaging play in your work today?

Connor Wright: The way we present our packages, whether it was the COVID care packages back then or the Kindness Kits we do now, is super important. First impressions matter a lot, especially when you’re trying to make someone feel better in a tough situation. The bright colors and cool designs catch your eye and instantly make you feel like someone put real thought into it. It’s not just about what’s inside; it’s about showing that we care enough to make everything look special. Plus, it helps with branding. When people see our kits, they recognize the effort we put into making them, and it sets us apart. It’s like when you get a gift, and the wrapping is just as awesome as what’s inside—that’s the kind of vibe we’re going for. We want everything to have that “WOW” factor, and the packaging is a big part of that.

Kars4Kids: You started out with care packages for children, but soon enough, other sectors benefited from your pandemic care packages. Tell us about that.

Connor Wright: At first, we were focused on care packages for kids, but as the pandemic went on, we realized there were so many more people who needed support. It was a crazy time, and we just wanted to help as much as we could. What started as COVID care packages for kids in quarantine quickly grew into baskets for nurses; kind notes and treats for local police and firefighters; and even doing drives and assembling kits for other nonprofits. Eventually, all of this led to us creating our Kindness Kits, which really took off and became the heart of our organization. It was all about spreading kindness wherever we could, and that’s what keeps driving us today.

Kars4Kids: What kind of items did you include in those early packages? How do those early packages compare to the Kindness Kits you distribute, today? How many packages would you estimate you’ve delivered over the years, and how many recipients have been lucky enough to benefit from Connor’s Kindness Project?

Connor Wright: The early care packages were filled with a bunch of random toys and items, kind of like what we do now with the Kindness Kits. But the big difference is that the Kindness Kits are way more planned out, with a focus on making them look really good and being high quality. We want every single kit to have that “WOW” factor and really make someone’s day. Over the past 4 years, we’ve delivered more than 8,000 kits to over 50 hospitals and shelters all across New England and we will be 10,000 kits by the end of 2024. It’s incredible to think about how many kids have been able to feel some extra kindness because of what we do!

Kars4Kids:  Aside from distributing care packages, you’ve collaborated with other charities. Can you talk about that? What were the charities, and how did you help?

Connor Wright: We teamed up with some awesome charities like Birthday Wishes and Catie’s Closet. For Birthday Wishes, we collected items and put together 50 of their Birthday in a Box kits, which are super important for kids who might not otherwise get to celebrate their birthday. With Catie’s Closet, we organized a clothing drive to help them fill up their school closets with clothes for students in need. Not only did we make a big difference for these organizations during a really tough time, but seeing how they operated and the impact they had really inspired us to do what we do now with Connor’s Kindness Project. A lot of the partners we have for the Kindness Kits are also nonprofits, so collaborating with other nonprofits is something we’re doing now and definitely plan to keep doing in the future. It’s all about working together to spread kindness as far as we can.

Kars4Kids: Tell us about the role your mother and grandmother have played in your work. In what capacity are they active in CKP today?

Connor Wright: I wouldn’t be doing what I am without my mom and Nana. My Nana and I have a really special bond, and she’s always been there for me. She’s the one who focuses on the day-to-day operations of CKP, making sure everything runs smoothly. My mom is super involved in the strategic planning side of things, helping us figure out where we’re headed and how to keep growing. They both inspire me every day and push me to be great. I can’t thank them enough for all they do—they’re a huge part of why Connor’s Kindness Project is what it is today. Plus, working with them has brought us even closer as a family, which is something I really appreciate.

Kars4Kids: Can you give us an overview of your Kindness Club initiative? What made you decide to branch out and initiate this program?

Connor Wright: The Kindness Club is all about inspiring young people to make a positive difference in their communities. We start with an assembly where the whole school takes a pledge to be kind, and then the students join a 30+ day program where they complete 20 acts of kindness. These acts are all about encouraging kids to care for others, be inclusive, and embrace diversity. We also want them to get involved in community service and think about how their actions can positively impact the people around them. Over the last 3 years, we’ve partnered with more than 50 schools, involving over 15,000 students. Together, they’ve completed more than 300,000 acts of kindness. The goal is to help kids understand the importance of being kind and thoughtful in everything they do, so they grow up to be caring and responsible members of their communities.

Kars4Kids: Once the project grew larger, funding must have been an issue. Can you tell us a bit about how you’ve managed to find and obtain funding to finance CKP?

Connor Wright: When we first started, I asked family and friends to support us, and we even self-funded some of our early startup costs. I also set up a lemonade stand, and was able to raise enough money for the first 250 kits, which was awesome. Once we became a nonprofit, we started getting support from some local businesses, which really helped us grow. Now, we host two events each year to raise funds, and we’ve been doing this for three years. We’ve reached the point where we’re applying for and receiving grants, and we even have a finance committee now. On top of that, we also receive product donations; have built relationships with wholesalers; and work with various organizations and groups that support our initiatives. I’m not as involved in the funding side of things, but I still go to a lot of networking events and make presentations to promote awareness of the cause.

Kars4Kids: What’s next for Connor’s Kindness Project?

Connor Wright: CKP is really growing, and we’ve got big plans for the future. In the next decade, we want to take our services nationwide! We’re excited to keep expanding and spreading kindness across the country. It’s been amazing to see how far we’ve come, and we’re just getting started.

The Al Wooten Jr. Youth Center was founded by a grieving mother after her son was murdered in a drive-by shooting. The hope was that a rigorous educational program with a focus on college and career success would keep kids from hanging out on the streets and engaging in dangerous behavior. And so it was—and remains. Since 1990, the Wooten Center has served as a place where children not only learn STEM, but the resilience and skills they need to become the leaders of the next generation.

We put some questions to Al Wooten Jr. Youth Center Executive Director Corey Dantzler to find out more about the work of this very special place for the young people of South Los Angeles, and a most deserving Kars4Kids small grant recipient:

Kars4Kids: The Al Wooten Jr. Youth Center is located in South LA. What can you tell us about your community and the demographic you serve?

Corey Dantzler: The Al Wooten Jr. Youth Center is located in South Los Angeles on the corner of 91st and Western. The communities that we serve are mostly from low to moderate income families. The majority of the youth that we serve are of African American and Latino backgrounds

Kars4Kids: Can you give us a bit of the history of your center? Who founded your organization? Who was Al Wooten Jr.?

Corey Dantzler: The Wooten Center was founded in 1990 by Myrtle Faye Rumph in honor of her son Al Wooten Jr., who had been murdered in a drive-by shooting, an innocent victim of gang violence. Our theory of change is that education is a pathway to success, empowering youth to avoid the kind of lifestyle that led to the murder of Al Wooten Jr.

Kars4Kids: You have an afterschool program for grades 3-12 called “CollegeTrek.” Tell us about this program, if you would. Why do eight-year-olds need college and career preparation, and how exactly do you prepare them?

Corey Dantzler: The Wooten Center’s CollegeTrek Afterschool Program offers free college and career readiness activities to support South LA-area students in grades 3-12 in their journey to higher education. The hybrid onsite and online activities include homework assistance and private tutoring in reading and math via i-Ready and Khan Academy diagnostics and lessons personalized to address student challenges. While it might seem early to begin college and career preparation with eight-year-olds, laying a strong foundation during these formative years is crucial. The focus is on building skills, attitudes, and habits that will serve them well throughout their educational journey and future careers. We prepare them by providing opportunities to explore and encourage their curiosity and focus on core subjects like math and reading/writing skills as well as developing social and emotional skills. We also emphasize and encourage career exploration that allows them to imagine and play roles of various professionals such as doctors, engineers and artists.

Kars4Kids: The Wooten Center has a summer camp program for grades 3-8. There’s a 4-day basketball camp and a 5-week “summer fun” camp. Can you give us an overview of the basketball camp?

Corey Dantzler: The Shawn Patterson Basketball Camp was established by a Wooten Center board member as a tribute to his former teammate, Shawn Patterson, who tragically lost his life in an act of violence. The camp was named in Shawn’s honor to keep his memory alive and to serve as a beacon of hope and inspiration for the youth in the community. Through basketball, the camp not only helps young athletes develop their skills on the court but also emphasizes the importance of teamwork, discipline, and resilience in the face of adversity. This initiative reflects the commitment to positive youth development and the values that both Shawn Patterson and the camp’s founder cherished.

Kars4Kids: What about the 5-week summer fun camp? STEM lessons appear to be among the activities offered. How are you working STEM into a “summer fun” camp program—in other words, how does the Wooten Center make STEM fun?

Corey Dantzler: One of our ideas of how to make STEM fun is creating a theme around our summer program that grabs the attention of our youth. This past summer we used the Olympics through STEM as our theme and encouraged activities that combined sports, athletics and fitness through STEM. We provided hands-on activities by conducting experiments that were interactive and fun. We provided wearable technology like fitness trackers while we attended field trips and provided an engineering challenge that encouraged kids to design their own sports equipment utilizing a STEM approach.

Kars4Kids: While two out of your three programs are offered free, parents must pay a very reasonable fee to send their children to summer camp. Do you offer scholarships for children from low-income homes?

Corey Dantzler: Yes, the majority of our students receive scholarships. These donations come from board members and other funders that want to assure that no child is left behind with not having an awesome summer camp experience. At our annual dinner last year, over $10,000 was raised to support a student for the summer program.

Kars4Kids: Some of the college and career preparation activities are for teens only. What can you tell us about this program and how does it differ from your regular afterschool program?

Corey Dantzler: Our college and career prep is slightly different from our regular after school program. It is geared towards our youth that are middle school aged and older. There are college readiness programs as well as opportunities for college tours and family workshops on financial aid awareness. Our primary goals are to help students attain grade-level proficiency and promotion, high school graduation, and college and career access and success. To achieve this, we base our curriculum on the A-G requirements (history, English, math, science, languages, visual and performing arts, and college-prep electives) that students must complete to graduate from high school and gain admission to many universities.

Kars4Kids: When did you become the executive director of the center? Were you previously involved with youth programs? What has it been like being affiliated with and running the Al Wooten Jr. Youth Center?

Corey Dantzler: I have been in youth development for all of my professional life. After graduating from college I went to work for the boys and girls club. It happened to be the club that I grew up in as a child and the organization that my late father was the founder of. My career has been over 30 years of service with most of them in the South Los Angeles community right after the 92 LA Riots. For me, being here at the Wooten Center was the opportunity to “come back home” from where I got my first opportunity to learn and love the community that provided me with an opportunity to succeed. Following in the footsteps of Naomi McSwain in and of itself was almost the same as following my father in his. So it feels familiar but different at the same time. I unfortunately replaced my father after his untimely passing and didn’t have him there to provide the guidance that I needed but I was able to make it through. At the Wooten Center, Naomi is still around and accessible to provide the support that I may need and she knows that she has left the organization in capable hands.

Kars4Kids: What’s next for the Al Wooten Jr. Youth Center?

Corey Dantzler: The future of the Al Wooten Jr. Youth Center is one of growth, impact, and deeper community engagement. I envision an expansion that allows us to serve even more youth in our community, ensuring that every child has access to the resources, guidance, and opportunities they need to thrive. This expansion isn’t just about increasing our reach; it’s about enhancing our impact by introducing more comprehensive services for families. By supporting the entire family unit, we empower not just the youth but the community as a whole.

As we grow, our goal is to solidify the Wooten Center’s role as a beacon of light and support for our youth. We aim to be the place where children and families turn for education, mentorship, and a safe environment that fosters growth and development. Our commitment to being a positive force in the lives of young people will only strengthen as we continue to build on our foundation, reaching new heights in service and support for our community.

Gentlemen By Choice (GBC) and its companion program, Ladies By Choice (LBC) believes that with support, young people can surmount any obstacles that may stand in their way, to become the leaders of the next generation. This, despite the low expectations of “expert” statisticians and the media. GBC and LBC ignore all that to focus on providing young men and women the tools they need to develop the confidence they need to assert and propel them to success.

We see lots of mentoring programs by way of our small grants program. GBC and LBC, however, have a special brand of mentoring they refer to as “distinctive.” The tangible impact of both GBC and LBC, proves that their unique mentoring program is working just fine.

We spoke to Gentlemen by Choice Co-Founder and Chief​ ​Executive​ Officer Richard Jack III to find out more about this work:

Kars4Kids: Tell us something about your community and demographic. How would you describe the typical Gentlemen By Choice or Ladies By Choice participant?

Richard Jack III: Gentlemen By Choice and Ladies By Choice are dedicated programs for youth, typically ages 10 to 18. We primarily serve young men and women from Title 1 schools who are often identified as needing additional support for behavior. GBC empowers young men to build self-esteem; develop leadership skills; and broaden their perspectives beyond the typical role models they see in the media. Similarly, LBC offers young women the same dedicated support, helping them realize their full potential. Both programs share the mission of nurturing the next generation of leaders, equipping them with the tools they need to succeed and make a positive impact in their communities.

Kars4Kids: Can you tell us a bit about the history of Gentlemen By Choice? When and by whom was it founded? What need was Gentlemen By Choice meant to fill?

Richard Jack III: Gentlemen By Choice was founded in 2014 by educators Richard Jack III and Antanus Pullum in Las Vegas. Seeing the lack of support for underserved young men, they created GBC to provide the mentorship and personal development these youth needed to succeed. GBC quickly became more than just an after-school program, offering structured guidance in leadership and personal growth. Since its start, GBC has impacted over 1,500 youth, expanding its reach and deepening its impact through strong partnerships and innovative programs.

Kars4Kids: What is the overall goal of your Youth Personal and Leadership Development program?

Richard Jack III: The overall goal of our Youth Personal and Leadership Development program is to empower underserved youth by equipping them with the essential skills, mindset, and confidence needed to become tomorrow’s leaders. We focus on developing leadership qualities; fostering self-discipline; and enhancing personal growth, ensuring that each participant is prepared to navigate life’s challenges and excel in their academic, personal, and future professional lives. Through structured mentorship and evidence-based programs, we aim to inspire young people to reach their full potential and make a positive impact in their communities.

Kars4Kids: Your website says that you, in part, empower youth with “distinctive” mentoring. Can you explain what distinguishes your mentoring program from other youth mentorship programs?

Richard Jack III: Our holistic and evidence-based approach to youth development sets our mentoring program apart. We go beyond traditional mentoring by integrating leadership training, financial literacy, image and etiquette education, and mindset development into our curriculum. Our mentors are not just role models—they are dedicated guides who help each participant build a strong foundation of self-discipline, confidence, and personal responsibility. Additionally, our program is tailored to the unique needs of underserved youth, offering consistent support and real-world skills that empower them to succeed in school and life. This comprehensive, personalized approach ensures that our mentoring is impactful and truly transformative.

Kars4Kids: Your website lists 10 attributes or goals you aim to impart to participants in your program. Can you speak to “adaptability?” Don’t children just naturally learn to be adaptable as they grow? How do you teach children to be adaptable?

Richard Jack III: Adaptability is a crucial skill that we intentionally cultivate in our program because while children may naturally develop some level of adaptability as they grow, it’s not always enough to navigate the complex and rapidly changing world they face today. In our program, we teach adaptability by fostering a growth mindset, which encourages participants to see challenges as opportunities for growth rather than obstacles. This adaptability is directly correlated to personal development, as it empowers youth to continually evolve and improve themselves in response to new experiences and challenges.

We provide real-world scenarios and challenges that require youth to think critically; adjust their approaches; and remain resilient in the face of change. Through activities like problem-solving exercises, teamwork, and leadership training, we help them develop the mindset needed to embrace change and continuously learn from their experiences. By promoting this growth mindset and highlighting the connection between adaptability and personal development, our participants become more adaptable; better equipped to handle life’s uncertainties; and more confident in their ability to thrive no matter what comes their way.

Kars4Kids: Civic engagement is another facet of your program. How are you teaching children the importance of getting involved with issues that concern the public at large?

Richard Jack III:  We teach civic engagement by giving our youth direct exposure to community events and involving them in volunteer activities. By taking them to different events and encouraging participation in meaningful volunteer opportunities, we help them understand the importance of getting involved in public issues. This hands-on experience, paired with our leadership training, shows them how their actions can drive positive change. Through this approach, we foster a sense of responsibility and pride, empowering them to become active, informed citizens who contribute to the well-being of their communities.

Kars4Kids: Gentlemen By Choice works in tandem with local schools. How do these partnerships work?

Richard Jack III: Our partnerships with local schools are central to the success of both Gentlemen By Choice and Ladies By Choice. We collaborate closely with educators and administrators to integrate our programs into the school environment, ensuring they complement and enhance the students’ overall development. We provide in-school mentoring, leadership training, and personal development workshops that align with the schools’ goals for their students. These partnerships allow us to reach students where they are, offering consistent support and tailored programming that addresses their specific needs. By working hand-in-hand with schools, we create a cohesive support system that empowers both young men and women to excel academically and personally.

Kars4Kids: How does your Ladies By Choice program differ from what you offer the boys in GBC?

Richard Jack III:  Ladies By Choice and Gentlemen By Choice both aim to develop confident, capable leaders, but they focus on different aspects of growth, tailored to the needs of young women and men. LBC emphasizes empowerment, guiding young women to build self-respect; navigate societal expectations; and break barriers in traditionally male-dominated fields. This focus on empowerment helps young women realize their full potential and become strong, independent leaders.

In contrast, GBC focuses on enrichment, providing young men with the tools and experiences needed to enhance their personal growth, leadership skills, and civic responsibility. By focusing on enrichment, we help young men develop a well-rounded character, fostering the discipline and values that lead to success in all areas of life.

Both programs share the goal of nurturing future leaders. While LBC empowers young women to overcome specific societal challenges, GBC enriches young men by broadening their perspectives and deepening their understanding of leadership and responsibility. Together, these programs offer tailored support that addresses the unique needs and aspirations of each group, ensuring that both young women and men are equipped to thrive in their communities and beyond.

Kars4Kids: What role do parents play in your program, if at all? Is parent engagement important to what you do?

Richard Jack III: Parent engagement plays a crucial role in the success of our programs at both Gentlemen By Choice and Ladies By Choice. We believe that parents are key partners in their children’s development, and their involvement significantly enhances the impact of our programs. We actively encourage parents to participate in workshops, events, and engage in regular communication with mentors to stay informed about their child’s progress.

By engaging parents, we create a supportive network that reinforces the lessons and values taught in our programs at home. This collaboration helps ensure that the growth and development fostered in GBC and LBC are consistent and long-lasting. Parent involvement not only strengthens the connection between the program and home life but also empowers parents to contribute to their children’s journey toward becoming confident and responsible leaders.

Kars4Kids: What’s next for Gentlemen By Choice?

Richard Jack III: The future of Gentlemen By Choice and Ladies By Choice is set to expand significantly with the launch of the LBC GBC Online Academy. This digital platform will make our personal development and leadership training accessible to a broader audience, removing geographical barriers and allowing us to reach youth who might not be able to attend our in-person programs.

The LBC GBC Online Academy will feature interactive courses that teach essential skills in leadership; image; financial management; etiquette; and personal development. Additionally, the academy will offer parent courses designed to give parents the tools they need to better support their child’s growth and development. With virtual mentoring and a supportive online community, young men and women will have the resources they need to thrive from anywhere.

This initiative represents a major step forward for both GBC and LBC, enabling us to extend our impact and empower more youth and families than ever before. By embracing technology and creating a flexible, accessible learning environment, the LBC GBC Online Academy will help us fulfill our mission of developing tomorrow’s leaders today.

Boys & Girls Clubs of Hartford is having a measurable impact on children in the Greater Hartford area. Helping children fulfill their potential has, in fact, been the mission of BGCH, the first Boys & Girls Clubs in the nation, since 1860. It’s clear that this branch of the now well-known youth development organization has found a formula that works.

We know this because while the Hartford school dropout rate is relatively high, the kids who participate in Boys & Girls Clubs have close to a 100% high school graduation rate. Academic achievement, of course, is only one part of what we look for in our prospective small grant recipients. Leadership and career preparation are just as important to us, and that’s what we’re seeing with BGCH. It’s not just academics, but the whole package—a method of shaping children into responsible, productive, and caring members of society.

We put some questions to Boys & Girls Clubs of Hartford Vice President for Development & Communications Tomeka Cole to find out more about this work:

Kars4Kids: The Boys & Girls Clubs of Hartford is the birthplace of the nationwide Boys & Girls Clubs movement. Would you say the mission is the same today as it was in 1860? What exactly is that mission?

Tomeka Cole: The world has changed a lot since 1860, but our mission remains the same – to help all young people, especially those who need us most, to reach their full potential as productive, caring and responsible citizens. Staying true to our humble beginnings, when membership was only a quarter, we keep our costs low – just $10 an academic year – to ensure our programs are affordable for families.

Kars4Kids: Hartford has a 30 percent high school dropout rate. Has BCGH managed to make a dent in this dire statistic? Do you think more kids are graduating high school because of your work?

Tomeka Cole: 97% of our club members are on grade level and 93% expect to graduate from high school. We won’t stop working until both statistics are 100%. Our academic success programs are having a measurable impact on learning loss and our workforce readiness programs are preparing youth to think beyond high school. We’ll do whatever it takes to champion academics and get our members to graduation.

Kars4Kids: What’s your demographic? Who is the typical boy or girl who joins your clubs? What percentage of Hartford youth take part in what you have to offer?

Tomeka Cole: We want all young people in the Greater Hartford area to grow with us. Our Early Learning Center is open to children beginning at age 3. Our clubs serve kids ages 6-18. In 2023 we served more than 4,400 youth in the Greater Hartford area. The vast majority of our members identify as either Black or Brown (48% Black, 32% Hispanic, 11% multi-racial). 85% of our members qualify for free or reduced school lunch, which is why the healthy snacks and daily dinners we provide all our members are so critical. The majority of our members live in Hartford, but they attend school across the region from Windsor to Southington and everywhere in between. Teaching youth to respect and appreciate what makes us different and unique is a priority for us.

Kars4Kids: One can get a feel for an organization by looking at the order of the services they offer. In the list of programs on the BCGH website, you list Academic Success, first. Would you say this is the most important focus of you do? Can you give us an overview of some of your academic programs?

Tomeka Cole: Academic Success is one of our four program pillars. The others are Character & Leadership, Health & Wellness, and Life & Workforce Readiness. Each of these pillars are vitally important to helping our members reach their full potential. {Academic success is listed first because they are in alphabetical order J}. Our Academic Success pillar puts a focus on educational achievement, but also on STEAM (science, technology, engineering, arts and mathematics). Our members are learning to 3D print; to play an instrument; and to code computer programs. Our Character & Leadership programs prepare them to be the next generation of leaders; to speak up for what’s right; and to give back to the community. In our Health & Wellness programs they’re learning good sportsmanship; how to select and cook healthy foods for their growing bodies and minds; and the resources they need to build resiliency and take care of their mental health. Our Life & Workforce readiness programs prepare youth for the 21^st century workforce that awaits them. We’re helping them explore potential careers; visit and apply to colleges; learn to manage their money; and prepare to collaborate in the workplace.

Kars4Kids: Among other programs you offer under the heading of “Health and Wellness” are Passport to Manhood, and SMART Girls. Can you tell us about these two programs? Are they simply gender-separate versions of the same thing? If not, how do they differ?

Tomeka Cole: These programs help girls and boys grow up into confident women and men. They provide our youth with safe spaces to talk about the challenges of adolescence; to ask questions about their health; and find solutions to the problems they may be facing. Passport to Manhood engages boys in discussions that reinforce positive behaviors while providing strong male role models. SMART girls helps girls develop and adopt healthy attitudes and life styles and build positive self-concept. Both programs focus on sound decision-making skills and healthy relationships.

Kars4Kids: What do you emphasize in your Character & Leadership programs? Your website mentions that 83 percent of club members say they want to help when they see someone having a problem. That’s very impressive. What other values does your programming under this heading address?

Tomeka Cole: As our mission statement says, we enable all young people to realize their full potential as caring, productive and responsible citizens. We’re empowering them to be the leaders of tomorrow; to find their voices; to give back to their communities; and to participate in the democratic process. We want to elevate the next generation and give them the skills they need to change the world!

Kars4Kids: We see you offer a variety of arts programs listed under the heading of “STEAM,” and were pleased to see you have a drama education program. How are you addressing the STEM parts of “STEAM?”

Tomeka Cole:  On any given day, you can find kids in our clubs 3D printing their own designs; laser engraving with our Glowforge machine; coding their own computers; building robots; or tending to vegetables in our hydroponic garden. We recognize that kids are growing up in an increasingly technological world and we want to expose and introduce them to skills that will give the0m a competitive edge in the workforce.

Kars4Kids: BGCH offers career preparation by way of a number of programs. What can you tell us about them?

Tomeka Cole: We want all our members to reach their full potential – whether that’s going to a four-year university or entering the workforce after high school. We also want them to have the skills they need to not only be successful, but to fill the needs of employers. We’re teaching them how to interview and build a resume; how to collaborate with others in a work setting; and how to manage their money responsibly. We’re also helping them set goals; explore different post-secondary opportunities; and, in many cases, giving them their first job in our clubs!

Kars4Kids: You have two summer camps, divided by age. Do they run throughout the summer? What activities are offered? Are scholarships available, and if so, what percentage of campers receive scholarships each summer?

Tomeka Cole: Our summer camps run from the end of June until the beginning of August. This year’s theme is time machine, so our members are learning about different decades and how things have changed over the years. Our activities are heavily focused on preventing the phenomenon called “summer slide” and preparing our members to head back to school ready for success in the fall. In addition to our weekly field trips, our campers are learning archery and kayaking; they’re creating their own logos and businesses; and are even putting on a performance of The Little Mermaid!

Kars4Kids: What’s next for Boys & Girls Clubs of Hartford?

Tomeka Cole: For nearly 165 years, Boys & Girls Clubs of Hartford has been a constant for youth and families in the Greater Hartford area and we have no plans to change that! We’re looking forward to the start of our afterschool programming on September 3, the grand reopening of our JDL Northwest Club this fall, the 20^th Anniversary of our Asylum Hill Club in October and another year of watching our members grow and learn on the path to a great future!

Project LEARN believes that all students should have the same educational opportunities, no matter where they live or go to school, and no matter where they are in their studies. Because it’s a fact: not all schools are created equal, and where resources are lacking, students often fail to get the education—and later on the careers—that they deserve. This is where Project LEARN steps in, to provide enrichment and a way forward; to encourage children to shoot for the stars; and to let them know they can be anything they want to be, despite any obstacles that may stand in their way.

Educational equity, of course, is not a new problem, having long been an issue for students across the country. The irony of the lack of resources and opportunities for students in less-privileged school districts is that those who need help most are least likely to receive it. Project LEARN serves to fill in the gaps where Lowell, Massachusetts schools leave off, offering educational and inspirational out-of-school programming including college and career preparation. Our small grant program exists to support deserving initiatives such as this, that help young people rise above their circumstances to fulfill their potential to the fullest.

We put some questions to Project LEARN Executive Director LZ Nunn, to find out more about the work of this remarkable youth education and development program:

Kars4Kids: Educational equity seems to be a major focus of your work at Project LEARN. Are Lowell students being short-changed when it comes to education?

LZ Nunn: Lowell is fortunate to have many dedicated teachers and staff, but the reality is that like so many gateway cities, Lowell sees a wide range of opportunity gaps from school to school, and even neighborhood to neighborhood. Project LEARN’s mission is to help eliminate some of these inequities by providing hands-on STEM exploration, arts opportunities, and college and career readiness experiences that are accessible to all students. We believe every student should have access to a world-class education, regardless of zip code, academic performance, or any other factor. We aim to provide resources necessary to inspire students and help to fuel their future aspirations.

Kars4Kids: Talk to us about demographics. How would you describe the typical Project LEARN participant?

LZ Nunn: While it’s easy just to say we serve the students of Lowell; I believe it’s safe to say there is no “typical Project LEARN participant.” We strive to meet the students we work with at whatever level they’re at academically, socially, financially, etc. We are fortunate to have a diverse and extremely dedicated team that is always willing to go the extra mile to help a young person reach the next big milestone in their life.

Kars4Kids: Two years ago, Project LEARN piloted its Harvard MEDscience program. What can you tell us about this program?

LZ Nunn: This is a truly dynamic collaboration with Harvard Medical School’s (HMS) MEDscience program which allows us to expose Lowell students to an immersive biology experience through simulated patient cases and emergencies in the medical field. The purpose is to allow students to learn more about the range of potential careers in medicine and make healthcare pathways more accessible to Lowell students.

We run three week-long workshops during each summer for a total of about 50 students. Participants start the program at our Youth Innovation Space in downtown Lowell reviewing basic medical terminology, lab etiquette, human body systems, learning how to take patient vitals, and learning CPR. On day three we bring them to the Harvard Medical School campus in Boston–which has this wonderful wow-factor for our Lowell students. At the HMS campus, students have a chance to learn with trained instructors in a facility’s state-of-the-art emergency room simulation lab to decipher a patient case and “save” a life.

We’re excited to have the opportunity to deepen the impact of this work later this year with our partners at Harvard Medical School and UMass Lowell through the HMS MEDscienceLAB Pathmaker program, which will provide lab and career skills to Lowell-area young adults 18-25 who are currently not enrolled in a 2- or 4-year degree program.

Kars4Kids: Tell us about your Youth Innovation Space (Y-Space)? Is it an actual physical space? What happens there?

LZ Nunn: It sure is! The Youth Innovation Space, or Y-Space as we call it, is Project LEARN’s first ever in-person space located in Downtown Lowell, only a few minutes’ walk from Lowell High School. We opened this space in 2022 to not only create a home for our programs, but also provide Lowell students a welcoming and safe environment outside of the classroom where they can engage in high-quality learning experiences and have fun with their friends!

On any given day, we can welcome upwards of 50 students who might be there for a “Student of the Quarter Celebration,” to complete hours towards their paid internship, or to even host their after school club meeting. We often also have a handful of community partners and educators join us to collaborate on developing new initiatives for Lowell’s young people.

We’ve seen such a high demand for career-connected learning experiences that we’re excited to expand from our launch pad location – more on that later, though!

Kars4Kids: You have a visual arts program. Would you give us an overview of this program? Are the arts a necessary part of an equitable education? Why do students need some grounding in the arts?

LZ Nunn:  ArtUp Lowell is our community-arts and creative place-making program that brings together youth, artists, and educators to create visual installations that strengthen community connections and enhance public spaces. Since September 2021 ArtUp has brought 17 pieces to the city, including pieces designed and installed by high school students! We have additional 5 projects that will be installed this summer and fall including new student murals, a district-wide rock project, and a community poetry walk. We’ve also engaged more than 1,600 students in arts-related projects, experiences and public-art making.

While many arts programs can fall victim to budget cuts, research shows arts education contributes to overall student success. The arts can help keep kids engaged in school and reduce stress, develop social-emotional and interpersonal skills, improve focus, and bolster academic achievement. Not every student will grow up to pursue a career in healthcare, or engineering, or businesses—and even those who do, deserve to have a healthy, creative outlet.

For the students who are interested in pursuing a career in the arts after high school, ArtUp Lowell’s exciting hands-on opportunity will provide these aspiring young artists with the necessary experience and support system to begin building their own portfolios and open doors for them to become working professionals in our city’s creative economy.

Kars4Kids: Project LEARN has several programs under the heading of college and career readiness. Let’s begin with “Girls Who Code.” Why is this program specifically important for girls, so much so that they need their own program?

LZ Nunn:  The Girls Who Code after school program was on a brief hiatus when an inspired high school student wanted to reinvigorate the program and provide coding and computer engineering skills for her peers with similar interests.  This is such a crucial program because it provides a supportive environment where the “girls who code” can boost their confidence and break down barriers to promote more gender equality within tech fields.

Several of the girls who helped to revamp the after school program a few years ago have now gone on to study computer science or related fields at Massachusetts universities like Boston University and UMass Amherst. They’re not far from their roots, though! They often return to support current participants as they enter competitions like the “IT Girl Challenge.”

Kars4Kids: What is “IDEA Camp?” What ages attend this camp?

LZ Nunn: IDEA Camp is one of our oldest and most beloved programs thanks to a strong partnership between Project LEARN, Lowell Public Schools and UMass Lowell! This STEM exploration camp is available to students entering 5th grade all the way up to high school seniors, and provides an opportunity for them to discover new interests and develop skills through hands-on activities and projects.

Each summer, IDEA Camp runs three week-long sessions with workshops on topics ranging from programming drones and robots during “Flight School,” to building a safe to hide sweet treats in during “Wire Your Bedroom” to learning about the countless professions in the medical field during “Careers in Medicine”—we’d like to think there’s something that would interest every student!

Kars4Kids: Can you give us an overview of your summer internship program? Is this for high school students?

LZ Nunn: We first launched our Commencement 2 Careers (C2C) Internship Program as a virtual placement during the summer of 2020 for high school students and recent graduates who were craving a summer professional development experience to build up their resumes. Since then, Project LEARN has provided nearly 600 young people with paid internships with local employer partners who also serve as mentors for our student interns.

This summer, we’re hosting over 80 interns across an array of career fields including education, the arts, social media marketing, civic leadership, economic development, and more. Using data collected from our 2024 internship kick-off in June, we learned that this would be the very first internship placement for more than 58% of this year’s participants!

Kars4Kids: You offer an early college program. Tell us about that, if you would.

LZ Nunn: Early College Lowell is a concurrent-enrollment collaboration with Lowell Public Schools and Middlesex Community College (MCC) that allows Lowell High School students to take college-level courses and earn real college credits at no cost to students and their families! This last year, over 400 students participated in the program and earned between 12-20 plus transferable college credits, thanks in large part to strong support and investment from MCC and the Commonwealth of Massachusetts.

Regardless of their plan post-graduation, research demonstrates that Early College is a game-changer, particularly for first-generation learners, dramatically increasing a student’s likelihood of completing a 2- or 4-year degree program.  We’re so proud to be a partner in this collaboration and hope that even more students will participate in Early College in the future!

Kars4Kids: What’s next for Project LEARN?

LZ Nunn: Our team’s super excited to announce that we’ll be opening an expanded programming space in downtown Lowell during the first quarter of 2025!

We imagine this space to be filled with bright light and bursting with color and have comfortable study nooks, flexible classroom areas, computer benches, a multilingual library, and an energetic staff who is ready to go the extra mile to provide students with the support they need as they prepare to enter adulthood.

This is a thrilling opportunity for Project LEARN to finally develop our long-term home and have a space where students, educators, industry partners and community members feel welcomed and encouraged to collaborate and make connections that will propel young people into college and/or career.

You and the team will have to join us in Lowell for the launch party next year!

Schoharie Mohawk Initiative for Science and Technology (SMIST) fills in where schools leave off, offering STEM enrichment to rural students who would otherwise have an inadequate grounding in these important areas of study. It’s a problem all over the United States; the necessity to cover the basic curriculum leaves teachers with little time to devote to the sciences. In smaller communities, where the student population is small, the situation is even more dire, because less aid is available to purchase the resources necessary to provide such lessons.

This is where SMIST comes in to give kids a taste of what is out there in the world of science and technology, and to pique their interest in pursuing STEM career opportunities. From afterschool programs, to career mentorship, summer programs, and robotics competitions, SMIST is awakening young people to the wonders of STEM in an experiential learning environment. That’s important, because rural kids deserve the same opportunities as students who live in large cities. Ensuring educational equity means making sure that children who live in smaller, scattered communities, get what they need to succeed.

We put some questions to Walt Silva, the founder and president of our latest small grant recipient, Scoharie Mohawk Initiative for Science and Technology, to find out more about this work:

Kars4Kids: Let’s start by hearing about your demographic. SMIST programs aren’t limited to Scoharie, correct? Where do you operate and whom do you serve? How would you describe the participants in your programs and how many participants are there?

Walt Silva: That’s correct. Our programs are open to all students regardless of location. However, our focus is on the smaller rural communities in the western portions of New York’s Capital Region as these demographics and school districts tend to have less funding and resources available for the type of programs we offer. Today, the school districts in this region typically have about 650 students for grades K-12; However, these numbers continue to shrink, thus reducing the potential aid school districts may receive. Our intent is to partner with these school districts and communities to offer seasonal team programs (e.g., FIRST Robotics), monthly DIY programs, as well as week-long summer camps. We have been fortunate to offer our programs at different venues including schools, churches, and libraries. The number of students we serve depends on the program and duration. The numbers can be anywhere from 5 to 50 students per program.

Kars4Kids: We’ve heard of STEM and we’ve heard of STEAM, but you offer STEAAM, with the extra “a” standing for “agriculture.” That’s a novel inclusion. Why agriculture?

Walt Silva: The Schoharie Valley region was known as the Breadbasket of the American Revolution, as the agricultural output of the region was responsible for feeding General George Washington’s Army during much of the war. Since then, agriculture has and continues to be the life blood of the region; however, like other industries, it has been influenced and transformed by advances in science and technology. These agricultural advances must continue as demand for food is growing at the same time supply faces constraints in land, farming inputs and climate uncertainty.

So, why distinguish or explicitly mention agriculture as opposed to any other industry impacted by science and technology? There are two reasons. First, the mainstream depiction of farming, growing food, and caring for animals is outdated. Most people think of Old MacDonald when farming is mentioned. As a result, this picture of the past makes agriculture unappealing to kids, which is unfortunate as agriculture is a fundamental industry in our region. Everyone needs food. Second, agriculture is a critical industry with a long history in the community. Although, we desire to expose kids to different experiences, we realize that some of the best technical lessons and opportunities can be found locally. Agriculture is a thriving industry that uses the latest technology to feed a growing world.

Kars4Kids: In its values statement, SMIST states, “Our focus is NOT the technology or the latest trends as they are always changing.” Can you explain then, how you address the technology component of STEAAM?

Walt Silva: We are continually looking at and evaluating the different technologies that are available; however, the method or approach used in a technology before could become deprecated over time as better ways are developed. We do not look at our mission as job-training where these skills must directly support the job market, but more of exposing students to general fields of study and interest. We focus on the general principles of these areas where how they are implemented is less important and changes over time than what the principle is. Additionally, we try to implement technology using a DIY or “built in your garage” approach as opposed to buying kits where the material is already pre-cut, pre-drilled and basically laid out for the student.  Instead, we work to teach concepts and develop products using common material found at local stores to help spark students’ imaginations and to think outside the box. Such materials might include piping, wood, other material from which the students to cut down size, drill, glue, etc. to make their product

Using this DIY approach where each student’s project may vary due to material, ability, and concept, helps reinforce that students should not look at science and engineering as being black or white, but different shades of gray, as there are different ways of solving the same problem. We are trying to introduce students to a different way of thinking and learning to work together.

Kars4Kids: SMIST competes in two separate FIRST challenges. What are the two challenges and how do they differ?

Walt Silva: Since our inception, we have organized and mentored For Inspiration and Recognition of Science and Technology (FIRST) robotics teams. The first team being a FIRST LEGO League (FLL) robotics team made up of local students in grades 4-7. Subsequently, as students aged off the FLL team, we started a FIRST Tech Challenge (FTC) robotics team for students in grades 7-12. The robotics teams are an after-school program offered from September to February. Each August, a new challenge that focuses on a different theme or topic, is released.

For FLL, their challenge consists of the following three parts:

• Robot Game – Teams build and program an autonomous (no remote control) LEGO MINDSTORMS® robot to score points by performing mission tasks. The tasks require the robot to grab, transport, or deliver objects on a game mat.
• Project – Teams learn more about the science behind the challenge theme. The students use their creativity to design a solution (or modify an existing solution) to solve a real-world problem.
• Core Values – While FLL teams work on the robot game and the project each year, they are guided by the FLL Core Values. The Core Values are part of what makes FLL so special, because kids compete like crazy but still respect their teammates, coaches, and their “competitors.”

For FTC, the focus moves away from the project portion and focuses solely on the robot game as the robots being designed are more sophisticated in their implementations and in the materials used. As a result, the students must become more knowledgeable in design principles, material properties, mechanical drawing, and programming. Additionally, the challenge field is much larger than that used for FLL. Although the technical portion of FTC is different than FLL, the Core Values portion remains the same. We believe the Core Values are equal if not more important than the technical portion of the challenge each year, as they are skills and behaviors that the students will use well beyond their experiences on any of the robotics teams.

At the end of the season, each team will participate in a regional challenge (e.g., tournament) where they will be judged on their different deliverables (e.g., project) and the performance of their robots. In addition, the teams are also evaluated in how well they display the FIRST Core Values and this behavior is factored into any awards a team receives. Our teams have participated in the different challenges through the last several years and regardless of the outcome, the students enjoyed themselves and were proud of the progress and accomplishments they completed during the season.

Kars4Kids: You offer a program called “SeaPerch.” That’s a clever name! Would you give us an overview of this program?

Walt Silva: I wish I could say we came up with the name; however, we didn’t. SeaPerch is an underwater robotics program that is administered by the nonprofit organization, RoboNation. Each year, from late January to mid-April, we offer the SeaPerch program to students in grades 6-8. The program guides participants through a real-world engineering and design project centered around building an underwater remotely operated vehicle (ROV). We use hands on or DIY methods to equip students with the resources needed to learn basic science and engineering concepts like tool safety, technical applications, problem solving, and team working skills. The materials used include PVC, 12V motors, network cable, and other items found locally or easily acquired from Amazon. The ROV is controlled through a simple controller that the students solder and which is tethered to the ROV using a network cable. The maximum distance the ROV can travel is about 50 feet, maximum length of the tether.

In April, our teams compete in the regional challenge, where the winner advances to the international challenge, which recently has been held at the University of Maryland. The challenge consists of two courses, obstacle and mission. The obstacle course consists of five hoops separated by four feet that the ROV must go through and then return. This course remains the same from year to year. Each year the SeaPerch theme changes and influences the mission course that the students need to complete at the challenge. This year’s theme was the depths of the ocean, while last year’s theme was space exploration. Although mission course specifics change, the course typically has the students move objects from one location to another, open doors, or release objects. What makes both courses challenging is that the student teams need to control the ROV from the pool deck and adjust for refraction as the ROV moves through the water. You can see one of our SeaPerch regional challenges here:

Kars4Kids: You offer a variety of summer programs, partnering with different local groups. Can you talk about these programs, and how you’re working with community groups?

Walt Silva: The summer programs we have been offering lately, Intro to Robotics and SeaPerch, have been derived from FIRST LEGO League and SeaPerch multi-month scripting programs. We basically squeeze each program into a single week. Due to shortening the programs, we need to eliminate or greatly reduce parts of the normal programs; however, the key parts of each program remain intact. The summer camps have a challenge that the student teams participate in on the last day of camp, similar to the challenge part of the regular program. We have been fortunate to be partnering with the New York Power Authority at their Blenheim-Gilboa Visitor Center for the last three years and using their pool at the Mine Kill State Park for our SeaPerch challenge. In addition to the programs, the summer camps also include guest speakers from the New York Power Authority, who discuss their jobs and careers. Previous summer programs we have held have focused on building wind turbines, carnival rides, and Rube Goldberg machines, and were held at other locations throughout the region.

Kars4Kids: SMIST offers career mentoring. How does it work?

Walt Silva: Our volunteers have different professions and come from various backgrounds (e.g., former NASCAR driver, naval officer, designer of amusement parks). Upon request, we present and talk about our careers and the paths we each took to get to where we are now. The intent of the presentation is to let students know that there are different pathways to a career and there is no one “right” way. Also, it is okay to change plans, when it makes sense.

Kars4Kids: During the school year, you offer an afterschool program. What can you tell us about that?

Walt Silva: The afterschool program we offer is in partnership with our local libraries where once a week we complete a DIY project (e.g., build a paper speaker) at a different library in the region. We vary the day, location, and project each week, so students can go to any library and do something different.

Kars4Kids: To some degree, SMIST depends on volunteers to carry out its work. How many volunteers do you have at present, and in what capacity do they serve?

Walt Silva: We are a completely volunteer organization with all of us having other full-time jobs. We have approximately 10 people who volunteer on a permanent basis. As a registered 501(c)(3) nonprofit, several of these volunteers serve on our board and help with running the organizational side of things. Some of them also help with our different programs, while other volunteers are dedicated to running/coaching our seasonal programs (e.g., FIRST robotics). We do have other volunteers throughout the year that support the “permanent” volunteers, but they help out only as their time and schedules allow. Building a larger pool of volunteers is one area we are focusing on in the near term, as this will allow us to offer more programs.

Kars4Kids: What’s next for Schoharie Mohawk Initiative for Science and Technology?

Walt Silva: We are always looking at and exploring ideas that support and fit with the demographics of our region. Last summer, in partnership with a local church, we offered a pop-up STEAAM center throughout the summer in their community hall. We learned a lot from the experience, especially that operating out of a single location may not be the best way to expose students to our different offerings. So, this year in collaboration with one of the community colleges, we are exploring the idea of a traveling STEAAM center, using one of the college’s workforce development training trailers. As the region we are trying to support is sparsely populated, we believe it makes more sense to move around the area then being centrally located like last summer. This approach would be different than what we do currently, running programs out of different locations. It will allow us to bring more complex and unique programs to the community using a trailer that has ample space and will already be configured for the activities.

The other area we are focusing on is drones and starting a drone soccer team. Drone soccer has been growing in popularity and is another team sport that we could add to our portfolio of multi-month programs (i.e., FIRST and SeaPerch). What is neat about the drones is that they are used in so many different activities, especially agriculture, where they are used to monitor fields and livestock without having to drive out to the actual location. We are just in the beginning of fundraising and developing this program but are excited to see where this leads us.

These are two of the ideas we are actively pursuing, with several others waiting in the wings.

United Through Reading (UTR) serves a critical purpose; namely to help ease the stress and strain of families separated through deployment and other forms of military service. The organization does this by providing service members with a way to record stories to send home to the children in their lives. In addition to this service, UTR fosters literacy skills in children through various means. UTR recognizes that literacy is the key for military families to stay in touch, and sees its literacy programs as part and parcel of its read aloud service.

We honor our service members as well as the sacrifice of their families. Then too, literacy is an important focus of our small grant program. As such, we feel privileged to lend a modest helping hand to this original and invaluable initiative. We put some questions to United Through Reading Vice President of Advancement Jenna Lang to find out more about this work:

Kars4Kids: Who founded United Through Reading and why? When was it founded?

Jenna Lang: United Through Reading’s founder, Betty Mohlenbrock, a military spouse and reading specialist, experienced family strains when her husband deployed to Vietnam. Determined to help other military families, Betty carried a video camera and a few children’s books to the 32nd Street Naval Base in San Diego in 1989, where she recorded sailors reading stories to leave behind with their children during long months at sea. Betty was convinced that recorded stories could strengthen emotional bonds between children and their faraway parents while nurturing reading skills.

Kars4Kids: How many families have you served since that time?

Jenna Lang: Since 1989, United Through Reading (UTR) has served 3.3 million military family members through shared storytime connection and literacy advancement.

Kars4Kids: United Through Reading offers storytime video recordings from military parents. Do the parents record for their own children? How does it work?

Jenna Lang: Yes, United Through Reading offers military service members and veterans a variety of ways to record stories for the children in their lives. We encourage parents, older siblings, aunts and uncles, grandparents, and even godparents to make recordings to share with the special children in their lives. Our app can record stories from any location with a secure link sent to family members at home. Additionally, we offer embedded story stations onboard ships and military bases worldwide, as well as two Mobile Story Stations that allow us to record service members where they are located, leaving them with either a digital recording or an SD card with their recording to send home to their child.

Kars4Kids: Who benefits from what you offer? Are the recordings specifically for young children?

Jenna Lang: There are over 1.6 million military children in the United States, with 70% below eleven. Military families struggle with staying connected when military duty keeps them apart for any period of time. Even with technology such as FaceTime, factors including, but not limited to operational security, internet access, and vastly different time zones can make staying in contact and having one-on-one moments with loved ones challenging. United Through Reading fully understands military families’ challenges and has created programs and services to lessen these burdens and strengthen family bonds. Recordings are for children of all ages. The power of reading together does not depend on age.

Kars4Kids: United Through Reading offers free reading trackers. Can you tell us about them and their purpose?

Jenna Lang: Though the families we serve are military, the resources on our website are available to all families. Our printable reading trackers are one way we encourage literacy enrichment at home. Tracking reading provides a sense of accomplishment, accountability, and a way for every family member to incorporate reading into their day. United Through Reading offers three age-appropriate reading trackers, literacy guides, podcasts, and educational blog posts to foster literacy advancement. This provides families with fun and unique options to excite reluctant readers and continue to build literacy confidence in children of all ages.

Kars4Kids: What are some of the difficulties that children face when their parents are deployed? How does what you offer, help them?

Jenna Lang: Military children often experience multiple moves, extended separations from family members, increased fear for their parent’s safety during deployment, and other stressors related to the unpredictability of military life. Despite incredible bravery, strength, and resilience, military families—especially the children—have increased risk factors associated with the military lifestyle that can bring instability to family life. Research indicates that children from active-duty military families, compared to civilian families, experience significantly higher levels of emotional difficulties during family separations. About one-third of the military children surveyed in a recent study reported symptoms of anxiety.

United Through Reading facilitates comforting family read-aloud routines and helps military families maintain that routine even when service members can’t be home for storytime. With United Through Reading video recordings, families are guaranteed special and uninterrupted time with their service members, time that can be enjoyed over and over. Family connection, the shared reading routine, and the ability to see parents’ faces and hear their voices reduce the stress and anxiety that time apart brings.

Kars4Kids: Tell us about your story stations, if you will. How many of them are there, where are they operated, and what exactly do they offer?

Jenna Lang: United Through Reading has two Mobile Story Station vans. (MSS). One is on the East Coast, and one is in San Diego. Mobile Story Stations:

• Support units at their events, such as at pre-deployment briefings and Yellow Ribbon events, or attend larger local community gatherings, such as library storytimes or community information sessions.
• Allow United Through Reading staff to go where needed; examples include child development centers, partner organization events, and installation events.
• Service members read a story onsite and leave with their recording and a new book for their child/children to read.

Kars4Kids: United Through Reading also distributes books. Can you give us an overview of how this works? What type of books are available?

Jenna Lang: United Through Reading distributes new, free, age-appropriate books directly to military and Veteran families. Books are distributed through United Through Reading events, and military families can also order them through the UTR app with every story recorded. Our book list includes different genres, reading levels, and exposure to many diverse and inclusive titles designed to bolster ALL military children’s socio-emotional health. United Through Reading is dedicated to building home libraries. Research shows that having books in the home can close academic achievement gaps, increase the likelihood of children staying in school, increase empathy, lead to higher adult brain function, and increase the likelihood of future employment. Many military families struggle financially; a new book is often considered a luxury. By offering free, high-quality books, United Through Reading reduces a potential burden on families who already sacrifice so much.

Kars4Kids: Not too long ago, First Lady Jill Biden and other government figures joined you for a special event. What can you tell us about this momentous occasion for United Through Reading?

Jenna Lang: In February 2023, First Lady Dr. Jill Biden, Second Gentleman Douglas Emhoff, U.S. governors’ spouses, and United Through Reading leadership assembled 800 reading-ready kits, complete with children’s books and other literacy materials for National Guard families around the country, during the National Governors Association Winter Meeting.

UTR partnered with Joining Forces, Dr. Biden’s initiative to support military and veteran families, caregivers, and survivors. The reading kits aim to help military families stay connected through shared storytime.

“United Through Reading gives children a chance to share their favorite book with the person they love most and go to sleep knowing that no matter the distance, their service member is thinking of them, loving them, and watching over them,” said Dr. Jill Biden.

Kars4Kids: What’s next for United Through Reading?

Jenna Lang: At its core, United Through Reading focuses on educating vulnerable military children through literacy. Literacy is the cornerstone of all other knowledge and skills a young person will acquire, including the STEM disciplines. Reading with children is a powerful educational tool that nurtures children’s self-esteem; instills the joy of reading at an early age; and strengthens the bond children need with their families. Numerous studies point to this conclusion: reading aloud to children is the single most important activity for building the earliest emergent reading skills.

In 2023, United Through Reading launched Operation Storytime because millions of storytime moments are missed due to military life challenges. These bonding, connection, and learning moments are crucial for military families. Our goal is to serve the next one million military family members.

Digital4Good tackles a problem that our grandparents, and many parents, never had to face: cyberbullying. Like every other important innovation, the net and social media opened up a new world where obtaining information—and having a social life—is as easy as tapping your phone screen. That same click, however, can set in motion a world of pain for the user, and our children are especially vulnerable to attacks by online bullies.

Most children won’t tell their parents about the bullying. Even if they did, their parents may not have any clue what to do about the situation. As a result, some young people find the pain too great to deal with, and too many take their own lives. After the fact, their parents are shocked to discover what their children were forced to confront, and only wish they had known.

Children need to know how to be safe and protect themselves online. Parents and educators must become aware of the issue, and the extent to which cyberbullying has proliferated. That’s where Digital4Good comes in, offering support and guidance for children, families, and educators, equipping them with the tools they need to take positive action against online dangers.

We put some questions to Digital4Good Executive Director Kim Karr, to find out how our latest small grant recipient is tackling the issue of children and online harassment:

Kars4Kids: Since Digital4Good was founded, you’ve managed to train 2.4 million students, parents, and educators in digital safety and well-being. In 2023, for example, your curriculum reached 1,500 schools and 56,000 students. That’s quite impressive. Can you tell us a bit about your demographic? What is the age range of the students you are training? Where do you operate? Are you working more with school districts or individual families?

Kim Karr: Digital4Good is based in California, but we give presentations at schools and conferences all across the U.S., since online negativity is such a widespread issue.

Our target demographic is students in elementary through high school. When a toxic social media trend, shooting threat, or cyberbullying incident pops up online, students are almost always the first to see it. The more we train our youth to become responsible digital citizens, the more equipped they are to take positive action against those harmful incidents.

We have mostly been working with school districts and education organizations, but are branching out support to families as well, so students can receive guidance and support at home. We are in the process of revamping our digital safety course for parents and guardians, which will be available on our website soon!

We have also started offering a new presentation option for families called “Lunch with a Loved One” that gives parents the opportunity to have an open discussion with their children about digital safety and other important topics around social media use. These are generally hosted by schools, and are more for large groups than individual families, but we have seen some really high attendance and great engagement at these lunches. And it’s been fun for me personally to lead these events!

Kars4Kids: When was Digital4Good founded, and what was the impetus for starting your initiative?

Kim Karr: Before I started Digital4Good in 2013, I was working as a teacher and activities director at a local middle school for about 13 years.

In 2011, an anonymous user created a social media page to impersonate and attack one of our teachers. Over a thousand students followed the page and left harmful comments, and the page didn’t get taken down until two weeks later.

To prevent this from happening again, I created a training program to teach our students how to take appropriate action when encountering negativity online. A year after the program, when a similar page popped up and targeted the same teacher, over thirty students took action. Not only did no one follow the page, but it was taken down in less than a day!

Kars4Kids: Digital4Good believes that “students are the core of the solution.” If students are generally the target of cyberbullying and other forms of online harassment, how can they, at one and the same time, be the solution to these very serious problems that confront them?

Kim Karr: A big thing our organization does is train students to become discerning self-advocates who have the confidence to stand up for themselves and others. Like I mentioned earlier, students spend a lot of time online, so they’re often the first to see these incidents. Our role as educators, parents, and caregivers is to provide our youth with the proper training and guidance so that they are equipped to handle these incidents on their own or to support their peers.

Also, another great way to combat online negativity is by promoting positivity, and students have truly been at the forefront of that in recent years. Each year, we host an event called the Digital4Good Summit, which showcases kids and teens who are using digital technology or social media for the good of their communities. These kids are developing their own apps and starting their own 501c3 nonprofits to make a positive difference online and off, and it is so important to showcase that to inspire other kids to do the same.

Kars4Kids: The Digital4Good website cites some dire statistics: “Only 1 out of 10 teen victims will inform a parent or trusted adult of their online abuse. It’s estimated that 90% of teens use and have access to social media. However, nearly 48% of teens do not turn to adults for help online and instead, turn to their peers for advice.”

Let’s say a teen does alert a parent or other trusted adult about experiencing online abuse—how should parents or trusted adults respond, and what can they do about the abuse? Why don’t kids want to tell their parents what’s going on?

Kim Karr: There are many possible reasons why kids won’t tell an adult about online abuse. Every kid is different. Some fear repercussions for their own role in reporting the incident, some kids don’t want to alarm or worry their parents, and others feel embarrassed or self-conscious about “snitching.” The important thing is to know how to respond if such an incident occurs.

If your child opens up to you about a cyberbullying situation, the best course of action is to take screenshots of the abuse first, then report the account and block the person. We have a free handout with quick links to reporting procedures for popular social media platforms available here. You can also alert Digital4Good of the incident by tagging @icanhelpofficial or emailing us at admin@icanhelp.net— we’ll get the post or page taken down for you.

Kars4Kids: Can you tell us a bit about your educator/parent digital safety course?

Kim Karr: Of course! We are in the process of updating this course to be more current and expect to have the new version available on our website soon. The new course title will be “Parent Guidelines for Youth Digital Safety.”

This is a self-guided video course geared towards parents, guardians, and caregivers on how to effectively support and guide your children in today’s digital era. You’ll learn essential skills such as promoting digital responsibility, improving the digital health of your home, and fostering a balanced tech-life approach.

Teaching kids about digital safety and responsibility is often a complicated, daunting task. It’s difficult to know where to start, especially when kids are reluctant to open up about what they’re doing online. With this course, we break the process down into manageable pieces while helping you foster open and honest communication with your kids about their social media use.

Kars4Kids: A lot of what you do is in the schools. You offer several presentations and training courses, but they aren’t free. What can educators expect to learn from the presentations and training courses? How can parents and teachers persuade their schools and school districts to invest in what we’re sure are amazing programs? Do you offer discounts to schools in less affluent neighborhoods/school districts?

Kim Karr: Our presentations and training workshops are tailored to each school and provide engaging and practical learning experiences that address the most pressing digital challenges facing students today, including cyberbullying, doxxing, deepfakes, and more.

If cost is an issue for your school, definitely don’t hesitate to get in touch with us. We’ll work with you to determine which resources are the best fit for your school’s budget and provide materials to help you convince your district for funding. We offer discounts to local schools in Contra Costa County, or to schools that team up with other schools in their area to book presentations. You can reach us directly at admin@icanhelp.net.

For schools that aren’t financially ready to book a presentation yet, we also offer free resources, like our Social Media Emergency Plan, as well as virtual events for students and educators, like our monthly Students4Good webinars and our annual Mental Health Series.

Kars4Kids: You offer student internships. How does that work? What are the benefits of serving as an intern?

Kim Karr: Our student interns gain experience in multiple professional disciplines and skills, including marketing, design, strategy, and project management. We also have a community of professional mentors from a wide range of industries who volunteer their time and expertise to prepare the students for their professional journeys beyond graduation.

In addition to gaining hands-on experience in their chosen field, students get to participate in free workshops to help them with networking, using LinkedIn, and resume building. If you’re a student over the age of 13 and want to gain hands-on experience in the nonprofit world, please consider joining us!

Kars4Kids: Digital4Good has a three-pronged approach: educate, engage, empower. Students4Good is one of the programs you offer to empower students to advocate for digital wellness and promote digital safety. How does it work?

Kim Karr: Students4Good is a free monthly webinar series that highlights kids and teens who are using their platforms to promote positivity at school or in their communities. It’s a bit like a scaled-down version of the Digital4Good Summit, in that each student speaker gives a three-minute “pitch” of their project and answers questions from the audience. Some of our Students4Good speakers have even gone on to present at the annual summit!

Any student can apply to be a Students4Good speaker through our website. It’s a great way to gain exposure for projects, as well as practical experience in public speaking! You can also sign up to join our online Students4Good community, where you’ll get updates about upcoming events and opportunities to chat with other students using digital for good.

Kars4Kids: Mentorship plays a role in the work you do. Can you talk about that? You list two types of mentoring—what are they?

Kim Karr: Our mentorship program is a great way for industry professionals to get involved with us. Mentors support our student interns’ projects, provide advice, and help interns develop critical professional skills. We currently have two mentor roles: committee and specialized.

The committee mentorship is more involved: mentors join monthly team calls, design short lessons and workshops for professional development, and provide regular guidance and feedback on interns’ projects.

The specialized mentorship is a more flexible option for those with busy schedules. Specialized mentors form one-on-one relationships with students and support our student volunteers when they need help with a specific project or event. This is an ideal role for mentors who want to help but can’t commit to joining a committee.

If you’re passionate about digital citizenship and working alongside youth, I highly recommend you sign up to be a mentor. We have a great team of mentors this year and are always looking for more to join the Digital4Good family!

Kars4Kids: Can you give us an overview of your annual summit?

Kim Karr: The Digital4Good Summit has been a major event at our organization since 2017. Each year, the summit spotlights ten incredible student changemakers who are using technology to make a positive global impact. This year’s students started their own nonprofits and online platforms to support youth mental health; provide school supplies for underprivileged youth; empower girls in STEM; and advocate for cancer patients.

On the first day of the event, called “Digital4Good Growth,” we connect the selected students with professional mentors to support their projects’ growth and the students’ own professional and personal development. The students pitch their projects to panels of industry leaders, Shark Tank style. Each student gets to team up with a “Shark” and receive mentorship and business advice.

The second day, “Digital4Good Live,” is broadcast online for anyone to view. The students deliver their finished presentations to virtual and on-site audiences of students, educators, and industry professionals. The day is also packed with presentations from tech companies; music performances; interactive activities; and more.

This year’s event was hosted in March at Google headquarters in NYC and was received so well that they want to host us again! If you’d like to watch this year’s event and get updates about the 2025 summit, check out our website.

Kars4Kids: What’s next for Digital4Good?

Kim Karr: Our next big event is a Meet and Greet with Aaron Judge in September! Twice a year, we partner with Aaron Judge’s nonprofit, the ALL RISE Foundation, to host this event before his games, and it’s always a big hit with students. Check out our events page to get tickets for the next event!

The PLUG 4 Connection seeks out students who need help, guidance, and encouragement to pursue a college education or, in some cases, assistance in finding the career options that best suit their skills and interests. In short, “The PLUG” is about looking at each student in order to help them realize their full potential after they graduate from high school. Naturally, that includes tutoring in school subjects, and ACT and SAT preparation.

The PLUG goes above and beyond all these services, even to inspiring them to consider a career in medicine. But it’s all about the individual student in the end. It is that approach, and the robust programs of this our latest small grant recipient, that made us sit up and take note. We put some questions to The PLUG 4 Connection Executive Director Renee Green to find out more about this work:

Kars4Kids: Can you tell us something about your community and the students you serve? What is your demographic?

Renee Green: The PLUG serves high school students and their families that have a desire to receive support with attaining their post-secondary goals. While The PLUG does not make any requirements for participation in our programs, we focus our efforts on supporting Title I schools in the Orange County School District. We are particularly interested in walking alongside minority students and families, families that identify as having low socioeconomic status or students of immigrant parents who might be first-generation college students.

Kars4Kids: The PLUG 4 Connection is an “education service.” But some of what you do involves career guidance. Does that mean that not all the students are college-bound?

Renee Green: The vast majority of our students are college-bound, however, there is a small number of students who are looking for guidance as they make decisions to enter the military, trade school, or other post-secondary options. Understanding that college is not the post-secondary path for all students, we encourage students to pursue options that align with their career goals, values, skills, and interests. With career guidance from the PLUG, students receive resources to guide them in identifying their career fit and the steps needed to reach that specific career goal.

Kars4Kids: You offer a “student-focused learning environment.” Tell us about that. Is this different than the learning environment typically found in the classroom?

Renee Green: One of the unique things about our program is that students are offered one-on-one guidance by visiting with me. These one-on-one sessions help us to know what each student needs. Some students need extra help with their personal statements; others need more test prep; while others need to focus on scholarship opportunities. Whatever the need is, we strive to meet it. For The PLUG, “student-focused” means that the student comes before anything else. We seek to provide students with authentic interactions and exposure that allow them to realize their potential and resources available to them.

Kars4Kids: ACT and SAT prep is big part of what you do, correct? How does this work—is it virtual or in person? Is there one-on-one tutoring? How often do the students meet for this purpose, and how long are the sessions?

Renee Green: Yes! SAT and ACT prep is the largest program that we have. We typically hold test sessions virtually and plan them around an SAT and ACT in the fall and spring semesters. Each session lasts 4 weeks and is held for 2 hours each week. Students meet virtually with a skilled tutor who uses practice exams to mimic testing situations and talk them through skills and strategies to be successful. A majority of our students have experienced a significant increase in their test scores, making them eligible for Bright Futures and more competitive for college admissions.

Kars4Kids: The PLUG 4 Connection, Inc. offers tutoring in reading and math for elementary school students. How many students are you working with at present? How does it work? It’s free, right? Are your tutors volunteering their time?

Renee Green: Yes. We are currently working with 20 students in grades 3 to 5. This is a completely free service. Nothing that The PLUG provides costs money to our students or families. For this program we have hired a certified teacher who was just awarded teacher of the year in her district. She spends 30 minutes a session, twice a week, with students, and helps them to master the grade standards in math and reading. These are virtual sessions and students have seen great success because of them, especially in the aftermath of the loss of learning from COVID.

Kars4Kids: What can you tell us about your College Conversations program?

Renee Green: College Conversations is a program we started a few years ago. We typically conduct it during the second half of the summer. This series is exactly what the name suggests, conversations about topics important to students starting their college journey. Each conversation focuses on one aspect of that process. We cover such topics as making your college list, completing the Common App, writing your personal statement, and applying for financial aid and scholarships. These are focused conversations where parents and students can engage, learn, and ask questions.

Kars4Kids: You have a program called “P.L.U.G.” What does P.L.U.G. stand for? What is this program about?

Renee Green: “P.L.U.G.” stands for Preparing Leaders for Unparalleled Growth. This is a cohort of select 11^th and 12^th grade students. These students have demonstrated a need for assistance as well as a commitment to working hard to achieve their goals. The students are automatically enrolled in all our programs and receive personal counseling through their final 2 years of high school.

Kars4Kids: The PLUG offers “future physicians mentoring.” We’d love to hear about that. Is it about awakening a desire to study medicine? Who are the mentors?

Renee Green: This is a new program this year. In partnership with the University of Central Florida (UCF) School of Medicine, we have paired high school students interested in medicine with pre-med undergraduate students and medical students, in mentoring relationships. These groups meet monthly and discuss predetermined topics as well as address the questions and concerns of our high school students. We are currently working on setting up a tour of the UCF College of Medicine.

Kars4Kids: Your newsletters describe events with guest presenters from with local universities. How does this work?

Renee Green: When possible we love to invite guest speakers to talk to our students. We are so appreciative when we can make this happen. In the fall of 2023, we were able to hold an in-person ACT prep session, but before the session, we did one hour of college application support with an admissions officer from Florida State University (FSU). This was a valuable opportunity to hear directly from someone who works in admissions at a very desirable school what schools are looking for. She was a great resource and volunteered her time to talk to our students and answer their questions. We even had the students work on their Common App during that time so that they could have real-time assistance in completing their applications.

Kars4Kids: You offer information about various scholarships. Is it difficult for students to navigate the process of getting scholarships? Do you help guide them through the process?

Renee Green: Yes! Scholarships and financial aid can be overwhelming. We find that students don’t know where to begin on their own. The PLUG does the research for them. We post scholarships on our websites, add them to our newsletters, and send them directly to our P.L.U.G. cohort students. When we work individually with a student we can also guide them directly to scholarships that would be best for them. The PLUG also awards our own scholarships each year to a small number of participants.

Kars4Kids: What’s next for The PLUG 4 Connection?

Renee Green: The PLUG is going to keep doing the work of seeking to find those students who need us. We are going to keep believing in our students and forging partnerships that benefit our participants. We don’t want any student to forego post-secondary experiences because they are overwhelmed with the process. We have had participants who didn’t know that they were competitive for top universities; thought they could not afford college; or did not have the test scores to get into their dream schools. Our programs have helped these same students attain the scores needed to be competitive; guided them through applying to top universities; helped them attain full ride financial opportunities; and bolstered their belief that their dreams were possible. We know that giving our students varied experiences to learn about opportunities for education and career paths is the key to exposing their minds to what is possible for them.

Code Read provides new books to young people who may not have access to books at home. The organization was born out of a love of books, founded by one amazing teenager, then 15-year-old Mackenzie Krestul. The story of Code Read, in fact, is as inspiring as the work it carries out on behalf of children.

Promoting the literacy has been a focus of our small grants program from its very inception. Like a baby who must crawl before he can walk, so too, children must acquire fluency in reading, before they can learn, for example, history, geography, and STEM subjects. That makes getting books to young children, crucial. Research tells us that kids having their own books at home, is first foremost, the most effective way to get them reading, and that is exactly what Code Read is all about.

We put some questions to Code Read VP Amanda Krestul, mother of Mackenzie, to find out more about the important work of Code Read:

Kars4Kids: Tell us about your demographic. Who benefits from the work of Code Read?

Amanda Krestul: Code Read serves students in need through partnerships with Title I schools, the Department of Child and Family Services, LA-Family Housing, and the YMCA, along with many local organizations.

Kars4Kids: What’s the story behind Code Read? Who founded this initiative and why?

Amanda Krestul: Code Read was founded eight years ago by Mackenzie Krestul, a student and avid bookworm with as much passion for serving their community as they have for reading. With the support of their family, they launched Code Read with the goal of bridging the literacy gap by providing new books to students with limited access. Studies show that having books at home correlates directly with reading scores, but for many families, books are a luxury, with nearly 61% of low income families having no books at all at home. We believe that books should be a right, not a privilege. All students deserve access to grade-level books at home that reflect their interests and experiences, books which will create lifelong learners with a love for reading.

Kars4Kids: Why is it important for kids to own books? Isn’t a membership in a public library enough?

Amanda Krestul: Many of the communities we serve lack easy access to libraries, and those libraries tend to be severely underfunded. But beyond that, we believe the experience of choosing a book to keep forever is meaningful, and has a lasting impact for our students. For many, it’s the first book of their own they’ve ever owned, and there’s always a chorus of excited gasps and when the students hear that the books are theirs, to keep forever.

Kars4Kids: How does Code Read work, exactly?

Amanda Krestul: The program starts with a kickoff video, where the students are chosen to be a part of Code Read’s “Super-Secret-Top-Secret Mission” to give homes to every book. Teachers assign all the new secret agents their own missions, often reading logs or other student-specific goals, through which students earn “Book Bucks” to use at our free book fair (however, “Book Bucks” are only symbolic, and the challenges, a way to engage students in the program and get them excited to read). All students, regardless of how their missions go, receive two or more new books, a book bag, and a bookmark.

Kars4Kids: Can you talk about your impact? How many books have you distributed until now?

Amanda Krestul: Since 2016 we’ve distributed over 60,000 new books to students in need, with teachers reporting that nearly 100% of their students showing improved test scores, engagement in class, and excitement for reading.

Kars4Kids: In addition to distributing books, you give the kids book bags and bookmarks, too. Can you talk about that? Why did you decide to add these book-related items to your offerings?

Amanda Krestul: Book bags and bookmarks help create excitement and interest around books, and also give the students tools they can use beyond our program.

Kars4Kids: We understand you’re trying to raise money for a bookmobile. Can you tell us about that? What kind of vehicle are you hoping to purchase? How far are you from reaching your goal? How will the bookmobile further the work of Code Read?

Amanda Krestul: We’re hoping to purchase an electric van, and rolling bookshelves that can be attached inside and pulled out for events. Having a bookmobile would increase Code Read’s accessibility, allowing us to hold free distributions anywhere for anyone, expanding our reach to more children in need.

Kars4Kids: Code Read is clearly a family project. Tell us about that, if you would. Why is the issue of youth literacy close to the heart of the Krestul family?

Amanda Krestul: We’ve always been a family of avid readers, Mackenzie in particular has always been very passionate about books and writing. We’ve also always stressed the importance of community engagement, and when reading brought the issue of youth literacy to our attention we were immediately pulled to action. Thus, Code Read was born, with the goal of bridging the literacy gap by ensuring all students have books at home.

Kars4Kids: The Code Read motto is “Changing the world one book at a time.” Can you expand on that for us? How does one book change the world, from your perspective?

Amanda Krestul: It only takes one book with the right story to inspire creativity, curiosity, and compassion for the world around you. If even one student has walked away from our book fair set on the path of a lifelong learner, then our efforts are all worthwhile.

Kars4Kids: What’s next for Code Read?

Amanda Krestul: In addition to working towards our bookmobile, Code Read plans to donate over 7,000 books by the end of 2024.

Taproots at Camp Walden is addressing what it sees as an “opportunity gap.” That is to say, some kids are missing out on the wonderful, life-changing experience that is summer camp. Children of color from low-income homes, from example. Taproots wants to give them the formative experience of being carefree campers at an overnight camp.

Some people may see summer camp as an extravagance that not everyone can afford. But Taproots sees things differently—seeing summer camp as a critical experience from which every child can benefit and grow. We put some questions to Taproots Executive Director Jen Hartzog to learn more about the work of this, our latest small grant recipient:

Kars4Kids: Tell us something about your demographic—whom do you serve?

Jen Hartzog: We serve kids ages 7-17 who come from low-income households, with a focus on children of color.

Kars4Kids: When was Taproots at Camp Walden founded, and why?

Jen Hartzog: Taproots at Camp Walden – a 501(c)(3) nonprofit organization – was founded in 2019 to help bring children from low-income households to Camp Walden, focusing on children of color. Knowing that sending a child to overnight camp is neither financially viable nor culturally normative for lower-income families and families of color, Taproots at Camp Walden was founded to bridge the opportunity gap and actively recruit kids to camp.

At Taproots, we believe the powerful experience of summer camp is something every child deserves – regardless of race, ethnicity, or socio-economic status. But in the U.S., summer camp is an opportunity largely reserved for children from well-off families. Nationwide, 80% of children attending summer camp are from middle- or upper-income families. Children of color and children from low-income families are greatly underrepresented at summer camps. We’re working to change that.

Kars4Kids: What is the significance of the name “Taproots?”

Jen Hartzog: Inspired by the prolific trees at Camp Walden, the name “Taproots” was chosen to represent strong roots, a connection to the natural world, and experiences that build resilience.

Kars4Kids: Describe for us, if you would, your core program, Taproots Mini-Week.

Jen Hartzog: The Taproots Mini-Week is a tuition-free mini-week of camp that takes place every August at Camp Walden in Cheboygan, MI. Working in partnership with other organizations in Michigan, Taproots brings children from low-income households to Camp Walden for a four-day, three-night sleep-away camp experience. Mini Week offers kids a taste of the independence and activities of overnight camp – campfires & s’mores, mess hall meals, swimming in the lake, arts & crafts, sports & games, cabin life, and much more.

Kars4Kids: You offer camp scholarships, correct? Are these full scholarships? How long do the camp sessions run?

Jen Hartzog: Yes! We offer camp scholarships – we call them “camperships.” Our camperships fully cover the tuition for one session of camp that lasts for two weeks. Campers who receive our camperships can attend for any two-week session of Camp Walden. Due to popular requests from our campers who love camp and want to spend more time there, a new goal at Taproots is to grow the campership program so the camperships can cover tuition for three- or four-week sessions of camp.

Kars4Kids: Where is Camp Walden, and what’s it like?

Jen Hartzog: Camp Walden is a co-ed overnight camp located in Northern Michigan. The camp was founded in 1959 and has been family-owned and -operated ever since. The 100-acre main property encompasses woods, meadows, and shoreline along a spring-fed lake. Activities offered at Walden include athletics, water sports, performing arts, visual arts, nature/outdoor life, and horseback riding.

At Walden, exploration is encouraged and supported by caring counselors and veteran administrators whose primary job is to create an environment where children feel accepted and safe.  When campers understand that their efforts will be supported—whether they succeed or fail—they are more willing to step outside their comfort zones, and this is where the real growth occurs!

Kars4Kids: What’s next for Taproots at Camp Walden?

Jen Hartzog: Although Taproots was founded in 2019, the Covid-19 pandemic delayed our ability to start bringing kids to camp through programming and camperships. So, the summer of 2024 will only be our third summer in operation. What’s next for us is continuing to grow our core program and campership offerings so we can serve more kids.

Breakthrough Manchester offers an intensive educational framework for students at risk for not being able to fill their potential. The typical Breakthrough Manchester participant is underserved, with no path to appropriate educational opportunities that expand their chances of not only getting ahead academically, but in life in general. The programs of Breakthrough Manchester, and its students-teaching-students model is one-of-a-kind, teaching students to become teachers, and student teachers to become mentors to those starting off on their educational journeys.

The point of Breakthrough Manchester is to facilitate entry to college and subsequent college graduation. But Breakthrough Manchester is also about developing leadership skills and giving back to other students on their way up the educational ladder. This latest small grant recipient has a novel approach and program worthy of emulation. To that end, we put some questions to Breakthrough Manchester Director of Philanthropy & Communications Alice J. Handwerk, to learn more about this work:

Kars4Kids: Tell us something about your demographic. Who does Breakthrough Manchester serve?

Alice Handwerk: Breakthrough Manchester’s six-year, tuition-free, college-access program serves students traditionally underrepresented on college campuses. Our student population includes:

• 68% will be first-generation college graduates
• 85% identify as BIPOC
• 55% qualify for free or reduced lunch
• 34% live with an alternative head of household (single parent, relative, foster)
• 70% speak a language other than English at home

Kars4Kids: What can you tell us about your dual mission of “students-teaching-students?” What are the benefits of having students teach students?

Alice Handwerk: Breakthrough Manchester’s unique “students-teaching-students” dual mission provides six years of intensive, tuition-free academic programming to support Manchester students from traditionally underserved communities on their path to college while inspiring emerging leaders in high school and college to be the next generation of educators and advocates for educational equity.

Breakthrough’s foundation is an academically rigorous 6-week program with a balance of summer camp fun. Promising Manchester middle school students with limited opportunities partner with high school and college-aged teaching fellows to partake in both sides of Breakthrough’s proven dual mission. Middle school students respond positively to near-peer college students’ teaching and mentoring. Teaching fellows:

• share their knowledge and love of learning
• create safe spaces for conversations around diversity, equity, and inclusion
• speak about their experiences applying to and selecting colleges
• share what it is like to live and learn on a university campus or spend a year abroad

They make learning fun and the summer truly memorable!

Teaching fellows are in turn mentored and supported by instructional coaches – highly skilled, veteran teachers from regional schools.

Kars4Kids: Breakthrough Manchester offers a tuition-free three-year program for promising Manchester middle school students. What constitutes a “promising student?”

Alice Handwerk: Breakthrough partners with the Manchester School District for student recruitment. Guidance counselors at each middle school identify academically motivated sixth-grade students who would benefit from Breakthrough and meet two or more recruitment criteria:

• will be first-generation college graduates
• identify as BIPOC
• qualify for free or reduced lunch
• live with an alternative head of household (single parent, relative, foster)
• speak a language other than English at home

After a Breakthrough summer, middle school teachers note a boost in confidence, competence, and leadership skills once Breakthrough scholars return to their respective schools.

Breakthrough Manchester has been providing college access and teacher training for 33 years. Since Breakthrough’s College-Bound program for high school students launched in 2016, 100% of Breakthrough alumni have pursued higher education with 98% attending 4-year colleges. Last year we had one student enter the Navy and another enroll in trade school to be an electrician.

Kars4Kids: Talk to us about your Middle School Summer Program. How does it work? What do the kids in this program learn?

Alice Handwerk: A Breakthrough summer focuses on rigorous academic enrichment with a balance of summer camp fun. Summer focuses on filling in gaps, mastering skills from the previous school year, and learning concepts to set students up for success in the year ahead. College-aged teaching fellows passionate about teaching through a lens of social justice mentor middle school students while adding creative twists to math, science, literature, and writing. After core courses every morning, there are extracurriculars like astronomy, quidditch, music, knitting, German, and lacrosse, followed by community-building activities. Students visit at least two colleges each summer in New Hampshire and Boston. These college visits allow our students to envision themselves in college and beyond!

With an “Under the Sea” theme, 93 students and 24 teaching fellows dove into teaching and learning, embracing new experiences together last summer. Under the Sea Summer 2023 highlights include:

• Learning about body systems and dissecting animal hearts in biology, learning about the elements and performing labs testing various solutions in chemistry, and applying Newton’s Laws to create functional paper roller coasters for marbles in physics
• Inspiring literature discussions around reading The Other Wes Moore, Raisin in the Sun, The Arrival, and Farewell to Manzanar – making connections with history and students’ worlds
• Writing classes empower students to express themselves and their beliefs, through persuasive, argumentative, and personal narrative essays
• Math – algebra and geometry, word problems, and graphs – with creative twists like chalking number lines on the macadam and jumping along the line to solve problems

And that’s only what happened in the mornings! Afternoons were filled with:

• College fairs to learn about the colleges attended by our 24 creative, engaging teaching fellows
• Career fairs start students thinking about future dreams and the paths to get them there
• Service and gratitude: Our students made over 171 cards and bracelets to brighten the days of children in local hospitals!
• Students climbed mountains, took a ferry to visit an island off the coast of New Hampshire, explored local colleges and museums in New Hampshire and Boston – and so much more!

Over breakfast on the final day of summer, each 7th grader, even those who were nervous and a little shy on the first day, stood up and spoke in a loud voice to all 120 of us to answer the question of the day “What was your favorite summer activity at Breakthrough?”

The Boston field trip – visiting colleges, riding trains, and exploring art museums was a top choice, as well as Olympics Day -competing in Jeopardy on their college teams, building paper boats to float, or passing soapy watermelons! BTM packs a full school year of activities into our 6-week summer program!

BTM packs a full school year of activities into our 6-week summer program!

Kars4Kids: Can you give us an overview of your School Year Program? Who teaches this program?

Alice Handwerk: During the school year, 7th and 8th graders participate in 5 Super Saturdays, each with its own theme. Teaching interns for the school year program are high school juniors and seniors. One of our most popular Super Saturdays last year had a STEM focus and included:

• Making blubber in Blubbering It Up
• pGlo Lab exploring biotechnology and making bacteria glow green!
• Using geometry to create artistic designs in The Geometry of Art
• An Intro to Engineering class
• Making matchbox size race cars and competing to go the farthest in DIY Race
• Egg Drop contest!

Kars4Kids: You have a College-Bound Program at Southern New Hampshire University. What can you tell us about this program?

Alice Handwerk: Breakthrough’s College-Bound program is hosted on the campus of Southern New Hampshire University and is focused on our high school students. Each school year is comprised of ten College-Bound Saturdays focused on all aspects of the college process:

• 9th grade focuses on essential transferable skills
• 10th grade is college exploration and career readiness
• 11th grade focuses on goal setting, college search, and the application process
• 12th grade is college preparations, applications, and adjusting to college life

The mentors in our College-Bound program are college students, several of whom serve as summer teaching fellows or were Breakthrough students themselves.

Kars4Kids: Can you tell us something about your Teaching Fellow Program?

Alice Handwerk: The second part of Breakthrough’s dual-mission addresses workforce development by training future educators and leaders to help fuel the pipeline addressing the critical national teacher shortage. Breakthrough is a highly-regarded teacher training and development program for high school and college students from across the state and around the country. Breakthrough is an incubator of excellence in mentored learning and teaching in a “students teaching students” model. These older students, who are considering or pursuing careers in education, are recruited nationally and trained to teach and mentor the Breakthrough students in small, upbeat, rigorous academic classes during the summer and on monthly Saturdays during the school year. Student teachers are in turn mentored and supported by instructional coaches – highly-skilled, professional teachers.

From colleges and universities throughout the United States, our teaching fellows arrive ready to engage in a fast-paced and energetic summer of teaching and learning. They solo teach two sections of academics every day, as well as co-teach an extracurricular activity. Instructional coaches, master teachers with at least five years of experience, observe and coach, providing weekly praises and prompts to help develop teaching fellows’ instructional skills. They participate in daily department meetings and weekly professional development workshops. Teaching fellows are also advisors to a small group of students, providing academic and social-emotional mentoring and support. Teaching fellows serve on at least one committee with significant responsibility for summer programming. Through this Breakthrough internship, our teaching fellows’ learning reaches beyond teaching to develop confidence and leadership skills that will enhance their college experiences and life choices.

Kars4Kids: You also have a School Year Teaching Internship. Can you describe this internship for us?

Alice Handwerk: Breakthrough’s School Year Teaching Internship is focused on juniors and seniors in high school who serve as mentors to Breakthrough’s 7th and 8th-grade students. There are five Super Saturdays over the school year, each with its own theme. The teaching interns mentor 3 or 4 students over the year and co-teach 2 classes each Saturday or plan a community block activity as a team. They work with an Instructional Coach to develop their lesson plan and put together their class, with the coach providing praises and prompts at the end of the day.

Kars4Kids: Can you share some success stories from Breakthrough Manchester participants?

Alice Handwerk: Chau, a first-generation Vietnamese American, Breakthrough student, and teacher alumna, shares her most impactful moment as a Breakthrough student working with her advisor, Phuong. Before Breakthrough, Chau had never had a teacher who looked like her. (According to the EdTrust Report, If You Listen, We Will Stay, “Students should be able to see not just windows, but also mirror images of themselves leading classrooms. But if they’re students of color, they just get windows and are constantly seeing other people.”) Phuong was the first teacher to connect with Chau’s parents, brushing up on Vietnamese in preparation. Having an Asian American teacher inspired Chau to enter the field of education. She holds an MEd in Education Policy and Analysis from Harvard which she received on a full Urban Fellow Scholarship, and serves on our Breakthrough Advisory Committee. She is one of many Breakthrough success stories!

Asseb Niazi shares, “One of the best decisions I ever made was joining Breakthrough. When I was a 6-year-old working in a shoe factory in Pakistan, waiting for our refugee case, I never could have imagined I would become a Foreign Service Officer (American Diplomat). But as a boisterous fifth grader, with a less-than-ideal command of the English Language, I started a journey with Breakthrough that transformed my life. My many years at Breakthrough, both as a student and teacher, helped me grow personally, academically, and professionally. My story seems impossible, but that is the magic of Breakthrough: it allows students to achieve things they never could have dreamed.”

Kars4Kids: What’s next for Breakthrough Manchester?

Alice Handwerk: This summer will be Breakthrough Manchester’s 33rd and we can’t wait!

Breakthrough Manchester’s Strategic Plan initiative to build organizational capacity strives to serve more students and share its success by establishing a second campus in Nashua, NH. Nashua is New Hampshire’s 2nd largest city and has similar demographics to Manchester and a demonstrated need for a program like Breakthrough. We have support from the superintendent of schools and many educational and community partners and are looking for a program host in hopes of launching a program in the fall of 2024.

Cool Science is about making science less daunting and more intriguing (read “cool”) for kids. Why? Here are three important facts: STEM expertise is critical for acquiring a decent job in this high-tech world. You’ve got to have a good handle on STEM to get ahead. The other fact? Our public schools aren’t able to devote enough time to STEM subjects, leaving kids woefully ignorant of what they need to know to get into a good school after high school graduation, and later, to have any hope of acquiring gainful employment.

The third point? Kids tend to think of science and math as boring subjects enjoyed only by nerds. Piquing their interest in STEM subjects by making science cool, means more kids will be motivated to pursue STEM studies and a STEM-related career. That’s important, because STEM is the future, and we need more workers and researchers in the field.

Finally, science really can be fun and exciting. That’s something Cool Science is amply demonstrating for children and their families through hands-on STEM enrichment. We put some questions to Cool Science Board Member Patti Weber for this (hopefully) cool small grant interview, to learn more about the work of getting kids revved up about STEM:

Kars4Kids: Tell us something about your demographic. Where do you serve? Who benefits from what you offer?

Patti Weber: We serve any K-8th school or library that requests a program, mostly eastern Colorado, and never turn away any because they can’t pay for a program.

Kars4Kids: When was Cool Science founded and why? Who founded the organization?

Patti Weber: Cool Science was founded in 2002 by Jennifer Rivers to provide hands-on STEM (Science, Technology, Engineering & Math) enrichment for local schools, particularly K-5th grades which often receive little to no hands-on science in class.

Kars4Kids: It sounds like Cool Science is a kind of traveling show. In fact, you have many different types of “shows.” Can you give us an overview of your demonstration shows? How do they work?

Patti Weber: Our science shows are designed to demonstrate important concepts in (mostly) chemistry and physics in a fun and entertaining way, engaging the students interactively while supplementing what they are learning in class. We often set fire and blow stuff up to get kids excited about science and inspire them to learn more.

Kars4Kids: You often put on activity nights with hands-on science activity tables. Can you describe some of the tables you’ve put together? Who attends these evenings?

Patti Weber: Schools often host fun Science and STEM/STEAM (adding “A” for Art) Nights for their parents and families, where we can provide hands-on activities like making slime or color changing “potions,” building catapults, hovercrafts or stomp rockets, levitating objects with electrostatic forces, creating fog bubbles and vibrations with dry ice, using liquid nitrogen to make ice cream or Dippin’ Dots, experimenting with light and color, electricity and magnetism, forces and motion, and much more.

Kars4Kids: Can you talk about Cool Science “directed activities?” What are some examples of these activities and what makes them “directed?”

Patti Weber: We offer a variety of hands-on laboratory experiments that complement the concepts demonstrated in our shows for middle school as well as upper elementary grades. These often require measurements and analysis as well as skills that may not be suitable for younger students. “Directed Activities” are typically simpler versions of many of these lab activities that focus on just one or two more qualitative aspects, with volunteers helping younger students. Examples include making slime catapults or straw stomp rockets (the same activities we often present for Science and STEM Nights).

Kars4Kids: Talk to us about “Science Busking.” That sounds like so much fun!

Patti Weber: Science Busking refers to informal pop-up events where we set up a tent in a park, shopping mall or downtown pedestrian area and present free science demonstrations and hands-on science activities for kids as families stroll by.

Kars4Kids: What is a mini fruitcake toss?

Patti Weber: The Kid’s Mini Fruitcake Toss accompanies Manitou Springs Great Fruitcake Toss, a different take on Punkin’ Chunkin’ competitions. Kids build their own mini wooden catapult to fling marshmallows and mini fruitcake pieces.

Kars4Kids: Can you tell us about Carnival Day?

Patti Weber: Cool Science Carnival Day features 100+ free science shows, performances, lab tours and hands-on STEAM activities for kids presented by Cool Science along with dozens of participating companies, nonprofits, clubs, professional societies, schools, museums, and other organizations. It’s the kick-off event for the 16-day Colorado Springs Cool Science Festival, featuring over 70 STEAM-related events for all ages. The 2023 Carnival Day was attended by over 7,000 kids and family members. You can find much more info on our website, https://www.coolscience.org/cool-science-festival-schedule.html .

Kars4Kids: You have a collaboration going with the National Space Science & Technology Institute’s Mobile Earth & Space Observatory. We’d love to hear about that. What kind of science travels well, anyway?

Patti Weber: The Mobile Earth & Space Observatory (MESO) is a large custom modified RV that opens to expose several telescopes and many other hands-on science activities focused on space and Earth science. We often travel with MESO, bringing our own activities to schools, libraries, and special events. We’ll be in Texas with MESO for the April 8, 2024 total solar eclipse. You can find more info at http://gomeso.org .

Kars4Kids: What’s next for the Cool Science?

Patti Weber: Keep getting better at what we’re doing now, adding more fun STEAM shows and activities to our repertoire. We would like to hire another full or part time staff member to allow us to do more school and library programs.

Treasures 4 Teachers (T4T) allows teachers to provide their students with the school supplies they lack. One might think this nonprofit should therefore be named “Treasures 4 Students,” but in actuality, it hurts teachers to see their students without the materials they need to succeed in the classroom. T4T understands that for educators, a ready supply of pencils and other school supplies for their students is like finding buried treasure. After all, a teacher’s purpose in life is to educate, and in large measure Treasures 4 Teachers helps to make that happen.

Kids who lack school supplies come from homes where parents struggle to pay rent and utilities and put food on the table. There’s little left, if anything, to buy school supplies. At the same time, the only way under-resourced children can have a fighting chance at breaking free from poverty and getting ahead, is to get a decent education. Treasures 4 Teachers offers these students a chance at a brighter future, and we are pleased to lend modest assistance to the T4T mission by way of our small grants program.

We put some questions to Treasures 4 Teachers Director of Development Christopher Cordes to learn more about this work:

Kars4Kids: Can you tell us a bit about the story behind Treasures 4 Teachers? Who founded Treasures 4 Teachers and why?

Christopher Cordes: In 2004, Barbara Blalock worked for the Valley of the Sun YMCA as their senior regional preschool director. The challenge she faced was the fact that the preschools did not have the funds to purchase some of the needed items to meet the requirements of the NAEYC accreditation standards; items such as binders, desk trays, markers, staplers, tape dispensers, and other expensive office supplies.

Barbara contacted Intel Corporation and asked if they had surplus office supplies that they would consider donating to the YMCA preschool programs. Intel generously began donating used office supplies. Barbara would gather these supplies, store them in her garage, and go to each preschool to disperse the supplies.

It wasn’t long before other companies started donating. Motorola, IKEA, Wells Fargo, SRP, APS, The NFL, and Goodrich jumped on board to donate their surplus supplies as they went paperless, downsized, or closed offices.

Barbara’s garage was bursting at the seams, so she decided it was time to make her dream of providing a “Reusable Resource Center” for teachers in Arizona called Treasures 4 Teachers come true.

 

Kars4Kids: Can you tell us more about the expansion and growth of your operation since its humble beginnings in Barbara Blalock’s two-car garage?

Christopher Cordes: In 2010, Treasures 4 Teachers had grown from the size of a 2-car garage to a 10,000-square-foot warehouse full of resources for teachers. In a short period of time, the organization quickly outgrew the 5,000 square foot space and is now located in an ample 20,000 square foot space filled with resources for teachers generously donated by individuals and businesses across the Valley. Through its Teacher Resource Creative Reuse Centers in Tempe, west Phoenix, and Tucson, T4T serves nearly 8,000 member educators who shop for free and low-cost classroom supplies with their annual membership. Our mobile program, T4T on Wheels, takes free school supplies to another 3,750 Title 1 teachers throughout Maricopa County, reaching more than 100,000 students. A component of the mobile program, T4T for Kids, provides basic needs supplies in the form of essential care hygiene kits for students in greatest need.

Kars4Kids: Is a lack of basic supplies a common problem among Arizona students? What percent of students are showing up to class without school supplies?

Christopher Cordes: There are 1,300 Title 1 schools in Arizona where most students qualify for free and reduced lunch programs. These students often come from families that are struggling financially, sometimes even being homeless or unable to provide for their children’s basic needs. Research shows that children in unstable living situations are much more likely to miss school, fall behind, and even drop out. T4T on Wheels combats this issue by ensuring that all students have the supplies they need to learn successfully in the classroom. 64% of the students from the Title 1 Schools we service have zero access to supplies.

Kars4Kids: Beyond paper, pencils, and other basic school supplies, what kinds of materials are on offer for members of Treasures 4 Teachers? What would you say are the most popular items beyond the basics?

Christopher Cordes: STEAM-related supplies are needed and desired the most. Items like art supplies (new and used), lab equipment (beakers, flasks, test tubes, PVC pipe, wire, raw materials (fabric pieces), and wood pieces.

Kars4Kids: In addition to the supplies you offer, you offer other resources, for example your “What can it be” worksheet for teachers. Can you tell us about this worksheet and about your other educator resources?

Christopher Cordes: What can it be is centered in creative reuse. We ask teachers and students to think about what alternate and inspired items can be made with scraps or other materials. For example, see the rocket car created out of old CDs, a balloon, foam board, and straws.

Kars4Kids: How many educators do you currently serve?

Christopher Cordes: 8,042

Kars4Kids: How much does it cost to take advantage of the classroom materials you offer?

Christopher Cordes: $35 annually.

Kars4Kids: Are all the items you offer, donated? Who donates these supplies?

Christopher Cordes: All of the used items are donated by individuals or organizations. Our new supplies are donated by individuals or organizations and we also purchase some new core items with the monetary donations we receive.

Kars4Kids: What about educators who don’t live in close proximity to your warehouses? Is there a way for them to access T4T supplies?

Christopher Cordes: T4T on Wheels has been delivering school supplies to teachers and students throughout the valley for 11 years. With the addition of a dedicated vehicle, delivery of the program is much more streamlined, increasing capacity to assist teachers and students beyond school supplies. Through this program we deliver resources to 25 schools and 1,250 teachers.

Kars4Kids: What’s next for Treasures 4 Teachers?

Christopher Cordes: We are looking to expand our reach by increasing our warehouse space so we can receive and distribute a higher quantity of supplies. We are also creating more awareness within the educator community by partnering on a more significant level with schools, districts, and teacher associations. We hope to serve all educators and classrooms in need in Maricopa County, as we are currently only serving 20% of the education ecosystem in our service area.

Roaring Cubs Collective (RCC) is the brainchild of two scientific researchers and research mentors who believed that more young people would choose to delve into scientific research were the right mechanisms in place. High school students with a bent toward the sciences need encouragement, mentorship, and experience in order to contemplate a career in research. The idea of RCC is to give students the confidence and the tools to identify and explore an area of interest with the help of knowledgeable mentors. Once this is accomplished, students can find the confidence to explore how they might begin to apply their newfound skills in practice, for instance by obtaining an internship in an academic laboratory.

Research, one might say is by nature, an uncertain business. That can make it a daunting prospect to choose research as a field of study and career, not to mention that adolescence is, altogether, a time of uncertainty that comes with feelings of insecurity. A budding scientist may wonder if they’ve really got what it takes to pursue a life of research, and may not have a clue where to begin. Bolstering the self-confidence of would-be researchers then, is an acute need in our technological world.

We believe that more students would choose the sciences were they to receive encouragement and supports such as those provided by the Roaring Cubs Collective. It is our hope then, that the modest assist from our small grants program to the RCC will encourage others to build on this work with similar initiatives. We put some questions to RCC Cofounders Pranay Talla and Karina Leung to learn more about this important endeavor:

Kars4Kids: Your flagship program is STEM Research Scholars Program (SRSP). Would you give us an overview of this program?

Pranay and Karina: Absolutely! SRSP provides 1-on-1 virtual mentorship for high school students and advanced middle school students (grades 6-12) on a personalized literature review research project on any scientific topic of choice. After being paired with a mentor, students spend 10 weeks meeting with their mentors and engaging with a rich curriculum consisting of seminars, workshops, guest lecturers, networking sessions, individual meetings, symposia, and more! Students engage with research questions of their choice, and are paired specifically with mentors who can develop their specific passions and grow their domain knowledge. SRSP teaches students how to read, write, analyze, synthesize, and present complex scientific topics; these skills form the bedrock of any successful career in the sciences and can be easily transferred to other academic and professional domains. To that end, we help students create concrete deliverables such as literature review papers that we publish on a semesterly basis and flash talks that are presented at our end-of-semester symposia. Following SRSP, students will be equipped to venture further into the world of scientific research with confidence. Several SRSP alumni have been able to use our program as a springboard into research internships at academic labs.

Kars4Kids: Roaring Cubs Collective says it is a “Free STEM research mentorship program by academic researchers.” Can you define “research mentorship” for us?

Pranay and Karina: We pair students with mentors who have conducted research in their particular fields of interest, so that students can receive personalized advice on their progress. We define successful “research mentorship” to consist of the following four key elements. First, a mentor must be able to provide high-level guidance on selecting and refining scientific questions; once a student is able to find a question that is both interesting and tractable to them, they will find the research process much more fulfilling. Second, mentors must be able to tap into their versatile understanding of any relevant basic scientific and/or mathematical concepts so that they can not only teach students specific subject material, but also how to develop learning strategies and identify key resources so that students can begin to grow independently. The key to independent learning is confidence; mentors have a third responsibility to strive to instill a sense of confidence and positivity in their students to combat imposter syndrome and feelings of being overwhelmed, which are unfortunately common initial responses to the open-ended nature and high barrier to entry of academic research. Finally, the fourth responsibility of a mentor is the facilitation of networking and a willingness to help students navigate the landscape of universities, labs, and other institutions that comprise the landscape of academia.

Kars4Kids: Can you describe the typical Roaring Cubs mentee? Who comes to you to take advantage of what you offer? What’s your demographic? Where are you located?

Pranay and Karina: We currently have four ongoing programs, each of which have a slightly different “typical mentee”. Our STEM Research Scholars Program (SRSP) attracts applications from 6th to 12th grade students from dozens of countries across the world; the typical SRSP mentee is a motivated high school student who enjoys learning about science but lacks the knowledge, resources, or connections to venture into academic research. Each SRSP cohort typically consists of students from Manhattan, students from elsewhere in the United States, and a few students from outside the United States. We began as a local organization in Manhattan and strive to continue serving students from the area, but were also very excited to expand our reach to the rest of the country and beyond. The typical student in our STEM Research Leadership Program (SRLP) is an SRSP alumni who is eager to both continue exploring research and to spread their experience and passions to their friends and peers in their local community. Our Working Groups Program is open to anyone, and welcomes highly motivated students who already have domain knowledge and computational skills and are ready to tackle original research. Finally, our Academic Advising Program is open to anyone and typically best serves senior high school students who need help with resumes, interviews, applications, and presentations pertaining to research fairs, science competitions, academic publishing, and other opportunities in higher education. Overall, we strive to make our programs as accessible and inviting as possible and highly encourage any student (with or without prior research experience) to apply!

Kars4Kids: Now that we know about the mentees, can you talk about the mentors? What qualifies someone as an “academic researcher” for your purposes?

Pranay and Karina: Academic researchers are students or professionals with a record of internships and/or full-time employment in research laboratories at universities; they typically have or are working towards a bachelor’s, master’s, or doctorate in the sciences, mathematics, engineering, or medicine. We invite academic researchers with mentorship and teaching experience to join us as mentors. In order to be able to fulfill our above definition of “research mentorship”, mentors must be intimately familiar with the landscape of their student’s field of interest and have a fundamental understanding of historical and contemporary advances in the field, prominent individuals in the field and their specific niches within the field, and the economic and societal factors that influence the trajectory of the field. More importantly, mentors must also be patient, compassionate, and inspiring. Our current group of mentors are all talented at communicating science and have a passion for volunteering their time to serve their communities and the next generation of STEM researchers.

Kars4Kids: You also offer advanced programs, three of them. Do the courses stand independent of each other? Or is it more of a three-pronged or tiered approach to the field of research?

Pranay and Karina: Yes, the STEM Research Leadership Program (SRLP), the Working Groups, and the Academic Advising program are completely independent from one another. Students may choose to pursue any and all of these programs that fit their individual interests and needs. These programs do address three different aspects of research education; SRLP focuses on developing students’ ability to implement their scientific experiences in the realms of community service and mentorship, growing their capacity for leadership and collaboration in the process. The Working Groups allow students to more deeply engage with a specific research question of interest over a long period of time, in order to obtain specialized domain knowledge and potentially uncover new, original findings. The Academic Advising program helps guide students along their journey of college and career readiness, as well as professional development as it relates to academic research and research-adjacent fields.

Kars4Kids: Tell us about you. What led you to start the Roaring Cubs Collective. What can you tell us about the two of you?

Pranay and Karina: Karina grew up in Hong Kong and moved to the U.S. to attend high school and college. She graduated from Columbia University last May with a degree in Biology. In addition to being a teaching assistant for both Organic Chemistry Lab and General Chemistry Lab, which fostered her passion for teaching and mentoring, she also served as a junior ambassador for Columbia Community Service (CCS). As an ambassador for CCS, Karina spoke to several founders and gained insight into the structure and organization of community nonprofits. In fact, we actually collaborated closely with several CCS-sponsored nonprofits when we first developed our RCC program. Currently, Karina is working at Memorial Sloan Kettering Cancer Center as a research technician where she investigates the use of engineered antibodies in treating pediatric cancers. Overall, her research interests revolve around the field of translational medicine in oncology.

Pranay grew up in New York, where he attended high school and college. He is currently a senior at Columbia University majoring in Computer Science, Mathematics, and Biochemistry. He currently works at the Columbia University Irving Medical Center to develop and apply genome sequencing technologies to study diseases like brain cancer and leukemia. He has also previously conducted biophysics and computational biology research at Harvard Medical School and the Max Planck Institute of Biochemistry. His interdisciplinary research interests have helped him serve as a versatile and multi-faceted mentor; as an active member of the Columbia Undergraduate Scholars Program, Pranay enjoys mentoring younger peers along their research and pre-professional journeys. He has also served as a teaching assistant for Organic Chemistry Lab and a Peer Tutor at the Center for Student Advising, where he has taught several introductory math, computer science, and physics classes. He is currently the Columbia College student representative on the Faculty Committee on Science Instruction, where he meets with deans, professors, and trustees to advocate for the student body’s experience of science education and research across the university.

We initially met while teaching the same organic chemistry lab class in college. When reflecting on our collective experiences conducting research, we realized that the hardest part is often getting started! As such, we wanted to leverage our backgrounds and experiences to give students the fundamental skills needed to break into STEM research. Since our inception, our free SRSP has served 200+ high school and advanced middle school students from across the country. We believe that our passion and experience, as well as that of our mentors, equips us with what it takes to accomplish our mission of empowering the younger generation through STEM and enhancing the overall accessibility of academic research.

Kars4Kids: What’s next for the Roaring Cubs Collective?

Pranay and Karina: We look forward to continuing to work with our students, as well as expanding our reach to invite motivated high schoolers from around the globe to pursue research with us! Some specific steps we are taking for next semester are to increase the size of our incoming SRSP cohorts and initiate new Working Groups to be able to accommodate more students who express interest in joining us and to support their diverse research interests. Feel free to check out the blog on our website for announcements about future developments at RCC!

Code Girls United is fighting some dire statistics in regard to women and girls; whereas during the 1990s 35 percent of computer science jobs were filled by women. Rather than getting better, things are getting worse. In 2024, only 24 percent of computer science jobs are filled by women. But here’s the worst part—only 1 percent of these jobs are held by Native American women.

There just aren’t opportunities for rural and Native American girls to have their interest in computer science, piqued. Public schools aren’t required to teach coding and computer science, and the girls have no other way to access these disciplines. What this means is that they can’t get good jobs in the field of technology that could help them get ahead. And that’s not fair.

Code Girls United is giving these girls the chance they have been denied with its comprehensive computer science programing geared especially to their needs. The organization is giving these girls a chance at better, and certainly more fulfilling lives. We are proud to support this initiative by way of our small grants program, because we believe in this work.

We put some questions to Code Girls United CEO Marianne Smith to learn all about this remarkable initiative that is empowering girls to reach their fullest potential:

Kars4Kids: Tell us something about your demographic. Who are the girls that you serve?

Marianne Smith: Code Girls United serves 4^th – 8^th grade rural and tribal girls.

Kars4Kids: When was Code Girls United founded and why?

Marianne Smith: I started a class in 2016 in the basement of a local restaurant, but we officially became a nonprofit in July of 2018. The reason I started the organization was because I taught Computer Science at our local community college and had few if any females in my classes. It was evident that the lack of Computer Science learning opportunities for girls especially younger girls was lacking. With the support of two women, Liz Bernau and Beth Schecher, we created a curriculum and program geared towards the interests of girls in the 4^th-8^th grade with the intent to provide a pipeline to dual credit or elective options in high school.

Kars4Kids: Why coding—and why is it so important for rural and native girls to learn computer science?

Marianne Smith: Computers are a part of everything and the children who learn how to control those computers or understand them will be well equipped for the future. Many states like Montana do not require Computer Science curriculum for k-12 education. Rural and Tribal students are dispersed geographically so learning Computer Science learning opportunities are less available especially with districts struggling to cover the basics. It is important that our Rural and Tribal girls are not left behind educationally. There are so many opportunities in the technology world, and by not receiving that initial introduction to Computer Science, girls are shut out of the option for well-paying and rewarding jobs.

Kars4Kids: Social emotional growth is part of your focus. How does that fit in with the Code Girls United focus on computer science?

Marianne Smith:­­­ Our program not only teaches Computer Science concepts and coding, but also has a business component. The second half of the school year, girls form teams and choose a community problem. They are tasked with creating a business plan, design specifications, coding the app itself, and making presentations to judges. This real-world simulated software company experience gives girls the opportunity to learn how to work as a team, how to divide up tasks, how to set goals, how to meet deadlines, how to make decisions as a team, and that final presentation with a public speaking aspect and more importantly the opportunity to defend your work. These are all Social Emotional learning opportunities that will serve the girls in the future no matter what path they choose.

Kars4Kids: “Problem solving power” is an important component of what you strive to offer your young participants. How are you teaching problem-solving at Code Girls United?

Marianne Smith: Our second half of the year is literally solving a problem. The girls study their community problem with research, they typically will reach out to individuals or organizations that are facing the problem, and as a part of their business plan they write a proper problem statement that guides the team through the rest of the development process. The key for our program is that the girls are learning how to use technology to solve the problems they care about. We do not dictate their problem choices, but guide them to help them determine how technology or an app will solve the problem.

Kars4Kids: In addition to coding/computer science, Code Girls United has a lot of other stuff going on. For example, marketing best practices, business development, and entrepreneurship. What can you tell us about these components of your program?

Marianne Smith: That second half of the year is all about business. They are working on real problems that they see are important and learning how to frame those problems into solutions from a business perspective. It’s extremely powerful and rewarding to see the projects the girls try to tackle, and then listen to them pitch their finished project to judges in order to compete for scholarship prizes.

Kars4Kids: Your website mentions 38 programs. That’s a lot to tackle. How are you managing it all? How many staff members do you have?

Marianne Smith: We have had substantial growth over the last few years. Covid forced us to put all of our content online quickly, but it also led us to fully online programs so we can serve more girls in remote areas. We have run our nonprofit as a business in the “startup.” We are reaching the end of that “startup” phase and creating more structure so that we can scale while remaining sustainable. We have 10 employees across the state. Most are fulltime, some are parttime. We had over 560 girls sign up for school year long program this year, and we haven’t started registering girls for our summers camps which is looking now close to 20+ locations. Additionally, we are serving Tribal high school girls with shorter half-day programs.

Kars4Kids: Talk to us about MIT’s AppInventor. What is it and how are you using this in your work with the girls?

Marianne Smith: AppInventor is a great tool for our girls to learn Computer Science concepts, learn to code with block code, get creative with design, and have immediate feedback testing the apps they create. There’s no need for the girls to write complex lines of code which is great because some of our 4^th graders don’t have the greatest typing skills. Also, Appinventor has been around for many years now, and has a supportive community of developers who continue to provide tips.

Kars4Kids: We’d love to hear about App Challenge. Can you describe some of the prize-winning apps that have been created by the participants?

Marianne Smith: We have girls tackle many different issues over the years from apps for lost pets, water bottle filling stations, math and spelling apps for younger kids, mental health, physical fitness, blood disorders, saving Montana’s native cutthroat trout, recycling, how to read analog clocks, how to make friends, human trafficking, abuse, babysitter connections, contaminated water, how to find local food, veterans care, healthy eating, teen money management, learn the Nakoda language. We have given out 55 scholarships over the years and are gearing up for our 2024 App Challenge on April 27^th. We expect to give out up to 24 scholarships this year as our program continues to expand.

Kars4Kids: What’s next for Code Girls United?

Marianne Smith: We will continue to expand throughout Montana partnering with organizations like the United Way, the DoD Starbase program, Boys and Girls Clubs, schools, libraries, and other youth organizations. Additionally, we expect to expand to Wisconsin in the 2024-2025 school year, and to South Dakota in the 2025-2026 school year partnering with the DoD Starbase program in the Ellsworth Air Force base area.

MIT Spokes is a student-led organization that brings STEM festivals to underserved communities in rural areas. While giving rural students an exciting taste of STEM is already something remarkable in and of itself, it’s also the way these students travel to these communities that catches the imagination: they are traveling by bicycle! It’s a long hard haul each summer, at a time most college students would be kicking up their heels and having a fun break from their studies. But MIT Spokes participants have a passion for STEM, and want others—especially those who would otherwise have no interest in STEM, to catch their enthusiasm.

What do the MIT Spokes team members get from this experience? A sense of accomplishment. And that’s about it. At most, participation in the program might yield a brief mention on a resume.

It seems to us that MIT Spokes is a beautiful example of selflessness on behalf of students who aren’t getting nearly enough STEM to pique their interest in further study of STEM subjects, or a career in STEM. We hope our small grant helps further the mission of MIT Spokes, and maybe even help inspire others to follow the good example of these remarkable college students.

We put some questions to Lucy Nester, team member of MIT Spokes 2023, to find out more about this work:

Kars4Kids: When was MIT Spokes founded, and whose idea was it to begin with?

Lucy Nester: MIT Spokes was founded in 2013, so due to missing 2020 and 2021, the 2024 team will be the 10^th team! One thing that makes Spokes so unique is that each year the team consists of entirely new members. We don’t know who exactly started the team, but we do know our mission has remained essentially unchanged even 9 teams later.

Kars4Kids: MIT Spokes serves students in rural areas. Don’t students in rural areas get the same public school education as any other students? What do you offer them that they currently lack?

Lucy Nester: While there are still public schools in rural areas, the funding and resources of those schools vary significantly across the country and across different demographics. MIT Spokes offers a hands-on curriculum involving labs, experiments, and building projects which help students learn new concepts in an unconventional way. We only teach for a day or two in these communities, so we obviously don’t seek to replace conventional education; instead, we hope to supplement that traditional education with activities that regular classrooms might not do and to spark curiosity about how knowledge gained through school is applied to cool things in the real world. We also think it’s important for these students to get to meet and work with students from a prestigious university like MIT to show that they can do this too. Coming from a somewhat rural background myself and having never met anyone related to MIT before, I literally arrived on campus as a freshman. I think it’s so important for young students to see that MIT students are people too and that some of them are like you.

Kars4Kids: The Spokes team travels cross-country by bike in order to deliver its free STEM workshops to kids across America. Why travel by bike? Wouldn’t a bus be faster and easier?

Lucy Nester: One of the core themes of Spokes is challenging convention and empowering students to try new things. Stereotypical nerds, scientists, and engineers are not seen as athletic or adventurous, and we want to challenge this idea by showing through our biking that nerds can be athletic, determined, and outgoing. Some of our workshops also involve asking students to get out of their comfort zone, be challenged, and try new things, and how can we ask that of our students if we don’t do it ourselves!

Kars4Kids: Your team offers some 10 learning “festivals” each summer. Can you tell us about these events? Does this mean you travel to a total of ten cities or towns?

Lucy Nester: A “learning festival” is our term for the educational workshops we run in communities we pass through. A learning festival is a one- or two-day event (lasting around 6 hours) where students rotate between different stations that are run by Spokes team members. Each of these stations has a different experiment or activity and teaches something new. We pass through many more than 10 communities during our trip, but learning festivals take a lot of planning and collaboration with local schools, libraries, and community centers, so the logistics of holding more than about 10 would be too taxing for our little team to manage (plus we need time to bike between the locations!).

Kars4Kids: It’s important to you that lessons are hands-on. Can you give us some examples of hands-on workshops? Why hands-on? 

Lucy Nester: The 2023 team taught workshops that included making small electric generators, making polymers, cabbage juice chromatography, building spaghetti bridges, and learning 3D design and modeling. Every year the team chooses new workshops based on their own interests. Some highlights from past years include DIY circuits, fruit juice solar cells, DNA extraction, and coding. First and foremost, we want our students to have fun, so giving them new experiences and the chance to play with and explore science through these activities is always a central goal of workshop selection. We also want students to see these topics in a different context than the conventional classroom, so, rather than lecture, explain with pictures, or solve problems on paper, we let them explore and interact with the concepts themselves to understand how the theory of a classroom goes on to impact the reality all around us.

Kars4Kids: Do you always work the same communities? Is there good cooperation between Spokes and local educators and officials?

Lucy Nester: We have several communities that we’ve been collaborating with for a couple years, but the total line-up of learning festivals is a little different every year depending on changes to our route or timing. We couldn’t fulfill our mission without spaces to host us and people to inform their community about us, so our local hosts are essential. Each learning festival is a little different and the kinds of hosts vary too. We’ve been hosted by schools, libraries, community centers, home schooling groups, and even correctional facilities. Because we bring almost all of our own supplies and our festivals are free to all in the host community, the barrier to hosting Spokes is intentionally small, letting us reach a wide range of people.

Kars4Kids: MIT Spokes is a student-led initiative. Who is the typical student that joins the Spokes team? Do they receive some kind of academic credit for this work?

Lucy Nester: We’re a pretty diverse group of MIT students with team members ranging from freshman to fresh graduates, and everyone has their own unique reason for joining. I do think generally that we have a love of adventure and a passion for getting people excited about learning. Spokes members don’t receive any official academic credit or payment (other than keeping their own bike/equipment at the end), but we do get an amazing story and a summer full of fantastic memories!

Kars4Kids: Do you think that kids have certain preconceptions about what it means to be involved in STEM studies? How do you make STEM attractive to the students who participate in your workshops?

Lucy Nester: Yes, there are still some stereotypes about studying stem and Spokes definitely exists to challenge stereotypes about what a “STEM student” looks like. The stereotype that STEM students are reclusive, wimpy super geniuses is simply untrue, and the idea that studying STEM means you must give up on other passions is also false. Spokes members come from many different backgrounds and identities, and have diverse passions and interests outside of science. We’re not super athletes or super geniuses; we’re just people who love science and sharing it with others! Rather than focus on lots of math or theory, we focus on the applied side of stem and making these concepts as accessible and fun as possible.

Kars4Kids: Aside from bringing STEM to the students you encounter, what do you hope to achieve? Are there other skills you hope to impart in these young students?

Lucy Nester: For me the biggest things I hope I imparted to my students were a sense of curiosity and the belief that they can do difficult things.

Kars4Kids: What’s next for MIT Spokes?

Lucy Nester: You’ll have to ask the 2024 team!

Rebecca Lizarde for MIT Spokes 2024: Spokes is run by a different group of students every summer, so Spokes 2024 is busy fundraising, route planning, and planning their learning festivals so they can continue Spokes’ history of success!

H.E.R.O. for Children exists for the purpose of offering supports to children who either live with HIV/AIDS or have a relative affected by the chronic disease, whether living or deceased. It’s not an easy disease to live with, in part because HIV/AIDS still carries a stigma. Aside from the stigma, kids affected—even secondhand—by the disease, tend to have learning disabilities and other issues that, without intervention, can lead to high-risk behaviors and other problems that may keep children from succeeding in the classroom and in life.

Stepping in to help these children cope is H.E.R.O. for Children, with the H.E.R.O. part standing for “Hearts Everywhere Reaching Out.” Too little attention is given to children affected in one way or another by HIV/AIDS, and that is why we chose to help H.E.R.O. by way of our small grants program. We put some questions to H.E.R.O. for Children Match and Development Coordinator Nadia Eliacin to learn more about this work:

Varda Epstein: Can you tell us something about the children you serve? What demographic do you work with? How many children do you serve on an annual basis?

Nadia Eliacin: H.E.R.O. for Children currently impacts approximately 375 affected children with more than 250 volunteers annually. The majority of our target population served resides in the metropolitan Atlanta area; over 65% between Fulton and DeKalb counties alone. Approximately 33% of HERO children are living with HIV and the other 67% are affected (i.e. someone who has a parent, sibling, or residential relative living with HIV, or has lost a relative to HIV/AIDS-related complications). Approximately 25% of HERO children have lost a parent as a result of HIV/AIDS-related complications, and 90% come from low-income families (household incomes are $20,000/year or less). All programs are offered free of charge.

Varda Epstein: How and when did your organization get started?

Nadia Eliacin: Hearts Everywhere Reaching Out (H.E.R.O.) for Children, Inc. was founded in 2003 by two idealistic, young entrepreneurs who wanted to take their international experiences in Kenya and Brazil, working alongside children with HIV/AIDS, and create an organization for similar children in their home state of Georgia. Though there were 500 organizations in Georgia that supported people with HIV/AIDS at the time, none specifically focused on children. Even more alarming was the large void in quality of life care after food, housing, and medical needs were addressed. H.E.R.O. became the answer to fill that gap and provide programs focused on the “heads and hearts” of these special children.

Varda Epstein: What are some of the issues encountered by children with HIV/AIDS?

Nadia Eliacin: HIV/AIDS is a chronic disease that has a multidimensional impact on individuals and families, especially on children and youth. It has:

• Emotional and behavioral consequences: The illness or loss of a parent interferes with the consistent love, care, discipline, and attention a child needs to have a healthy psychosocial development. The death of a parent has a particularly significant impact on the emotions of a child. They experience feelings of grief and loss. They also experience fear and anxiety because they do not know what is going to happen to them, and anger because their parent can no longer be with them. Some children even develop feelings of guilt, thinking they were responsible for what happened to their parent(s) or that they should have done something. All these feelings tend to affect the children’s behavior. They can become extremely aggressive or passive, affecting their social and academic performance. These emotional and behavioral problems also place the children and youth at greater risk of engaging in high-risk behaviors (sex, drugs, delinquency, etc.). It is important to note that several other behavioral and psychosocial problems have also been noted in children and youth who are themselves living with HIV/AIDS. These problems include hyperactivity, attention deficits, social withdrawal, and depression. In addition, cognitive deficits, learning disabilities, and developmental delays have been related to central nervous symptom dysfunction related to HIV/AIDS.
• Social consequences: The stigma related to HIV infection may lead to social isolation. Often, families do not disclose their HIV status to family members, including the children, and their community for fear that they and their children will be mistreated. This isolation prevents families from obtaining valuable social support during difficult times. On the other hand, when they do disclose, they often confront open or subtle forms of discrimination and maltreatment. Children are especially vulnerable to rejection and cruelty by friends, teachers, and relatives, all of which intensify their emotional distress.
• Financial consequences: The increased medical expenses linked to treatment of frequent illnesses, the inability of a parent to maintain a job due to the illness, or the death of a parent, all contribute to a decrease in family income. The reduction in family income directly affects the quality of life of children in terms of proper access to food, clothing, housing, and basic services like education and health.

All of these issues make these children and youth vulnerable and as mentioned previously, place them at greater risk of engaging in risky behaviors (sex/unprotected sex, delinquency, drugs), and dropping out of school, thus continuing their parent’s cycle of poverty and illness.

Varda Epstein: Tell us about your Super HEROes Mentoring Program. What issues do your mentors address that are specific to kids with HIV/AIDS?

Nadia Eliacin: Since 2004, the Super HEROes Mentoring program has provided one-on-one mentoring to children and youth affected by HIV/AIDS in the Atlanta area. This program endeavors to help improve the children’s cognitive skills, self-esteem, academic performance, social and communication skills, as well as their ability to set, pursue and accomplish goals by providing them with positive role models (mentors). Mentors commit to being positive additions to our children’s lives for a minimum of two years, and meeting with their mentees at least twice a month, two hours each time. Prior to acceptance into the program, it is critical that applicants are properly screened. Once their background reports clear, applicants attend a training session which provides a general overview of mentoring, as well as more specific guidance on how to address the specific needs of children affected by HIV/AIDS (i.e., how to help their mentees deal with grief and death, the anxiety associated with parents going in and out of the hospital, the importance of confidentiality, etc.). It also offers insight and recommendations in regards to practices that contribute to strong and effective mentoring relationships.

The program sponsors at least six recreational activities per year in order to strengthen the mentor-mentee relationship, as well as provide opportunities for children with similar backgrounds and circumstances to interact with one another and develop supportive friendships. With the support of their mentors and the organization, several of these children have successfully graduated from high school, and several have become the first in their families to matriculate to college. The Super HEROes Mentoring Program makes a great difference in the lives of these children. They need positive role models, nurturing friendships, good advice, and support in developing the life skills necessary to become happy, healthy, successful adults.

Varda Epstein: Your summer camp isn’t exclusively for children with HIV/AIDS. Who else benefits from attending Camp High Five? How does your summer camp differ from other summer camp programs?

Nadia Eliacin: Camp High Five is a week-long, residential, summer camp program that provides recreational and educational activities to children living with and affected by (i.e. someone who has a parent, sibling, or residential relative living with HIV, or has lost a relative to HIV/AIDS-related complications) HIV/AIDS. It is the only program of its kind in Georgia and serves youths between the ages of 6 and 16, the majority of whom come from low socioeconomic status. This program offers a wide range of recreational activities to these children- most of which they may not otherwise be able to afford and/or experience- including horseback riding, archery, fishing, boating, swimming, nature walks, and much, much more! While at camp, our children receive interventions that specifically address their HIV/AIDS-related needs. They participate in HIV Education sessions (which help improve medication adherence and safety practices), as well as an HIV Ceremony that acknowledges loved ones who have passed away as a result of HIV/AIDS-related complications. In addition, we collaborate with child psychologists from Grady Hospital’s Infectious Disease Program, who are on site most of the week, provide individual counseling sessions to the children, and address any psycho-social issues that emerge during camp. The Child Psychologists are able to continue services after camp, or offer appropriate referrals, as needed.

Adolescents are afforded opportunities to attain leadership training at Camp High Five. Our Counselor-in-Training component furnishes former campers with marketable skills, and supplies this organization with a pool of potential employees. Our current assistant camp director was once a camper, and our previous Camp Director is also a former program participant. In addition, we have hired part-time drivers/chaperones who ‘came up through the ranks’ of Camp High Five.

Improved medication adherence, enhanced knowledge regarding various aspects of managing life with HIV/AIDS, the development of supportive friendships with similarly affected children, leadership training and potential employment opportunities are among the many benefits a child experiences while attending Camp High Five.

Varda Epstein: Can you give us an overview of Transition to Adulthood? What are the challenges confronted by adolescents affected directly or indirectly by HIV/AIDS?

Nadia Eliacin: After speaking with our children and their parents, and consulting with a child psychologist who works with children affected by HIV/AIDS and partner service providers, it became clear that our children lacked basic knowledge and skills regarding continued education/training and career planning. As a direct response to the identified needs of our clientele and data regarding effective remedies, the Transition to Adulthood program was designed in 2015.

The Transition to Adulthood (TTA) program endeavors to empower adolescents to matriculate to college or trade/technical school, secure rewarding employment and become productive members of society. Through a combination of diverse, year-round interventions, TTA participants will gain: 1) increased knowledge of college, financial aid, and career options; 2) enhanced awareness of college and/or trade school registration processes; 3) improved completion of key college and/or trade school enrollment tasks; 4) refined résumé writing abilities, and 5) augmented job interviewing and retention skills. Equipped with these tools, our clientele will be prepared to become independent, accomplished individuals who can then serve as role models for others with similar backgrounds, as well as future generations. Annual events consist of college tours, personal development workshops, professional site visits, a career fair, and a retreat. During the retreat, classes address topics including the college application process, academic scholarships, resume writing, interviewing skills, workplace etiquette, social media, financial literacy, trade certification, internships, and more.

Adolescents affected by HIV/AIDS are often subjected to the burden of 1) social stigmas – making socializing with co-workers (without risk of disclosure) problematic; 2) educational disadvantages, including lack of school enrollment and attendance, school completion, and educational attainment due to illness and/or family support; 3) reduction in family income, which directly influences their quality of education, and makes it difficult for them to afford a post-secondary education; and/or 4) lack of family support, as few have parents with educations beyond high school. Many of these adolescents lack basic knowledge and skills regarding continued education/training and career planning. The Transition to Adulthood Program helps our young adults address these specific issues and bridge such gaps.

Varda Epstein:   H.E.R.O. for Children has a scholarship program. What can you tell us about that?

Nadia Eliacin: Bright HEROs is our educational enrichment intervention that provides higher education and professional training scholarships, academic and professional development support (i.e. private tutoring, SAT preparation courses, art classes, school supplies, etc.), and volunteer employment stipends to our clientele.

Varda Epstein: Talk to us about Holiday of HEROS. What is this program and how does it work?

Nadia Eliacin: Holiday of HEROs is our annual outreach to provide children impacted by HIV/AIDS with at least one gift they need and one gift they want during the holiday season. Year after year, families tell us that if not for this program, they would not have any gifts to provide to their children for the holiday season.

Beginning in September, community partners and parents/guardians are asked to submit a Child Information Form by a set deadline; these forms are used to match children with presents. H.E.R.O. receives financial donations, in-kind gifts, and child sponsors to support this initiative. Sponsors agree to ‘adopt’ a set amount of children, shop for their gifts, and deliver them to the H.E.R.O. office or have them picked up. We then facilitate gift-wrapping parties where staff and volunteers prepare hundreds of gifts to distribute to the families. Gifts for children in partner cities are shipped, delivered, or collected from our headquarters. For our local Atlanta children, we host a holiday party where we distribute gifts to all of the families. At the party, H.E.R.O. children and their families have the opportunity to come out and enjoy fun, games, food, and live entertainment.

Varda Epstein: You have a Back-to-School “Bash.” Is this more than a school supply distribution? What’s it like?

Nadia Eliacin: As previously mentioned, many of our children come from low-income households. The inability of a parent to maintain a job due to illness, or the loss of a parent, contribute to a decrease in household income. Parents/guardians often lack the financial ability to pay for all of the necessary educational resources their children need to have a successful school year. In response, H.E.R.O. created our annual Back-to-School Bash, which supports and promotes the optimal academic performance of our children, under the umbrella of the Super HEROes Mentor Program. Just as with our holiday program, H.E.R.O. receives financial donations and in-kind gifts to support this initiative. This event helps motivate program participants for the new school year through an afternoon of food, fun, games, and prizes. At the end of the event, children receive backpacks filled with school supplies and clothing gift cards.

Varda Epstein: What’s next for   H.E.R.O. for Children?

Nadia Eliacin: Overall, H.E.R.O. for Children’s goal is to serve more kids and young adults and expand our services. Specifically, we would like to invite children from other southeast states (states with the highest rates of HIV/AIDS in the US) to Camp High Five. We will also endeavor to expand Transition to Adulthood programming to include regular financial literacy education and develop internships for our clients. In addition, H.E.R.O. would like to create more opportunities for employment within our organization for program graduates. We strive to continue filling the needs of our community as it grows. H.E.R.O. has broken the Holiday of HEROs records each year, with 2023 numbers being our highest ever – 398 children served.

Freehold Borough Educational Foundation (FBEF) gives area students and their teachers much of what they lack to get a well-rounded, and most of all, educational equity. Thanks to FBEF, the children of Freehold Borough have books to read, cultural activities to attend, and they’ve learned all about how to ride their bikes safely. The teachers of Freehold Borough meanwhile, have a way to add enriching activities to their students, by way of the FBEF grant program.

It is always a wonderful thing to see a community strive to give its children the best possible education. Where there is community involvement, there is hope for the future for kids who might otherwise not have the opportunities they need to succeed in the classroom, and later in the workplace, as adults. When we give a small grant to a community effort such as this, we just know it’s going to a worthwhile project.

We put some questions to Freehold Borough Educational Foundation Chairperson Jean Holtz, to learn more about this work.

Kars4Kids: Can you tell us something about your community and the demographic you serve?

Jean Holtz: Freehold Borough is a small town in Monmouth County, NJ. It is the site of one of the most historic battles during the Revolutionary War: The Battle of Monmouth. It is also the hometown of Bruce Springsteen. Freehold has always been a “working class town.” At under two square miles, with a population of 12,000, Freehold now has nearly a 50% Latinx population. Our school district, a Pre-K to 8^th grade, has approximately 1,600 students, 80% of whom are Latinx, and 78% qualifying for free/reduced lunch – a marker of their families’ lower economic status.

Kars4Kids: When and why did you launch your foundation?

Jean Holtz: The foundation launched in 1999, as a result of a recommendation from the school district’s strategic planning efforts that year. The intention, as with all education foundations, is to bring additional financial and other resources to the school district, things that property taxes (from which school funding in NJ derives) cannot finance being insufficient for this purpose. Initially, the foundation raised money to underwrite innovative educational grants proposed by teachers and staffs. Now we also offer several programs like Book Bucks, 4^th Grade Bicycle Safety Program, Grant Writing, and cultural performances.

Kars4Kids: How many schools benefit from what the foundation has to offer and how many educators and students does your work impact?

Jean Holtz: We have three elementary schools in the district and serve all the students in one way or another!

Kars4Kids: Can you give us an overview of your teacher grants? How many grants do you offer in a typical year and what are some of the more interesting proposals you’ve funded?

Jean Holtz: We typically fund 12 to 18 grants per year. We recently funded a request from the special ed pre-K teachers for a live baby duckling hatching project. The duck eggs were delivered to Ms. Flannery’s classroom in early February, where her students were able to care for the eggs by keeping them warm in a brooder box; turn them three times per day for four days; predict what would happen to the eggs; observe a live hatching; and eventually care for the baby ducklings by providing food, water and heat as well as delicate handling. Last Monday, soon after a few of the ducklings hatched, we received a message from Ms. Flannery. Here it is unedited: “OMG!!! One of our non-verbal autistic students just SPONTANEOUSLY waved and said ‘Hi Ducky!’ for the VERY FIRST TIME EVER!!!!!!!! I’m literally crying!!!!!!”

Yes, the little girl had never spoken before. This wonderful science activity literally helped her out of her shell too!

Some other interesting grants included specialized robotic and scientific projects, lunchtime book clubs, and math programming.

Kars4Kids: Tell us about Book Bucks. How does it work?

Jean Holtz: Around 80% of our students are eligible for free/reduced lunch, an indication of their families’ limited income status. Each year, FBEF provides every 2nd and 3rd grade student in the district a $15 voucher (Book Buck) to purchase up to two books per student at the annual PTO/Scholastic Book Fair held in the elementary schools. As Scholastic’s tag line notes, “Something special happens when a child finds the right book.” For too long, many of the children in the Freehold Borough school district were not able to access any books of their own at all, let alone “the right book.” In 2013, FBEF established the Books Buck program to counter this inequity. We learned that most of our young students did not participate in the book fair because their parents did not have the financial resources to allow them to. Thus, children whose parents were able to send in money for book purchases attended the book fair, while the children without could not and stayed back in their classroom. FBEF underwrites this program to encourage reading, improve literacy, and to level the playing field. Additionally, more than 70% of our students are Latinx with immigrant parents – making it even more important for them to have books to develop competency in English language skills.

Kars4Kids: Can you give us an overview of the 4th Grade Bicycle Education Program?

Jean Holtz:  The bicycle education program is one of our signature projects.  Few children are made aware of cycling safety, road rules and what is needed to effectively share the road with motor vehicles after they learn to ride. Fewer still are taught effective bike handling techniques, or how to identify when basic bicycle maintenance is needed. And, they often are unaware of proper helmet adjustment and use. As the school district is a walking district, many children in Freehold use bicycles to commute to school. It is therefore critical that they understand basic bicycle safety and how they can ride safely in traffic. Through this program, students are instructed on becoming competent, confident cyclists. In partnership with the NJ Bike Walk Coalition, we provide a half-day (outdoor) instruction program and activities for all 4th grade students (approx. 165) at Park Avenue Elementary School in the basics of effective and safe bicycle riding. The program teaches:

• Basic riding skills to students who currently do not know how to ride
• Minimum awareness of bicycle maintenance
• Effective starting/stopping/scanning for traffic
• Basic “rules of the road” for safe travel on Borough roads

Kars4Kids: FBEF is run by volunteers, correct? How many volunteers are currently active in FBEF? Do you have any permanent staff members?

Jean Holtz: We are a completely volunteer organization and have no staff. We have a board of 12 very dedicated and hardworking trustees and other volunteers from some of our donor companies who assist with some of our programming, especially the bike program.

Kars4Kids: Why do schools need grant money and extra help? Are our public schools not providing for our children’s education?

Jean Holtz: Depends on the school, and the district as to whether schools are providing enough. We found that the basics, and then some, were being provided in Freehold Borough, but teachers and staff were still utilizing their own funds for extra educational opportunities for their students. Our grants to teachers and staff afford them the chance to be truly creative and innovative in developing new ways to bring resources into their classrooms to inspire their students.

Kars4Kids: Is there a pattern to educator grant requests? What do our educators appear to need most in order to properly educate our children?

Jean Holtz: Yes! There does seem to be a pattern as the years go by. Ten, 15 years ago it was technology-based grants. Now the requests are for educational items to enliven the learning experience. And, of course, books are always a big request – of course backed by themes, curriculum needs, etc.

Kars4Kids: Where do you go from here? What’s next for the Freehold Borough Educational Foundation?

Jean Holtz: I think we’ll just keep jogging along. We do a lot, with a little, for our students – who appreciate everything we do for them – as attested to by the mounds of wonderful thank you letters we receive from them – and their teachers!

Beating the Odds Foundation inspires children to dream and achieve those dreams, in spite of any obstacles that stand in their way. The foundation landed on the game of football as a way to illustrate just what it means to take charge, score points, and win. But Beating the Odds is more than a philosophy. Beating the Odds Foundation Founder and President Rocco Scalzi, has himself faced challenges and moved beyond them to live a full, meaningful life, giving back to hundreds and thousands of youth. Scalzi works in tandem with former Pittsburgh Steelers running back Rocky Bleier, who also faced and overcame challenges, and is now using those experiences to inspire youth.

Growing up is hard, and sometimes outside factors make it even harder. Instead of allowing life to beat them down, Scalzi’s brainchild shows students how to take charge and well, beat the odds. The former police officer brings in many others, some famous, who have faced difficulties and overcome them to lead full and meaningful lives, to speak to the students and give them hope and a way forward.

Inspiring children to make the most of what life throws at them is critical and we hope that our modest small grant award will help the Beating the Odds Foundation to continue to carry out its important work and mission. We put some questions to Rocco Scalzi to learn more about this initiative for youth:

Kars4Kids: Can you tell us something about the youth you hope to inspire through your “Quarterbacks of Life” approach? How many youths have taken part in what you have to offer?

Rocco Scalzi: We work with students, teachers, and counselors in middle and high school. These students come from all socioeconomic backgrounds. Some students want to reach for the stars, while others have no dreams or goals. Over the past 34 years, the Beating the Odds message has reached 500,000 students through different settings.

Kars4Kids: Why “Quarterbacks?” What is it about football that resonates with kids? Is it something particularly strong for youth identifying as members of the Steeler Nation?

Rocco Scalzi: Having worked with former NFL quarterbacks, we use a football analogy that quarterbacks on the football field are in charge of leading their team down the field against the opposing team, with the goal of scoring points and winning games. While most individuals will never be a quarterback on the football field, every one of us can become the quarterback of our life. The playing field is life, and the opposition is the obstacles and challenges we face. We had students team up with former Steelers in a Quarterbacks of Life^® Research Challenge.

Kars4Kids: What drove you to found the Beating the Odds Foundation? Would you tell us a bit about your story?

Rocco Scalzi: My background is in law enforcement. As a former Altoona Police Officer, I was working on a national law enforcement initiative to develop emotional support programs for police officers using deadly force or shot in the line of duty. In the early 1980s, more police officers were taking their own lives than were killed in the line of duty. Alcoholism, drug addiction, divorce, and suicide ranked highest in law enforcement than in any other profession. Following an appearance on the Geraldo Rivera television show to address this problem, I was invited to a high school to share my story of a split-second decision during a hostage incident. From this school assembly, I received hundreds of letters from students sharing their stories of hurt in their lives. Seeing the need for students not to give up from their challenges, I continued visiting schools. In 1990, along with Pittsburgh Steeler Rocky Bleier, I brought 15,000 students to Three Rivers Stadium to kickoff the Beating the Odds Foundation. Rocky and I have been working with schools for the past 34 years.

Kars4Kids: Why Rocky Bleier? What makes him the perfect person to inspire youth?

Rocco Scalzi: Growing up around Pittsburgh Steeler football, I knew Rocky’s story. When I met him around 1988, I knew how special he was. We have been working together ever since. Rocky and I have a special bond that will last a lifetime. Rocky is one of the most well-respected and celebrated professional football players of all time, and he is a true American hero.

Kars4Kids: Would you give us an overview of your Five Stepping Stones to Success curriculum?

Rocco Scalzi: Our dear friend, who has also been with the Foundation since 1990, Dr. John Worzbyt recently passed away. Dr. Worzbyt created our Blueprint for Success around his Five Stepping Stones to Success. Dr. Worzbyt authored several books centered around building caring human beings and builders of caring communities. Dr. Worzbyt served many years as the Department Chair for school counselors at the Indiana University of Pennsylvania. Dr. Worzbyt spent many years studying the lives of individuals who had beaten the odds, including my story. Dr. Worzbyt created the Five Stepping Stones to Success, which he found to be the common link between all the stories. The Fives Stepping Stones to Success are: Dream & Goals, Self-Awareness: Resource Review & Development, Team Support, Decide & Plan, and Positive Mental Attitude.

Kars4Kids: What can you tell us about your Student Success and Leadership program?

Rocco Scalzi: The Quarterbacks of Life Student Success & Leadership Program provides a structural framework for schools. The Program teaches students how to apply what they learn in school to create and sustain a caring school community and to achieve success in life, school, & a career. When schools and students work together in support of a common vision and mission, they build caring and supportive school communities, bring relevancy to teaching and learning, and foster caring citizens who, through their careers and volunteer activities, make the world a better place in which to live.

Kars4Kids: Beating the Odds has another program, with a NASA connection, correct? Would you tell us a bit about that? How does the program work? Does it involve STEM learning?

Rocco Scalzi: Our Quarterbacks of Life^®/ NASA Research Challenge is in its ninth year. Year one brought together two team members, Charlie Bolden and John Grunsfeld, who flew on Hubble missions. NASA Administrator Charlie Bolden and his team were so touched by our student research teams’ stories, that they have continued this program into its ninth year. Yes, this initiative is an experiential STEM learning opportunity for middle and high school students. While the challenge is based on aerospace missions, it shows students the broad spectrum of careers available at NASA and in other STEM industries.

Kars4Kids: Beating the Odds has some pretty famous “Quarterbacks” on its roster. Can you name drop for our readers? Who are some of the most famous people who have shared with QBOL students about the obstacles they have overcome in life?

Rocco Scalzi: It has been an honor over the years to work with individuals from all walks of life who have beaten the odds. The life lessons from these inspirational individuals (or as we call them, Quarterbacks of Life®) bring learning to life for students. Threaded through all our programs are our Quarterbacks of Life^®, partners and role models who inspire students to dream about what they can become and set ambitious goals. Whether they’re reading QBOLs’ stories or meeting them IRL, students can see what it looks like to beat the odds. Some of our QBOLs are Soul Surfer Bethany Hamilton, four-time Super Bowl Champion Rocky Bleier, Miracle in the Making Adam Taliaferro, former NASA astronaut Scott Altman, The Blind Side actor Quinton Aaron, actor James Earl Jones, President George H.W. Bush, Congressional Medal of Honor recipients, and many others. Through these stories, students can visualize that ANYTHING is possible, and they can “beat the odds.”

Kars4Kids: Have you had any feedback from parents or kids about the impact of your programs? What about the “Quarterbacks of Life” who have participated in your work? Do they tell you how they feel about working with QBOL?

Rocco Scalzi: We receive a lot of positive feedback from students and teachers. The programs and experiential learning opportunities really excite, inspire, and motivate. As one student participant put it, “Quarterbacks of Life led me to my dream. When asked about why I wanted to pursue this career path, it will not be because, “I always knew.” I will think back to an auditorium in Washington, D.C., where I heard the stories that set my future, revealed my passion, and changed my life. The QBOLs really enjoy sharing their stories and when they get the chance to speak to students directly, it motivates them as well and they want to do more.

Kars4Kids: What’s next for Beating the Odds?

Rocco Scalzi: We want to continue with our mission and inspire as many students as possible. We need to continually seek donors and funds to continue offering our programs. The positive impact makes our mission so worthwhile. So, we continue on.

Richland-Wilkin Kinship started out as a small outreach program, then blossomed into something much larger as the wider community recognized that their youth needed greater guidance and help. Since that time, this matchmaking mentorship program has grown and succeeded beyond all expectations, and the demand continues to grow. Kinship, we believe, has the heart and the will to help many more children, and in fact, there is a waiting list for children in need of mentors.

Kinship has done a remarkable job, improving academic performance, and noticeably increasing self-confidence in the children it serves. We believe that every child can benefit from a mentor, and the truth is that the mentors themselves benefit from the mentor-mentee relationship, which adds value to their lives, as they make a difference in their mentees’ lives. We’d like to see that waiting list of children shrink, and hope that our modest assistance through our Kars4Kids small grant program will help to do just that. We put some questions to Richland-Wilkin Kinship Assistant Director Marie Miller, to find out more about this work:

Kars4Kids: When was Kinship founded and why? Who was the founder and what can you tell us about the early days?

Marie Miller: Kinship originated in 1952 with a group of Luther Seminary students in St. Paul, MN. It was later formalized in 1954 at the Plymouth Youth Center, MN as a “Kinsmen Outreach” to inner city male youth. In 1963 “Kinswomen” was added, serving young females. During the 1970s a national director and advisory council was formed, and Kinship affiliates established with the majority located in the Upper Midwest.

In 1982, the Richland-Wilkin Kinship program began in Wahpeton, ND and is now a national affiliate. Local professionals serving in a volunteer capacity managed Kinship after identifying the need for a youth mentoring program in our community. Kinship operated under the Wahpeton Parks and Recreation umbrella for approximately 20 years until 2 local grants allowed for a part-time employee and the capacity to become its own 501(c)3 nonprofit. Our board consists of representatives from local schools, child welfare agencies, and community members who share our passion and mission for serving youth in our community through the power of mentoring. Rebekah Christensen began as the director of Kinship in 2006 and she operated the program out of her home while raising her 4 boys. In 2009, we began renting office space in downtown Wahpeton. The program has grown and expanded to meet the needs of community youth.

Kars4Kids: Can you tell us something about your community? Who does Kinship serve? How many children take part in your programs?

Marie Miller: Richland-Wilkin Kinship’s office is located in Wahpeton, ND in Richland County; just across the river is our “Twin Town” of Breckenridge, MN in Wilkin County. Wahpeton and Breckenridge are the largest cities in these two counties. We are primarily a farming community made up of smaller towns, surrounded by farmland. We are home to many manufacturing plants including farm and big machine equipment and factories that process sugar beets, sunflowers, and corn.

Families voluntarily seek out mentoring services for their child when they identify a need for extra support. The majority of our youth are not connected with other support systems or involved with extracurricular activities or faith organizations. Many are raised by one parent, grandparents, or are in out-of-home placement. We currently have 46 one-to-one community mentoring matches, with over 60 3^rd through 5^th graders in our Lunch Buddies program, and 22 teens enrolled in Kinship4Teens.

Kars4Kids: Tell us about “Lunch Buddies.” What’s the purpose of this program? Are the “buddies” volunteers? How often do they meet with students?

Marie Miller: Lunch Buddies is a school-based mentoring program designed to match an adult volunteer with an elementary-aged student to spend about 50 minutes together during their lunch period to eat, play a board game, or enjoy a craft/art activity. Lunch Buddies get together twice a month during the school year and students are always looking forward to it! This offers our community members the chance to make a difference for youth in a “mini-mentoring opportunity”. Many Lunch Buddy mentors are either professionals taking a lunch break, or retired individuals wanting to mentor children in a structured environment. A Kinship employee or the school’s Lunch Buddy liaison (both are active board members of Richland-Wilkin Kinship) are there to supervise and offer match support if needed.

The goal of this school-based mentoring program is to improve social skills and self-esteem to foster a better attitude for learning, with the ultimate goal of improving the students’ chances for school success. Every year, this program grows, based on the needs and demands of the students. Teachers and school counselors or administrators refer the students to the program. Some students self-refer as well upon learning about Lunch Buddies. Families are informed and educated on the program and must provide permission before youth can participate.

Students take pride in meeting their mentor at the school entrance, escorting them to the lunchroom, walking proudly together to the cafeteria and up to the designated Lunch Buddies gathering area. While they eat, they have time to catch up on the past 2 weeks, build rapport, and offer support when needed or celebrate their mentees’ recent successes. After eating, we provide a cart of games, markers, art books, and crafting kits for the students to share an activity or game.

Teachers report seeing improved attitudes, social skills, healthier friendships, and academic performance in students regularly participating in Lunch Buddies. We have reached 60 mentor matches within Lunch Buddies, serving two school districts. We are continuously recruiting more Lunch Buddies to expand the program based on need.

Kars4Kids: What is “Kinship4Teens?

Marie Miller: Kinship4Teens is our group mentoring program for youth ages 13 through 18 years old. We meet monthly and focus on independent living and intrapersonal communication skills with the goal of giving teens a support network, establishing and helping to achieve academic, social, or financial goals, while building the tools the children will need as they grow to adulthood.

Our curriculum is developed based on the participants’ needs. At the beginning of our group, we utilized the Casey’s Life Skills Assessment. Based on those areas of need, we are developing a curriculum to help the youth achieve their academic and personal goals, while offering independent living and intrapersonal skills education. We partner with community members, organizations, and businesses to provide opportunities, experiences, and education to our teens.

Kars4Kids: Can you give us an overview of Festival of the Trees? What role does Kinship play in the festival?

Marie Miller: Festival of the Trees highlights new, artificial Christmas Trees sponsored and decorated by community businesses, organizations, and families. The trees are displayed in Heritage Square, our town’s small downtown shopping center’s gathering space, and are up for the early shopping season. Kinship advertises and promotes the program for the purpose of collecting applications. Kinship reviews the applications, assigns a tree, and coordinates gifting the trees to the families or individuals who apply and who would not otherwise have a tree for the holiday season. This year we also held a winter hat, glove, and scarf collection for Kinship kids and a food donation for our local food pantry. We were able to give out hats, gloves and scarves to our kids at our Sledding & Ice Skating Activity in January to ensure everyone was warm.

Kars4Kids: Kinship states that “mentoring is prevention.” What does mentoring prevent?

Marie Miller: Today’s youth need a helpful hand, guidance, and support at every stage. Data shows that 1 in 3 of our nation’s kids are growing up without a mentor. Mentoring is proven prevention! Youth who meet regularly with their mentors are:

-46% less likely than their peers to start using illegal drugs

-27% less likely to start drinking

-55% less likely than their peers to skip school

-78% more likely to volunteer regularly

-130% more likely to hold leadership positions

-81% more likely to participate regularly in sports or extracurricular activities

At Kinship, we’ve seen that youth who are matched younger and exposed to more activities, opportunities, and community events through their mentoring relationships, are more likely to begin and actively participate in community extracurricular activities. A great example of this is the story we highlighted this year of Rylan and his mentor Jim. Rylan’s mom, Candace, felt that it would be great for Rylan to have some support and a positive role model, stating “We just don’t have a lot of people” outside the family. She said Rylan loves everything about Jim and they have lots of fun together. Candace appreciates Jim for getting Rylan into church again, “That is something we have not done since Rylan was little, and Rylan has gotten back to it with Jim.” Candace proudly said that Rylan was asked by the pastor to light the candles every Sunday and “Rylan loves it so much. It gives him a sense of belonging.”

Rylan radiated pride when speaking about this and the role he plays.

We have countless other examples of these success stories as mentors take youth to swimming lessons, musicals and theater productions, and sports camps, and youth have formed connections and have had ongoing involvement in these extracurricular activities.

Kars4Kids: You also serve the community at large through your Kinship Kloset (we’re loving all the Ks). Can you tell us something about this community service?

Marie Miller: Kinship Kloset was created when our local Walmart had a surplus of old clothing they were going to have to ship out, as it didn’t sell on clearance. A Walmart employee reached out to community volunteer groups and nonprofits on how keep this surplus local, as we have many low-income individuals that can use the items. A local church and Kinship partnered together to serve individuals and families, offering free new clothing to those in need. We served 727 individuals, supplying them with clothing and shoes for the summertime.

Kars4Kids: How many mentors do you have at present? What do you look for in a prospective mentor and what’s your “matchmaking” process?

Marie Miller: Our mission is to improve lives by establishing quality relationships between youth and caring mentors for the purpose of promoting stability, support, friendship, and community. Within our one-to-one community-based mentoring program we are serving 44 matches and 3 mentors in training. Our vision and goal is to help children thrive in their environment by encouraging a healthy lifestyle, developing coping skills, and building self-esteem. Mentors are individuals, couples, or families that are matched with youth ages 5 to 14. Our team of mentors are here to help a child achieve their potential and grow into a successful adult. Families who recognize the need and the benefits of a mentor for their child(ren/), fill out an application and survey of the child’s interests.

Kinship recruits, screens, trains, and supports volunteer mentors for one-to-one mentoring through friendship with a youth. A mentor must commit to a minimum of 4 hours a month, for one year, to mentor a child. During training, we interview the applicants to learn about their life, hobbies, interests, why they want to mentor, and what goals they have for themselves.

When a child is referred to the program, their parents are asked to fill out an interest and hobby form. This, in combination with getting to know the youth through school visits or our group activities (all waiting kids are invited to participate), we match children with mentors, based on similar interests, hobbies, stories, or experiences.

When mentors are processed, trained, and ready to move on to the match meeting, we invite the mentor, a carefully selected youth and their parent, and Kinship staff to sit down, get to know each other, learn more about Kinship, and the policies for parents, youth, and mentors. We offer all of them time to think about the match or ask if they are ready to move officially move forward with the match. We want all to feel heard and be comfortable with the mentoring match. At the match meeting, we also talk about any goals we have for the child, mentor, and family, and how we can work together to achieve these goals.

Mentors are asked to submit monthly reports on how things are going. Kinship provides support to matches, and monthly group activities for matched and waiting youth.

Kars4Kids: We understand you have a very small number of staff members at Kinship. How do you manage such an endeavor of this size with so few people on board to make it happen? Do you have what you need—staff, funding—to fulfil your mission? How is Kinship supported?

Marie Miller: Kinship is funded by grants, businesses, individuals, service clubs, school contributions, and our fundraisers. We have two paid part-time staff who wear all the hats from recruitment; assessment; training; case management; monthly event planning; the Kinship4Teens curriculum; board preparations; accounting/finances; fundraising efforts; promotions; facilities management; social media; website; and other marketing management.

We are grateful to live in a community that supports and amplifies mentoring and our important mission to affect positive change for our youth. Without them, we couldn’t do it! Our board members and mentors all serve on a volunteer basis. Our lunch buddies pay for their own lunches, or their employers sponsor their lunch. Our mentors are the heart of our program and in the trenches every week with the kids. We could not do what we do without them!

Kinship has a Business Partners Program that runs on a three-year commitment of a set financial donation. This saves our employees’ time that otherwise would have to be spent making repeated requests each year, funds our monthly activities, and provides financial grounding.

“Kinship’s Amazing Race” is our biggest annual fundraiser; 2024 will be the 18^th year. The community support for this fundraiser is huge! Teams are made up of students, families, businesses, youth groups, athletic teams, and Kinship kids. The participants help to raise funds to cover the minimum race entry fee, and the proceeds support Kinship. The challenges, prizes, and expenses of this fundraiser are covered by event sponsors, all of which receive recognition on t-shirts, on our social media, website, and local newspaper.

Kars4Kids: What’s next for Kinship?

Marie Miller: Kinship is always focused on recruiting mentors. It would be wonderful to see mentors waiting for kids to be referred to the program and no longer have “waiting kids” and instead have “waiting mentors.” We work toward maintaining a stable-giving foundation and ongoing financial support.

We are excited that our community is full of passionate, family-focused and economic development leaders, who have included Kinship in plans for a recreation and children’s play museum and a STEM center in development, that would offer access to Kinship and our matches. It would be great to have a year-round facility for matches to go to!

If we could wave a magic wand and have all the finances we need, we would love to be able to offer employees paid benefits and leave; cover the cost of our lunch buddy mentors’ lunch expenses; and offer more opportunities and scholarships for our youth to participate in extracurricular activities and summer camps. Another dream would be to have a ground level office and storage area within our community for mentors, youth, and community members to visit us; spend time together; and connect.

Florham Park Education Foundation (FPEF) was formed to give the students of the Florham Park school district to have the best possible education. Some organizations would focus on, and throw money at the students alone. But in many ways, that misses the point. The FPEF takes a top-down approach, providing resources to educators, so that these administrators and teachers can provide the best possible education to the students they serve.

This approach makes eminent sense. Our schools do the best they can, but are sometimes limited by school district budget constraints. The FPEF fills in the gaps by fulfilling educator grant requests. They know that it is the educators themselves, who have the best handle on what they need to better provide for a better education for their students.

It’s a novel approach that deserves a closer look. Educator grants may well be the answer to improving education in other towns and cities, far and wide. We put some questions to FPEF Business & Community Fund Development Chair Lisa Lynott, to learn more about the work of this our latest small grant recipient, the Florham Park Education Foundation:

Kars4Kids: Who founded the Florham Park Education Foundation, when was it founded, and why?

Lisa Lynott: Though the FPEF operates independently of the Board of Education and the school district, the creation of an Education Foundation in Florham Park was part of a strategic initiative of the school district in 2017. A small volunteer steering committee was formed in 2017 to research and plan, and the Foundation received its 501c3 in 2019. The purpose of the FPEF is to help bridge the gap between resources that can be provided within the school budget and the desire to bring additional innovative resources and educational programming into the classrooms. We achieve these goals through 1) our teacher grants program and 2) our curriculum/administrative grants program. The FPEF wants all students to have an exceptional educational experience facilitated by well-resourced educators. During COVID, we expanded our initiatives to include Community Care and support families with children in the district that are facing hardship. Community Care continues to play an important role as part of the FPEF.

Kars4Kids: The Florham Park Education Foundation offers support to “families with children who have fallen on difficult times.” What percentage of Florham Park families fall into this category? What type of support do you offer?

Lisa Lynott: At present we provide support to 1.3% of the school community. Many other families would likely benefit from the program. This is a totally confidential offering to assist with school supplies, food, tutoring, holiday gifts, assistance with finding temporary housing and more. To qualify, families must have students attending our public schools and they must reach out to us. Based on low-income housing statistics and financial downsides as a result of COVID more than 15% of our families could derive support in one capacity or another from these services. Pride and fear of being “outed” as a family in need is hard to break through. We are continually thinking of viable ways of encouraging families in need to reach out for help.

Kars4Kids: Teachers can apply to your foundation for classroom grants. Why are these grants necessary? Do public schools not provide an adequate education to our children?

Lisa Lynott: The teachers and district are doing a great job and the FPEF strives to support and elevate educational opportunities within the district. The foundation serves as a link between programs funded by tax dollars and the necessity for additional initiatives that inspire students. Our goal is to foster innovation by providing funding for teacher grants that improve teaching methods and enhance overall educational quality.

Kars4Kids: Can you tell us about some of your 2023 classroom grants?

Lisa Lynott: We awarded 16 grants in the fall of 2023. Below are some of them:

• Mini math competition – This funding opportunity enables students to engage in a friendly and enjoyable math competition, tackling challenging problems that enhance their learning and problem-solving skills. Through collaboration and teamwork, students will collectively work towards solutions.
• Digital Cameras and SD Cards – In order to learn how to create a composition using digital photography students must first explore the history of photography throughout the world. With the materials provided through this grant students will explore the basic mechanics of cameras, use the principles of design to take photos and create original artwork using digital photography and computer software.
• Digital Thermometers – This grant aims to enhance the precision of laboratory experiments. Traditional, non-digital thermometers pose challenges for students, being hard to read and cumbersome. The funding will broaden measuring skills for all students, offering particular support to those facing educational difficulties, including learning and physical disabilities.
• Indoor Sensory Path: Designed to benefit the entire student body, this grant introduces an indoor sensory path, providing opportunities for “brain breaks,” motor skill development, methods for cultivating calmness, and strategies for working through anxiety.

Kars4Kids: What would you say is your favorite grant of all time since the foundation has been in operation?

Lisa Lynott: There are a ton of great ones, but one of my favorites has been 3-D pens which allow students to create sculptures and art in 3D. It helps to build upon the students’ knowledge of the principles of design while also expanding their understanding of new technologies. It’s also really exciting to watch these in action!

Kars4Kids: Can you tell us about the outdoor classroom slated to debut in the spring at Ridgedale Middle School? Why do kids need an outdoor classroom? Wouldn’t being outside tend to distract children from their lessons?

Lisa Lynott: We are thrilled about the Outdoor Classroom project! This initiative aims to merge the conventional classroom with an interactive natural space, fostering a hands-on learning experience. Students will have the opportunity to actively engage with their environment, enhancing their environmental awareness. An additional benefit is that exposure to outdoor settings can alleviate stress levels, promoting a more relaxed and conducive learning environment. Students will also play a continuous role in contributing to the classroom, participating in activities like annual table painting and collaborating on the design and acquisition of landscape items and décor.

Kars4Kids: What can you tell us about the Briarwood Makerspace? Why did the foundation choose to fund this initiative?

Lisa Lynott: The Briarwood Makerspace had been on the school “wish list” for a while, but with competing priorities and other constraints, had not had its day in the sun. So, the school administration approached the FPEF. The idea was to take a section of the library used for storage of outdated and unused items and to create a space that a) had a Lego center, b) a STEAM challenge center and c) that would be used by every single student that walks through the doors of the school for many years. The FPEF was on board immediately.

The Makerspace benefits all students.

• In the Lego center, all students ages Pre-K – 2nd grade have the opportunity to interact with the Lego center. It benefits all of them. There are Legos of varying sizes and shapes, and projects of varying complexity, so even the students in the multiple disabilities class or those who learn differently can come here and use the Legos! Legos help with fine motor skills, creativity, and problem solving, and students can build a project with partners or work independently.
• The Steam Challenge center provides the opportunity to take an idea or challenge, use materials provided in the center, and build. For example, the challenge card might talk about the roots of a tree and how it supports the trunk and branches. The challenge to the student will be using the materials provided, to build something strong. It allows for looking at a problem using all of the senses – it involves reading, planning, trial and error, failing, succeeding, resilience, frustration, joy, teamwork, asking questions, experimentation and more.

The seeds are planted for numerous foundational education and life skills. We were very happy to be a part of this initiative.

Kars4Kids: What percent of grant applications are accepted on an annual basis? What do you look for in a grant application?

Lisa Lynott: We accept and review 100% of all grant applications received. The number of grants awarded is dependent upon the amount of funds we have available in each of the two grant cycles and the number and value of the total grant applications submitted. In terms of percentage, we fund greater than 85% of the grant applications received each cycle.

In our review of applications, we appreciate all teachers providing responses to all questions in the application which informs us on how their grant will benefit the students in their class and/or their entire school community. We love to see grants that provide innovative programming, connection to community organizations, attend to student interests, expand opportunities beyond the classroom, and have a lasting impact over time, so many students can benefit.

Kars4Kids: The foundation offers periodic events for the community. Can you tell us about some of them? What are some of your upcoming events?

Lisa Lynott: We recently hosted our first annual Arts, Crafts and Music Festival which was a town-wide celebration with live musical performances, and arts and craft vendors. As part of the festival we had the band from the local high school perform, as well as the cheerleaders, and also hosted a K-12 art contest with the theme of Volunteerism. Many of the art submissions are now on display at the town public library! We also had a number of children’s activities throughout the day. It was a great day of the community coming together for shopping and fun.

We also host Community Conversations in partnership with the Florham Park Library. This is a book club which is centered on ways we can work together to make Florham Park a better place. Last year we focused on strengthening and maintaining connections between community organizations in Florham Park, which resulted in stronger partnerships between organizations. This year our theme is civic participation and volunteerism. Is it a great discussion that follows a dialog-to-action structure to encourage participants to work together toward a common cause.

Kars4Kids: What’s next for the Florham Park Education Foundation?

Lisa Lynott: In 2024 we’re celebrating our 5th anniversary! We’re so excited about what we’ve accomplished and what we have in store for the future. This year we’ll be launching a 7th grade grant, in which 7th graders can submit a proposal for a project that will make meaningful change or impact in the community. Funding for the project is up to $1000 and the winning student also receives a $500 scholarship. We’re excited to see the ideas that the students submit and get them excited about implementing the change they would like to see in their community.

We’ll also be hosting our second annual Arts, Crafts and Music festival in October of 2024, and we’re looking forward to growing that festival and continuing to garner community involvement.

The Million Dollar Teacher Project (MDTP) gets at the root cause of the failures in our education system: making sure that teachers have what they need to do their job. Part of what those teachers need is recognition. If the teaching profession is truly noble, we must treat teachers as the noble beings they are.

But teachers need more than that. They need support inside the classroom to help deliver lessons, and they need to be compensated fairly—to have the wherewithal to support themselves and their families, and to further their own education. Unfortunately, too many nonprofits focus on the children alone, and fail to look at our teachers. MDTP is different because the focus is on strengthening teachers and the teaching profession as the wellspring of our children’s education.

Our small grant program exists for the purpose of encouraging and lending support to nonprofits doing original work on behalf of America’s children. The Million Dollar Teacher Project, certainly qualifies with its novel approach to improving our children’s education. We put some questions to MDTP Executive Director Lloyd Hopkins, to learn more about this work:

Kars4Kids: The Million Dollar Teacher Project was founded in 2016 with the aim of improving Arizona schools by directing resources and support to the teaching profession. Can you tell us a bit about the Arizona schools you serve and why they are in need of improvement?

Lloyd Hopkins: MDTP serves Title I Schools in marginalized communities across the valley. A key factor of a school being designated as Title I is the number of students on the campus qualifying for free and reduced lunch. This means that the majority of the students on the campus are living at or below the poverty level which is a part of being eligible to receive free or reduced lunch at school. These campuses are also hit the hardest by teacher turnover for several reasons.

Our goal is to address that issue head on, because the work of ensuring all kids receive a quality education starts with great teachers in the classroom. We want to see the schools we partner with become the destination for top teaching talent.

Kars4Kids: Rather than direct resources and support to teachers, Million Dollar Teacher Project directs resources and support to the “teaching profession”. Presumably this is a broader category that includes teachers, but other things, as well. Can you explain the distinction?

Lloyd Hopkins: We do a combination of both. We bring programming that directly impacts teachers and have initiatives targeted towards elevating the profession. This approach is important because we have to have strategies that help address the immediate needs of teachers, so they stay in the classroom. We also need strategies that elevate the profession so it becomes aspirational to become a teacher, so more kids are interested in the profession, strengthening the future teacher pipeline.

Kars4Kids: Million Dollar Teacher Project started its Focus School Program in 2021. What is a “focus school” and why did the MDTP decide to launch this program?

Lloyd Hopkins: Focus Schools are campuses where we create immersive, multi-year partnerships, and where the school is saturated with the full menu of our program for 3 to 5 years. The first three years our organization is leading the program delivery, and years 4 and 5 are targeted towards helping the school deliver our programs on their own. We then move on to another campus to start the program again.

We launched this approach so we can build deeper relationships with our partner schools and the communities they serve; track data that illustrates how our program model impacts student outcomes; and create a network of schools that operate under the MDTP model.

Kars4Kids: Your program has a three-pillar approach. What are the three pillars and how and why did you choose them?

Lloyd Hopkins: Our 3 pillars are Recognition, Compensation and Support. We chose these pillars after surveying teachers across the state and allowing them to inform us of the challenges that are most adversely affecting teacher retention and recruitment. The responses came back, resoundingly so, with lack of recognition and professional respect, low compensation and lack of support as the top challenges. So, when I decided to create our program model I wanted to create something to address those key areas of support, recognition and compensation.

Kars4Kids: What are some of the ways you are recognizing teachers?

Lloyd Hopkins: We recognize teachers through our Take a Teacher to Lunch initiative where we partner with restaurants and businesses to bring full catered lunch celebrations to campuses to celebrate their teachers over lunch. We highlight teachers monthly through our One in a Million series where we select a different, exceptional teacher each month through a nomination process and they receive a gift package from us and our partners, in addition to recognition through our website, social media and radio. We also have a podcast named the Teacher’s Lounge where we have in depth conversations with teachers about the profession.

Kars4Kids: In regard to your compensation pillar, MDTP has an endowment program and a Teacher Appreciation Package. Can you give us an overview of these programs and some examples of how these two programs lent assistance to teachers?

Lloyd Hopkins: We established the In Teachers We Trust Fund in 2022 to create a mechanism to offer financial assistance in a variety of ways to teachers who are experiencing financial hardships, looking to continue their education, or demonstrating excellence in the profession. The fund will also be used to offer grants to schools to operate our programming and other nonprofits looking to serve teachers. We established the fund and are now engaged in a campaign to grow the fund to 9 million dollars to grow our grant giving.

Through the Teacher Appreciation Package (T.A.P. for short), we work with businesses to offer meaningful discounts on goods and services to teachers, twice a year—in November for ‘Thank a Teacher’ month—and in May during Teacher Appreciation week), in an effort to help their current salaries go further by enabling them to retain more of their hard-earned money during those key points in the year.

Kars4Kids: The third pillar, support, includes classroom support teams. Can you describe these teams and their work?

Lloyd Hopkins: We work with universities, community colleges, and volunteer organizations to recruit interns and volunteers to work on a school campus as a team to support a grade level of teachers from September – March. Each CST intern commits to 10 hours a week and assists teachers with lesson planning; classroom management; working directly with students; and assisting in as many ways as possible. On average, we give teachers about 3,000 percent of their time back through this program.

Kars4Kids: Is there a personal story behind the founding of MDTP?

Lloyd Hopkins: I was a “slipped through the cracks” kid growing up and never had a teacher that took me under their wing or made me feel special. I created MDTP to ensure that every student has that, and to ensure that the exceptional teachers who do provide these things to their students, are able to impact even more students.

Kars4Kids: In 2018, MDTP started a blog, highlighting and interviewing individual teachers. How do you choose which teachers to highlight? What are the most common support issues cited by these educators?

Lloyd Hopkins: Teachers are nominated through our One in a Million series and those are the ones interviewed and highlighted on our website. Classroom volunteers and supplies are often the most popular support requests we receive.

Kars4Kids: What’s next for the Million Dollar Teacher Project?

Lloyd Hopkins: We are working on growing our endowment so we can expand our efforts around giving out grants to teachers and the education community. We are working with the city of Tempe to establish a Teacher Resource Center, which will be a first-of-its-kind facility in this state, once up and running. Also, we are beginning to conduct research on the economic impact of quality teachers, in hopes of being able to impact policy in the future.

Edgefield County Youth Empowerment Center (ECYEC), as its name suggests, not only helps children stay out of trouble and in school, but empowers kids to move forward in spite of difficulties. An important part of this work is making sure that parents are actively involved and engaged in their children’s lives. It’s more than that, of course. ECYEC offers children opportunities in STEM they might not otherwise have had. The center also offers kids a chance to explore different careers, and offers job skills training, too.

Among our small grant recipients are many organizations that serve at-risk children, but ECYEC is, in many ways, a cut above the rest. Perhaps that’s because of the sense we have that Edgefield is a community that cares about future of its local youth. We put some questions to Edgefield County Youth Empowerment Center CEO Marcella Edwards to learn more about the work of this impressive youth development nonprofit.

Kars4Kids: Tell us something about your demographic—who are the children and families that you serve? How would you describe Edgefield?

Marcella Edwards: We serve children and youth in rural communities. 95% of the population is from single-parent homes. Edgefield is a small town with a shared purpose and interest in its communities. Edgefield works together for the greater good of children, youth, and families.

Kars4Kids: Who founded the Edgefield County Youth Empowerment Center, and why?

Marcella Edwards: I founded ECYEC along with my co-founder, former Sheriff Adell Dobey. The program was established to reduce the rising rate of juvenile delinquency and decrease high school dropout among youth in the community.

Kars4Kids: The name of your organization includes the word “empowerment.” What does “empowerment” mean to you, and what role does empowerment play in the work that you do at the center?

Marcella Edwards: Possessing the authority to decide how my life turns out. Our team provides children/youth with the skills, resources, and opportunities to become confident and self-sufficient.

Kars4Kids: We noticed that of the three programs you list on your website, the Triple P Parenting Program comes first. Does this speak to the philosophy behind the work of the center? Can you talk about family coming first?

Marcella Edwards: Yes. Families are one of the most essential pieces of our organization’s success in the community. Of all the factors that determine our students’ outcomes, family engagement is at the top of our list. Partnerships between our team and families have improved students’ grades, attendance, persistence, and motivation. Healthy families are the building blocks of a healthy community.

Kars4Kids: Can you describe the Triple P Parenting Program? What are the three Ps?

Marcella Edwards: P.P.P. is a parenting and family support system that serves families with children from birth through age 16. The system includes multiple interventions that increase in intensity across five service levels.

Kars4Kids: You have the Girls Circle and L.E.A.D. ME Boys Mentoring. Is the focus different for these two groups? How so?

Marcella Edwards: The focus is the same; both help kids grow into confident, capable, and productive adults.

Kars4Kids: Tell us a bit about YES, if you would. How does it work?

Marcella Edwards: It’s a partnership between the Department of Juvenile Justice and our organization. The program provides employability training for 60 at-risk high school students ages 16-19. Y.E.S.s are designed to improve the overall functioning of at-risk high school students at home, in school, and in the community. The program provides job skills training, career exposure, and community internship/work experience for participants.

Kars4Kids: Your STEM camp is hosting the NASA Astro Camp. That sounds exciting! What can you tell us about that?

Marcella Edwards: There are 315 NASA Community Partners (A.C.C.P.) programs active, with nearly 30 partner sites operating internationally. We were the first and only site until last year in S.C. to host NASA Astro Camp! It’s an educational program focused on NASA and S.T.E.M. (science, technology, engineering, and mathematics). It engages students and provides opportunities to explore these fields. ASTRO CAMP activities offer real-world opportunities for every student to join in and contribute to NASA science missions and enhance scientific understanding while inspiring lifelong learners and explorers. The A.C.C.P. Program highlights current and past NASA missions while using hands-on activities to expand S.T.E.M. interest through focused activities in astrophysics, Earth science, heliophysics, and biological and planetary science missions. The approach seeks to teach camp participants to work collaboratively to complete missions, using methodology developed during 30 years of ASTRO CAMP sessions held at Stennis Space Center.

Our Executive Director is a trained NASA ASTRO Camp Educator and implements the camp yearly.

Kars4Kids: Talk about your After School Matters programs, please. A 98% grade promotion rate for the past 5 years is very impressive. What’s your secret?

Marcella Edwards: The secrets are a positive relationship with our students, parental involvement, and an atmosphere charged with hope and possibility.

Kars4Kids: What’s next for the Edgefield County Youth Empowerment Center?

Marcella Edwards: We are in the process of building a child development center for our community. Childcare demands outpace supply in the town of Johnston—there are currently no childcare centers in Johnston to meet the needs of parents’ work schedule (6:30 am-6 pm), forcing parents to travel outside of the town for childcare.

Family First Foundation, as its name suggests, understands that a child’s first classroom is in the home. That makes family engagement part and parcel of the work of this youth development organization. The rest is about dissolving barriers to education equity for disadvantaged children.

How does Family First, our latest small grant recipient, achieve these lofty goals? By restoring trust in public officials; offering inspiration and mentorship from successful adults; and providing advanced learning experiences for gifted youth. By all accounts, this three-pronged youth program is a brilliant success. We spoke with the CFO of Family First, Josef Palik, to learn more:

Kars4Kids: What can you tell us about your demographic? Who are the children that you serve?

Josef Palik: We serve a varied demographic through each of the 3 programs we offer, with an overlapping focus on less advantaged youths and families in the Greater Los Angeles cities. Our program City of Angels targets at-risk youths and low-income families to improve the strained relationship between our public safety officials and the communities they serve. LA Future targets K-12 students who get energized from experiencing successful and influential professional athletes or entertainers up close. Our Tech Hub is deliberately designed to provide advanced educational experiences for bright middle schoolers (grades 6-9) who are interested in STEAM at a young age, but maybe can’t get this exposure in the classroom or at home due to circumstances outside of their control.

Kars4Kids: Family First is “dedicated to bridging the gap between at-risk youth and their families.” Can you talk about the gap? How would you define or describe the nature of that gap for us?

Josef Palik: Absolutely, it’s critical to define the parameters in which we see ourselves operating.

1. Educational Disparities: Access to quality education and enrichment opportunities is something we see as a fundamental right for personal and professional development, yet at-risk youth have the hardest time finding these oftentimes inadequate resources.
2. Economic Barriers: A family’s broader financial constraints for can severely limit access to these essential resources and opportunities. This exacerbates the challenges faced by at-risk youth and their families.
3. Lack of Supportive Relationships: The absence of supportive relationships, mentorship, and positive community engagement can further alienate our demographic, hindering the personal growth we believe so fiercely to be fundamental to our story as humans.

Kars4Kids: City of Angels was your first program, and has had a significant impact on at-risk youths and their families. What is the purpose of this program? Can you give us an overview of how it works?

Josef Palik: The overarching objective is to cultivate safe spaces for interaction and for promoting understanding, trust, and cooperation. The program has worked to build a safer and more inclusive community. We have done this by organizing events where at-risk youth and their families can interact with emergency services personnel, and law enforcement agencies in Los Angeles, creating a more positive, more comfortable environment.

Kars4Kids: Family First places an emphasis on STEAM, an acronym usually defined as standing for Science, Technology, Engineering, the Arts, and Mathematics. At Family First, that definition includes “sports.” Can you explain? Why are sports an important factor in the education of the children you serve?

Josef Palik: At our nonprofit everything we strive to do is purposely designed to be fun; this is an integral for enhancing engagement, learning, and retention. The incorporation of sports, role models, and professional athletes make for an effective strategy for enhancing the prospects of these children. Showcasing prominent figures in the elevated atmosphere that sports ultimately provides creates the wow factor, or the “Aha” moments that can transform and stick with youths as they evolve into adults. This aspect so critical to us!

Kars4Kids: What can you tell us about your Tech Hub?

Josef Palik: TH is our baby, our newest offering, our powerhouse packer, and like our other programs, offered at zero cost to our participants. It’s an ambitious initiative aimed at equitably building STEAM literacy amongst advanced but less advantaged youths through diverse partnerships and inclusive programs, making sure there is no financial barrier in accessing top-tier education. How do we do this?

1. Early Identification and Support – TH spotlights students in Grades 6-9 who have exceptional aptitude in STEAM subjects, in partnership with local school districts.
2. Practical Application and Real-World Exposure – Participants are set free to explore STEAM concepts through engaging field trips and complimentary workshops.
3. Industry Alignment and Partnership – Our board is proud to have partnered with some of the biggest brands in some of the most impactful sectors of our economy, including consumer tech, media, professional sports, and space exploration.
4. Innovative Learning Environment – TH transforms STEAM education into an unforgettable and intellectually engaging experience that will inspire the next generation of Leaders and Innovators.

Kars4Kids: What is “LA Future?”

Josef Palik: This program leverages the influence of professional athletes, popular brands, and entertainers to provide mentorship and guidance to the students. Through LA Future, we organize various events and programs to help prepare students for success beyond the classroom. LA Future offers access to college and professional sports events, and features influential role models who share their personal stories about how crucial education has been to their lives. This program has reached over 12,000 youths and families since our founding in 2001.

Kars4Kids: Family engagement plays a role in your programming. How so, and why is this important to your work with children?

Josef Palik: “Family First” is part of our name for a reason. It is my belief that the majority of parents are doing the absolute best they can with the knowledge and resources they have at that moment. Given that, the home environment has an immense impact on how children begin to form their world view and outlook. Whether or not the families are aware of this impact, this is where we step in to encourage a shared responsibility towards educational and personal growth in the children we work with. It really is a privilege and honor.

Kars4Kids: How do you measure your success? Can you share a success story?

Josef Palik: The beautiful thing about the Tech Hub program and a big reason why these larger-than-life companies have bought into our mission is that we are setting the stage for a scalable pipeline of bright thinkers. We identify the students in middle school, and evolve with them into high school, providing aid as they think about higher education and beyond. That is the long-term goal of the program, at any rate. The way we measure success for this initiative is by how many, or by what percent of our participants actively choose STEAM electives, classes, and pathways as they progress into high school.

Generally, we might know someone, or have first-hand experience with a child in elementary or middle school who is labeled as a troublemaker—someone who disrupts lessons—that because he/she is slightly different from the rest of the class, something might be wrong with them. In reality, many are extremely gifted, get what the teacher is saying within 5-10 minutes, and then become bored. So, the success story we hear over and over from parents is that “Hey, my child is actually engaged and inspired by these fieldtrips—in fact, he/she doesn’t want it to end, when can we do another?”

Kars4Kids: What’s next for Family First Foundation?

Josef Palik: As you might be able to tell, our attention and energy are focused towards expanding the Advanced Tech and Innovation Hub (TH). We are currently strategizing the best way to introduce external fundraising to our organization. Throughout the years, we have been mostly funded by board contributions, and non-cash donations from our community. Tech Hub is currently deployed in 1 school district, and we aim to expand it to as many districts as feasible. The feedback on this program has been incredibly positive, and educators want this for their students.

Marietta Police Athletic League (PAL) exists for the purpose of providing disadvantaged children with mentoring and quality out-of-school programing. That, in and of itself, is incredible, however, the fact that police officers are among those leading PAL programs, is next level. Children look up to the adults in their lives. When the adult is a police officer, the children are offered a fine example to emulate. What a great way to help kids stay in school and get ahead in life!

We put some questions to Marietta PAL Executive Director Daneea Badio-McCray to learn more about the work of this, our latest small grant recipient:

Kars4Kids: What’s Marietta like? What can you tell us about your demographic—the kids you serve?

Daneea Badio-McCray: Marietta PAL serves Cobb County youth, ages 5-17. Nearly 70% of PAL families are very low-income, with an average family of 3 earning less than $30,000 annually. Three out of every 5 kids come from single parent homes.

Kars4Kids: When did you start the Marietta PAL and who, or what, was the inspiration behind the founding of your chapter?

Daneea Badio-McCray: Since 2007, Marietta PAL has served nearly 7,000 school-aged youth and their families. PAL’s Founder is Major Michael Goins of the Marietta Police Department. Marietta PAL’s purpose is to provide exceptional youth development programming that builds   strong character while focusing on the positive mental and physical health and wellbeing of disadvantaged youth who might not otherwise have access to such quality youth programming. PAL provides up to 500 Cobb County youth, ages 5-17, with affordable access to daily afterschool, summer camp, sports, recreation, art & academic programming.

Kars4Kids: For those not in the know, how does PAL work? What is the extent of the involvement of local police officers in your programs and their administration?

Daneea Badio-McCray: Marietta PAL utilizes exceptional staff, officers, facilitators, program partners, and proven curricula to consistently deliver proven success. Major Goins and other law enforcement serve on PAL’s Board of Directors. Officers have also assisted with leading programs like basketball or assisted with programs like boxing and    martial arts. Officers also participate regularly in PAL-sponsored events like the annual Back to School Bash and Holidays Around the World gift-giving events.

Kars4Kids: Can you give us an overview of your afterschool program? It seems very comprehensive. We like your focus on education.

Daneea Badio-McCray: PAL Afterschool operates during the school-year from 3-6pm. The program includes homework help and tutoring; daily health and fitness; and rotates bi-weekly through a variety of sports.

Kars4Kids: How big a part does mentoring play in your programming and how does it play out in practice?

Daneea Badio-McCray: Weekly mentoring sessions are held utilizing the BrainWise curriculum which teaches youth to make smart decisions. PAL kids are paired with mentors to participate in mentoring sessions followed by observation sessions, where mentors further monitor mentees’ implementation of smart thinking skills learned during activities like martial arts, dance, boxing, and more.

Kars4Kids: Martial arts seem to be a specific focus of what you offer at Marietta PAL. Why are martial arts important, and what types of martial arts do you offer?

Daneea Badio-McCray: PAL offers American-style Karate, taught by Sensei Don Bourgeois. This form teaches discipline, respect, self-esteem, teamwork, perseverance and so much more.

Kars4Kids: You have a summer camp for grades 1-12. Is this a day camp? What kind of activities do you offer?

Daneea Badio-McCray: Our summer camp is a day camp that takes place in June and July with full-day programming from 7:30am to 6pm.   PAL summer camp offers breakfast, lunch, and afternoon snacks along with the following activities (and more!):

• Daily academics with a focus on reading, math, and combatting summer learning loss
• Art
• Health & fitness
• Sports
• Life skills
• STEM workshops & activities
• Communications classes
• Field trips
• Career development sessions

Kars4Kids: Can you share a success story about one of the youngsters in your program?

Daneea Badio-McCray: Success is best told by our parents. Here is a note we received from one such parent:

Good afternoon. This letter is well overdue. Just wanted to thank you and all the staff at Pal. Special thanks to Mrs. Ebonette and the karate instructor. This program has really worked with me as a single mother financially and provided an exceptional summer program for my children as well as karate classes at a price I can afford. The summer program kept my oldest two children busy and current with academies during summer break along with learning different sport’s. Daija was overjoyed being able to go and read to a younger crowd, while DJ enjoyed playing sports and meeting kids he could relate to. Isaiah was all for karate at first until he realized it was hard work. This program really cares about the future of our children. Teaching self-respect, respecting others and taking responsibility for your own actions. Just had to let you all know that we’re very grateful and thankful to have met all of you. You have truly made a difference in our lives. Thanks.

Dana Whitehurst

Kars4Kids: What’s next for Marietta Police Athletic League?

Daneea Badio-McCray: PAL is excited about continuing to grow our programs to serve more youth. As PAL continues to grow our Marietta Shamrock Shuffle 5K event held each March on the Marietta Square, raising more funding will position PAL to serve more youth. PAL also looks forward to adding a baseball program and theater program in the near few years.

Danbury Student and Business Connection (DSABC) understands that youth success makes a community a better, more prosperous place to live. The best way to ensure that children succeed in school and in the workplace then, is community involvement. DSABC has created programs that enlist local businesses and the community to step in to provide mentoring and assistance to the children of Danbury.

This successful collaboration created by our latest small grant recipient is having measurably impressive results. It makes sense then, to learn more about DSABC programs and how they work, so that other communities can adopt similar methods to help youth everywhere. We put some questions to Danbury Student and Business Connection Executive Director Susan Queenan, to learn more about this work:

Kars4Kids: Can you tell us something about your demographic and community? Who are the young people who benefit from your programs?

Susan Queenan: DSABC serves the Danbury Public School District, which has over 12,000 students. Students from grades kindergarten through seniors are eligible to be a part of the mentoring program. Every student involved benefits from having the support of their own mentor.

Kars4Kids: Your one-on-one mentoring program is school-based. What is the ultimate goal of this program? What is the advantage to working with kids in their schools?

Susan Queenan: The goal of this program is to provide students with another level of adult support. They meet with their mentors weekly, throughout the school year, most for many years. The statistics show that mentoring has a positive impact on students thus improving their school and community experience.

Kars4Kids: How many young people do you typically serve in the one-on-one mentoring program annually? How old are the children in this program?

Susan Queenan: The numbers fluctuate but at the start of the 2023-2024 school year we have over 100 students in the program, ages kindergarten to seniors in high school.

Kars4Kids: How long do these mentoring relationships generally last? Is there a minimum commitment expected of DSABC mentors?

Susan Queenan: DSABC asks mentors to commit for at least one school year. However, we usually have a 95% return rate, with the 5% not returning due to a work or location change. Our mentors are incredible volunteers who are committed to the program. We have mentors who have been with students from elementary school through high school graduation and maintain their relationship into adulthood.

Kars4Kids: How many mentors are currently working with DSABC students? Are they volunteers?

Susan Queenan: Over 100.

Kars4Kids: What can you tell us about your WorkPlace Learning e-Mentoring Program? How does this program differ from your school-based one-on-one mentoring program?

Susan Queenan: The WorkPlace learning program allows mentors, usually not in the one-on-one program, to guide students with a focus on career support.

Kars4Kids: According to your website, since its inception in 1997, DSABC has awarded 217 students with $374,000 in scholarship. Can you give us an overview of this scholarship program? How does it work?

Susan Queenan: The scholarship program is available for mentees who have been in the program for at least two years, including junior and senior year of high school. They are eligible to receive a $1,000/year scholarship up to 4 years ($4,000) for students pursuing a college education. Our mentees who are going into trade, career or military receive $1,000 to be used for tools, equipment, computer, luggage, or uniforms.

Kars4Kids: DSABC also has an internship program. What can you tell about these internships?

Susan Queenan: Our internship program, DECO, is in partnership with the Business Department at Danbury High School. We work with our local corporations to help students find a relevant internship, based on their career interests. The internship is 40 hours and is usually done after school or during Spring break week so it does not interfere with the students’ school schedule. To support the students, DSABC meets with the class prior to the internship and reviews office etiquette and conducts mock interviews. When the internship is complete, DSABC meets with the students to provide assistance with updating their resumes. In addition, DSABC is part of the DECO Book Club with the students. The books focus on business and the club meets weekly to review and discuss different chapters of the book.

Kars4Kids: What’s next for DSABC?

Susan Queenan: DSABC is thriving! With multiple grant programs that impact students K-12 and some new programs that will be unveiled in 2023-2024, our future continues to shine very bright. Of course, our biggest beacons of light are our wonderful students and volunteers and companies who help support our endeavors, like Kars4Kids. Thank you very much for your generosity. It is much appreciated by the Danbury community.

Pivotal steps in with services for foster youth that are critical for helping them succeed in the classroom and in life. Foster youth too often fall through the cracks. They often lack the family support that most children have growing up. Without that support, what is there to motivate these young people and give them the hope that they can rise above their less-than-ideal circumstances?

The biggest issue for foster children, however, is aging out of the system. That’s when all the services drop off, and they are left on their own to carve out an independent life for themselves. Who is there to guide them? Who is there to spur them on to get a college education and ensure they can cover costs? If they’re lucky enough to live in Santa Clara and San Mateo Counties (and soon in Alameda County), Pivotal is there to help these children establish goals and make them happen.

We put some questions to Pivotal CEO Matt Bell, to find out more about the work of this, our latest small grant recipient:

Kars4Kids: Can you tell us something about the children you serve? What kind of backgrounds do they come from and how do they end up in your program?

Matt Bell: Pivotal serves young people in and from foster care, starting as early as the 8^th grade, all the way through to college completion. These young people come from various backgrounds, but almost all of them have experienced trauma and upheaval that no child should have to endure. Roughly 88% of our students are young people of color and 80% of our post-secondary scholarship recipients are first-generation college students. Many of our students are referred to us by social workers at the Department of Family & Children’s Services, or from the foster youth liaisons at the local community colleges we work with. Pivotal provides individualized, trauma-responsive academic and employment coaching with the goal of helping these students get on the path to academic success and build the lives they want for themselves.

Kars4Kids: What are some of the challenges of young people in foster care?

Matt Bell: Due to the trauma these children experience – from being separated from their parents and/or siblings, being placed in foster homes, changing foster homes and schools as many as eight times, and aging out of the system with little or no family support — the education and employment outcomes for foster youth remain among the lowest in the country.

By age 19, only 58% of foster youth nationally complete a high school diploma or GED. It’s not that foster youth don’t care. In fact, 96% of foster youth report that they would like to earn a bachelor’s degree. But graduating high school and pursuing a college education can be an uphill battle – only about 10% earn a post-secondary degree.

Without consistent access to academic and career guidance, these young people can fall through the cracks. Pivotal changes that. While most support services offered to foster youth are terminated after the courts close a dependency case, our solution is to stick by our kids – even if their cases close or they move out of the area. There is no upper age limit for our services. Our long-term commitment is unique in this space.

Kars4Kids: What is “motivational interviewing” and how are your coaches using this approach with the kids?

Matt Bell: Motivational interviewing is a technique that is often used to help overcome reluctance and make behavioral changes. Coaches have youth assess themselves on their perceived fluency in four critical Success Skills that we have identified as being essential to long-term academic and employment success: Self-Awareness, Communication and Self-Advocacy Skills, Organization and Time Management Skills, and Accessing and Utilizing Resources. It is a collaborative process where the coach and the scholar work together to understand the young person’s vision and goals for themselves, come up with a plan to achieve those goals, and talk through any potential challenges or barriers.

Kars4Kids: How many coaches are working with you, and how many young people do they serve? What kind of training do you offer your coaches?

Matt Bell: We have nine high school and 11 post-secondary coaches, and we serve approximately 500 scholars annually – approximately 350 post-secondary and 150 high school scholars. Our coaches are supported by coach supervisors who provide training, guidance, best practices, and resources.

In addition, at the end of 2021, all our staff went through RISE (Recognize, Intervene, Support, Empower) training focused on supporting LGBTQ+ young people and in 2022, we went through Mental Health First Aid training to help us respond appropriately when a scholar is in a mental health crisis.

Kars4Kids: Pivotal has two coaching tracks, for high school, and for after high school. How are they different?

Matt Bell: Our high school coaches are really focused on helping students get their high school diploma and matriculate into a college program. Most of our high school students are still in the foster care system, so depending on their situation, they might be navigating a lot outside of their academics – working with their social workers, mandated therapeutic sessions, family reunification sessions, and so on. In addition, these students are often moving around – youth can change placements an average of 1.5 times per year before the age of 18 – so their schooling can be disrupted very easily. Pivotal high school coaches try to provide some stability, keep these kids focused on their goals, and help eliminate barriers and provide resources, so they can focus on academics. They also help them research colleges and universities, apply for scholarships and financial aid, and dig into what majors they are interested in.

Beyond high school, our scholars deal with a new set of challenges. Since many of these students are first-generation college students, they don’t always know what to expect from the first year in college. In addition, when they age out of care, they then face financial and housing issues. Our post-secondary coaches are focused on helping them succeed, keep their grades up, and investigate potential careers. They also help them find professional development opportunities and internships.

We do a warm hand off where the scholar meets with their high school coach and their new post-secondary coach to help maintain some consistency when a student is moving from our high school program into post-secondary.

Kars4Kids: What is the “Pivotal Path?”

Matt Bell: The Pivotal Path describes the way we perceive the student’s journey. We don’t tell our scholars what they should do. From day one, coaches ask them what they want for themselves and work with them to find a way to get there. After over 20 years of working with foster youth, we have learned that no student’s path is the same and trying to force a standardized structure on how a student should approach his academic career simply doesn’t work. We take an individualized approach and really try to understand what the student wants and what is going to work for them.

Kars4Kids: Tell us about your internship program.

Matt Bell: We partner with local companies to provide internship opportunities to our scholars. We provide guidance throughout the internship, both to the student and to the internship host. If a student is struggling or unsure how to manage a professional situation, they can always reach out to their coach or to their internship supervisor to get guidance.

We’re really proud of our internship program – many of our scholars end up getting full-time jobs from these internships. We are currently working to expand our internship program to work with even more corporate partners so we can provide an internship opportunity to any student who wants one in the field they are interested in.

Kars4Kids: How do you measure the impact of your programs?

Matt Bell: We have a dedicated Learning & Evaluation department at Pivotal, and its sole job is to track our progress and provide data-driven recommendations as to how to improve. At the highest level, we track graduation rates, both at high school and college, but we also track several program-specific metrics such as community college transfer rates, college retention rates, and scholar satisfaction with our program.

At the end of the day, our students’ success is the most important way that we measure success. We try to incorporate their voices into all our decision-making. We have alumni on staff and on our board as well as a Youth Advisory Board that we consult to get their input and feedback when making large program decisions.

Kars4Kids: Can you share a success story?

Matt Bell: My favorite recent story is about one of our post-secondary graduates, Elizabeth. Elizabeth went into foster care at 13 and experienced six housing changes in the five years she spent in the system. As soon as she aged out of the system, she faced housing issues and when she was 19, she became pregnant. Realizing she needed to find some stability for herself and her child, she decided to return to school. She had come to a Pivotal workshop some years back and remembering us, she reached out for a scholarship and joined our program. Our coaches helped her in many ways, as she became a mother, tried to find work-life balance, struggled with her mental health, and faced unexpected expenses and challenges during the pandemic.

With our help, she stayed on her path to a college degree and even though she had moved to Portland to go to university, we tried to keep her connected to our Pivotal family. She was interested in working to help other young people in the foster care system and wanted to learn more about working with nonprofits and grant writing. So, this past summer, we brought her on as a summer intern in our fundraising department. She helped with grant research and writing and did so well that we decided to bring her on part-time after she graduated, and her internship was over. She’s been a huge asset to our team and brings that youth voice and perspective to our work.

Kars4Kids: What’s next for Pivotal?

Matt Bell: This year, we are starting to serve middle-school students in 8^th grade. We’re really excited about this because we know that if we can get to these students earlier, they are more likely to have an on-time graduation. Our goal is to move into serving 6^th and 7^th graders in the next few years.

We are also expanding the counties we work with. Historically, we have worked only with Santa Clara and San Mateo Counties, even though we work with students even if they move out of their county of care. This year, we have expanded some of our services into Alameda County and are looking at other counties that might make sense for us to expand into.

Finally, we have joined together with 7 other California agencies to form the Foster Youth Pre-College Collective (tFYPC). We are working together to share resources and data, understand how best to refer students to each other, and to advocate for legislation that will help all of California’s foster youth.

Thrive takes a holistic approach to strengthening families, and that approach begins with the community stepping up to help. In order for kids to grow up healthy and whole, and to succeed in the classroom and life, they need their basic needs met. Their parents need the resources to provide for those needs; learn best parenting practices; and ensure their children are getting the best education possible.

Why does Thrive believe that the community has to step up and help these families and children? It’s simple: the families and children in need are part of the community. When families fail to thrive, so too the community, which then becomes vulnerable to spiraling crime rates and unemployment.

The Thrive approach then, is as much preventive as it is holistic. How do you keep kids off the streets and out of trouble? Our latest small grant recipient’s recipe is to give children and families what they need, steer them in the right direction, and the community will be a better, more prosperous place to live.

We put some questions to recently-retired (after 24 years!) Executive Director Carrie Gilbertson to learn more about the Thrive approach to strengthening families:

Kars4Kids: Thrive serves children and families in Montana’s Gallatin Valley communities. Can you tell us something about your demographic? Who are the children and families that benefit from your work? How many children and families do you typically serve each year?

Carrie Gilbertson: Thrive services are available to any family with any need. Our focus is on prevention services like parent education, resource connection, and mentoring. We have a mentoring program in the Bozeman and Big Sky public schools that served 450 kids last school year.

Kars4Kids: Can you tell us why and how Thrive came into being? Who was the founder of Thrive and when did you begin operations?

Carrie Gilbertson: Thrive was founded in 1987 by a group of community members who felt like we were missing the preventative approach to raising healthy kids and families. One of the founding members was a family law judge who saw kids and families in his courtroom in situations that could have been prevented. Deborah Neuman was the first hired employee and she ran the organization for 28 years.

Kars4Kids: Can you expand on your model for success (strong families + successful children = thriving community)? How do you define a thriving community, and why does it begin with strengthening families? What makes a child a “success” and how do successful children contribute to a thriving community?

Carrie Gilbertson: A thriving community is one where people have access to basic needs; mental health services; a quality education; jobs; affordable housing; and community connection. Our children are our most vulnerable members and a thriving community is one that steps up to mentor and support our kids.

Kars4Kids: You have four signature programs. Let’s talk about the first of the four as listed on your website. What is the Child Advancement Project?

Carrie Gilbertson: CAP is a mentoring program for kids K-12 in both Big Sky and Bozeman. We match kids with community members 18+ who meet with them for one hour a week during the school year and during the school day. Kids are referred for a variety of reasons but the top reasons are: academic, social, absenteeism, and enrichment.

Kars4Kids: CAP is run on volunteer steam, correct? How many mentors do you have and how do you train them? Do some mentors mentor more than one child? What is the duration of the mentor/mentee relationship?

Carrie Gilbertson: This past school year we had 450 mentors. This is down from the 650 we had pre pandemic. We are working to build that number back up! The average relationship lasts two years, but it is our hope to make long-term matches. We have several cases where kids are matched with the same adult K-12. Oftentimes kids move, adults move, or circumstances change, and the mentoring relationship discontinues. All mentors are trained and background-checked. Mentors have access to a variety of resources to help support the match

Kars4Kids: What can you tell us about the Partnership Project? Can you give us an overview of this program and its significance? What is the cost for participation?

Carrie Gilbertson: Partnership Project is a home visiting program for young parents. There is no cost for participants.

Kars4Kids: Talk to us about the Parent Place. What are the specifics of this program and how does it benefit parents?

Carrie Gilbertson: The Parent Place is a family resource center. We offer parent education; developmental and social emotional screenings; coaching; and family fun events. All for free.

Kars4Kids: How does the Parent Liaison program work and why is it important to what you do? The liaisons are professionals, is that right? Are they social workers? Educators?

Carrie Gilbertson: The PL’s are school-based resources for parents K-8. They work with parents, teachers, counselors, and administrators to best support the student. They are all degreed professionals. Some have degrees in social work and some in education. They teach parent education, connect to resources, support attendance and provide one on one support to parents and teachers.

Kars4Kids: What’s next for Thrive?

Carrie Gilbertson: Thrive is focused on building up the mentoring program to better meet the needs of our growing community. We are also dedicated to meeting the needs of our rapidly growing Spanish-speaking population.

Volunteers In Public Schools (VIPS) serves a student population with an overwhelming poverty rate. That means fewer resources are available for education. The aim of VIPS is to step in with trained volunteers to work with kids on their reading and math.

The community-minded approach of this small grant recipient in addressing critical deficiencies in the education of local youth was what spoke to us most. That and the fact that they are getting results. We wanted to know about the work and methods of VIPS, so we put some questions to Executive Director Judy K. Bethly to learn more:

Kars4Kids: Tell us something about your demographics. What is your community like? Who are the children that you serve?

Judy Bethly: The state of Louisiana is divided into 64 parishes. Volunteers In Public Schools (VIPS) serves students enrolled in public schools located in East Baton Rouge Parish. Baton Rouge is named the state’s capital city with a population of 450,500 citizens. It accommodates the second largest school district in the state consisting of 40,000 students. Our city is recognized for its unique cuisine such as hot, boiled, and spicy crawfish. We also love our football; being the home of Louisiana State University and one of the country’s largest HBCU’s, Southern University, and of course The New Orleans Saints. The school district student population is composed of 70% African Americans, 11.8% Hispanic/Latino, 11.4 White. The poverty rate of the student body is listed as 75%. Although improving, the students’ reading proficiency is recorded at 34% and math proficiency at 22% along with a graduation rate of 74%.

Kars4Kids: When and why was Volunteers In Public Schools founded? How many children do you serve each year?

Judy Bethly: VIPS was established as an independent nonprofit in 1981 following court-ordered busing, a mandate and plan handed down from the federal courts to desegregate the school district. Many white families opted out of the busing plan and chose other options for their children. This left the school district with a decreased student population, declining public support, and deplete of resources. VIPS believes the entire community is responsible for the educational development of every child. Our mission is to foster student success and build support for public education. We facilitate and encourage community involvement in public schools by recruiting, screening, and training school volunteers, and enlisting the involvement of community partners. Each school year, VIPS serves approximately 800 students through our EveryBody Reads, EveryOne Counts, and Partners In Education programs.

Kars4Kids: How many volunteers do you have on staff? What kind of commitment do they make? How are they matched with students?

Judy Bethly: VIPS employs four staff members; Executive Director, Volunteer and Community Partners Director, Program Manager, and Operations Manager. Our board involves 24 unpaid directors from diverse professional backgrounds who commit to serve one three-year term.

Kars4Kids: Volunteers In Public Schools appears to offer two main programs. Can you give us an overview of your reading program?

Judy Bethly: EveryBody Reads pairs recommended pre-k through second-grade students with volunteer tutors called Reading Friends. Reading Friends commit to one year of service and are required to meet with their student each week for 30-45 minutes. Prior to the start of their service, Reading Friends attend a mandatory training and must pass a background check. During the tutoring sessions, Reading Friends engage students through shared reading and cover the fundamentals of reading; fluency, sight words, phonics, and comprehension. Volunteers have access to our Reading Bins housed at the schools that facilitate the program. The Bins contain books on various reading levels that feature diverse characters to allow students to see themselves in the books that they read as well as flash cards, white boards, activity sheets, crayons, and textile manipulatives such as playdoh and foam letters. Each week, our Reading Friends are emailed reading guides with helpful reading strategies and book recommendations. Reading Friends are also encouraged to attend our follow-up trainings called Connect meetings. At the Connect meetings, which are often led by directors from the school district’s literacy department, volunteers learn new approaches to help their students that align with classroom instruction.

Kars4Kids: What about your math program? How does that work?

Judy Bethly: EveryOne Counts works the same as EveryBody Reads; however, we accept recommendations from kindergarten through third-grade teachers and we work on basic numeracy skills such as number placement, addition, subtraction, and measurement. Again, Math Friends take advantage of our Math Bins, along with guidance offered by the school district’s math coaches, and weekly lessons that correlate with classroom instruction.

Kars4Kids: The volunteers work with the children inside their schools, right? How many schools participate in your programs? What kind of feedback do you get from the teachers?

Judy Bethly: This year, we have 25 schools participating in EveryBody Reads and EveryOne Counts. Reading and Math Friend volunteers visit their paired students at the schools during the times suggested by their teachers. Our seasoned teachers recognize the benefits provided by our one-on-one tutoring; in fact, our recommendations of 1,000 students far exceed the number of available volunteers of 500. Following are direct quotes submitted by our teachers from our end-of-the-year survey.

• In previous years, my students not only improved on their reading or math scores, but they also really enjoyed the one on one time with a caring adult who was there to help them.
• Reading Levels increased at least 5 to 8 levels.
• My students gained confidence in reading. Many of my students that I recommended for a reading friend are ELL. Their ability to hold conversations in English improved so much!
• Students who have reading and math friends are more socially successful and are academically confident.
• My students who worked with a reading or math friend have all grown socially and academically due to their buddies.
• Confidence in reading, self-esteem improvements, and increase in vocabulary because of more one on one time with an adult.
• My students who worked with a Reading Friend have become very excited about their reading. They are enjoying reading and always excited to see their Reading Friend at school.
• My students worked in a small reading group with a VIPS volunteer. This helped my students tremendously with their sight word and letter fluency, print concepts, and communication skills.

Kars4Kids: How do you know if you’re on the right track—are there metrics that show your impact on the children?

Judy Bethly: Yes, we use the beginning and end-of-year DIBELS assessment to review the progress made by those students paired with Reading and Math Friends. We compare those results with those recommended but not paired. The students who receive between 15-20 visits by a VIPS volunteer, improve on the test by 14%.

Kars4Kids: You offer a lot of useful resources to your volunteers for use in their learning sessions with the children. Were the resources developed by an educator? How often are they updated?

Judy Bethly: Along with advisement from the Math and Literacy Departments of the school district, our board’s program committee is comprised mostly of educators and professors from LSU and Southern University. Each year, the committee members examine the resources we offer to our Reading and Math Friends in order to make revisions. Currently, we are updating our website and removing the volunteer resources. We are transiting to Give Pulse, a new volunteer platform which allows us to more easily update our materials.

Kars4Kids: Can you tell us about one or two of your volunteers and their successes?

Judy Bethly: Anna Grace Hansen is a pre-med major at LSU, who despite her hectic school schedule felt a void in her life. She knew she wanted to participate in a meaningful project that allowed her to serve her community. One day while walking to class, she met a friend who mentioned she was on her way to read to a student at a nearby public school. This was Anna Grace’s “aha” moment. She felt this was the perfect opportunity she had been seeking. After her first year volunteering as a Reading Friend, she knew she wanted to return the following school year. She said, “Reading to my student is something I look forward to each week. I feel as if my schedule is always very busy but being with my student is a great way for me to slow down and reflect on the joys of life! My student truly brightens my week after each visit.”

This is the scenario for so many of our volunteers. Initially, they are somewhat skeptical about individually tutoring young students. However, once they begin their sessions, a bond develops and they complete the year and return for subsequent years. VIPS is proud of the academic progress our students make after being paired with a Reading/Math Friend but we are also proud of the friendships that occur over the course of a school year. We realize this connection of trust plays an important role in the success of our students. It is through consistent and committed service from concerned community partners that allow our students to fulfill their true purposes in life.

Kars4Kids: What’s next for Volunteers In Public Schools?

Judy Bethly: Volunteers In Public Schools is looking toward the future with the following:

• Updated website
• New volunteer /platform that allows for better communication with volunteers and for them to easily report their visits
• Take The Lead –A VIPS program that offers leadership training for high school students

Camp Cranium is a summer camp for children with brain injuries. In many cases, the injuries occur after the child is already in their school years. Brain injuries rob these children of not just the life they once had, but their very faculties. For children with brain injuries then, summer camp can be an invaluable experience, for challenging their own perceptions of what they can do, and for giving them a sense of community.

We always want to know more about and share the good work of our small grant recipients. This time was no exception; but this interview with Camp Cranium Executive Director and Founder Alexis (Lexi) Campbell, we found particularly moving. We hope you will, too. Because we believe this important initiative for children with brain injuries deserves wide recognition:

Kars4Kids: When was Camp Cranium founded and why? How did it get its name? Why is the camp located in Millvale?

Lexi Campbell: Camp Cranium was founded in 2008. I had been volunteering at other medical camps at Camp Victory, a medical camp facility in Millville, PA, since high school and saw the immense impact it had on kids with special needs. At the time, I was working at the Children’s Hospital of Philadelphia on the Rehab unit and was hoping to refer my brain-injured patients to a similar medical camp. As I researched, I found that none existed in the US for brain injury. After encouragement from some of my camp friends, I began the process of starting Camp Cranium. We named it Camp Cranium because each of the camps at Victory had a name related to their cause, and we loved the ring that Camp Cranium had. Camp Victory was the obvious choice for our location for camp to be held. It’s a fantastic facility that is equipped for children and adults with medical needs. They even have a 35-foot adaptive climbing wall!

Kars4Kids: Can you tell us something about the demographic of the kids you serve? What are their ages? Are all the campers from the Philadelphia area? You have transportation from there, but Pittsburgh is closer.

Lexi Campbell: Our campers come from across the country. The last two years we even hosted campers from California! When we initially started camp, our whole group was from the Children’s Hospital of Philadelphia (CHOP), and we recruited campers from there primarily. But over the past 16 years, camp has grown to serve kids from all over. Our campers range in age from 6-21 years old. Campers who are receiving special education services in school can stay until they graduate (21 years old).

Camp Victory is only about 2.5hrs from Philadelphia, so we have been blessed with the opportunity to provide transportation from CHOP. Since moving to Pittsburgh in 2010, I’ve been working to spread the word to the Children’s Hospital of Pittsburgh (CHP) and other related facilities in hopes to build our Pittsburgh camper group and eventually provide a bus from CHP as well.

Kars4Kids: Would you define for us the terms “acquired brain injury/traumatic brain injury?” What percentage of the children are verbal?

Lexi Campbell: Acquired brain injury encompasses all types of brain injuries (stroke; brain tumors that result in a brain injury; anoxia; epilepsy that causes a brain injury after repeated seizures; and traumatic brain injury). Traumatic brain injury is when there is an impact to the head that causes brain damage. Many times, this occurs from car accidents, being struck by a vehicle, sports impacts, and falls. So, we use the term acquired brain injury to cover all injuries that have occurred after birth.

Most of our campers are verbal and able to communicate well when you take the time to listen. Others use communication devices to communicate their needs and express themselves. Allowing space for them to process what you have asked and time for them to respond is a skill that you quickly learn as a person interacting with a brain-injured individual that has had their speech and processing time impacted from their brain injury. Many of our campers have written beautiful poetry, songs, and given speeches that bring us all to tears.

Kars4Kids: Presumably, your campers function on different levels? How does this affect your planning and programming? What does it take to accommodate them all at Camp Cranium?

Lexi Campbell: We always like to say that no two brain injuries are alike. But this is what makes brain injury so incredible and so personal. It takes time to get to know the individual. We allow for many variations of an activity to occur simultaneously and know that our number one skill set at camp is flexibility. We work creatively to meet the specific needs of each of our campers. And, we have an incredible team of professionals that understand brain injury and strive to empower each camper in their own unique way.

Kars4Kids: Can you describe for us your summer program? What kind of activities do you offer?

Lexi Campbell: Camp Cranium’s weeklong summer camp is the best week of the year! We provide our campers with a regular camping experience, adapted to meet our campers where they are, physically, mentally, and emotionally. We offer, art, music, fishing, cooking, photography, climbing, zip-lining, paddleboats, and dancing as daily rotations. We provide all-camp activities such as game night, campfires with s’mores, relay races, talent show, and a dance on the final night. Our campers get to go swimming each day and hang out at the cabins as they laugh and form deep bonding friendships with each other and their counselors.

Kars4Kids: You added a ski retreat in 2018. Would you tell us a bit about it?

Lexi Campbell: Our Teen Adaptive Ski Trip is held one weekend in February each year. For two days, we host our teen campers at Jack Frost. The Adaptive Ski Team at Jack Frost is amazing! They give individual lessons to our campers using adaptive ski equipment for a wide range of physical abilities. We provide food and fun and the teens get a chance to hang out with their camp friends in the winter. Many campers loved to ski prior to their brain injury, and this program has helped them return to their passion.

Kars4Kids: What is the importance of Camp Cranium to caregivers of children who attend camp?

Lexi Campbell: Caregivers are given the difficult job of being their child’s person day in and day out with no breaks. It’s not easy to hire a babysitter for a night out. These parents are constantly caring for their child’s needs and desire and deserve a break. The week of camp allows them to have that respite and know that their child is well taken care of and loved by the huge volunteer staff of camp.

Kars4Kids: What are the benefits of camp for children with brain injuries?

Lexi Campbell: One of the biggest gains we have witnessed from our experiences at camp is a camper’s progress towards independence and confidence. Since their brain injury, most have been completely dependent on others. This goes against everything we desire as growing human beings. We desire independence and freedom. The week of camp challenges our campers to push those boundaries and overcome fears to show that they can do so much more than they even realized. We empower our campers to understand how truly unique and beautiful they are as they are now, post brain injury, and to know they are not alone in their journey.

Kars4Kids: Are most of your staff, volunteers? How do you find them? What is the ratio of counselors to campers?

Lexi Campbell: All of our staff and counselors are volunteers. We rely on word of mouth from previous volunteers and staff. We also reach out to college programs to recruit counselors. Many counselors are medical students, PT, OT, SLP, and nursing students. We are also so lucky to have incredible professionals take a week of their vacation time to come and volunteer. We could not have camp without the immense support of these individuals who selflessly volunteer their time.

Kars4Kids: What’s next for Camp Cranium?

Lexi Campbell: Well, we have big dreams, and I am working hard with our team to accomplish them. Our goal is to further support individuals and families impacted by brain injury. We are expanding our online presence to provide resources and education on brain injury topics related to school and transitioning to adulthood. We would love to expand to have a young adult retreat that focuses on that transition, which can be so difficult for so many of our campers when they age out of the school system. But even with all those big dreams, we remain focused on our original mission, empowering children with brain injuries.

Bisbee Science Exploration & Research Center is bringing hands-on, bilingual science education to children on either side of the U.S. border with Mexico. This is important because these students are probably not getting enough science in the classroom. Budget constraints plus the necessity to cover the standard curriculum, leave little time and money left for science in school. When students are bilingual, the issue of not enough science in the classroom is compounded by language difficulties.

Aside from giving children a broader understanding of science through experiential learning, BSERC also supports professional development for teachers. This support no doubt facilitates science education in the classroom. Add to these BSERC offerings STEAM research for the purpose of strengthening economic and educational prospects for the Bisbee community and you begin to get a taste of impact of this nonprofit, our latest small grant recipient.

We put some questions to Bisbee Science Exploration & Research Center COO Thea Van Gorp to learn more about this work:

Kars4Kids: BSERC operates in rural borderland communities. How large a territory is this? What can you tell us something about the demographic you serve?

Thea Van Gorp: We serve a HUGE area of southeastern Arizona. Our Bisbee Science Lab programs take place in Bisbee, about 3 miles away from the US/Mexico Border with a population of about 5,000. Our Sky Island STEAM Express travels all around Cochise County, which is larger than Rhode Island, Delaware, and Connecticut combined. We visit larger schools, like in Sierra Vista, and small towns like Bowie where their entire K-12 school has about 60 students. The demographic we serve is diverse. Many students in Bisbee and other nearby communities cross the border from Mexico daily to attend school, families live on both sides, and our communities and economies are incredibly intertwined and interdependent. As a nonprofit organization, we are able to provide programs bilingually which is particularly important in a state that prohibits teachers from using Spanish in the classroom. We strive to recognize our binational connections and find ways to creatively honor this. We are so grateful for the communities that we are able to serve and rely on their input regularly to ensure that our programs are filling gaps in STEM education in rural areas.

Kars4Kids: How did BSERC get started?

Thea Van Gorp: In 2017, the City of Bisbee, Freeport McMoRan (FMI), M. Greene Planning & Resource Development, Rural Activation and Innovation Network (RAIN), and University of Arizona South’s Education Department collaborated to explore the potential of establishing a nonprofit science exploration and research center. This center would serve multiple purposes, including boosting tourism, offering hands-on science education for students, supporting teacher professional development, and advancing STEAM research to enhance Bisbee’s economic and educational prospects. With USDA funding, financial support from FMI, APS, RAIN, and volunteer assistance from various partners, a feasibility study was conducted, affirming the project’s viability. Subsequently, in October 2018, a storefront pop-up science center called the Bisbee Science Lab opened, operating as part of the design phase for a permanent Science Center that would later be located in two classrooms of a decommissioned middle school. Since then, we have grown significantly and have three main departments of the organization; the Bisbee Science Lab, the Sky Island STEAM Express Mobile Lab, and the Backyard Project.

Kars4Kids: BSERC calls itself “an experiment in progress.” Can you explain what this means?

Thea Van Gorp: BSERC’s characterization as an “experiment in progress” embodies our organizational philosophy of embracing change and innovation in order to best serve our community. It signifies our commitment to adaptability, where we willingly evolve our strategies and approaches to match the varying needs of the communities we serve. We view each endeavor as an opportunity for learning and improvement, emphasizing transparency in our results, successes, and challenges. By positioning ourselves as an experiment, we have the institutional flexibility to try new things, learn from both failures and successes and continue adapting in order to grow. We all identify with this sentiment individually, but also as an organization that was truly born of a grand experiment.

Kars4Kids: Tell us about your Bisbee Science Lab. The programs at the lab are said to be “for all ages.” Are all of the programs there for all ages—which leads to the question: when should a parent begin teaching children about science, and what can very young children learn about and explore in this context?

Thea Van Gorp: The Bisbee Science Lab is designed to be inclusive and accessible to individuals of all ages. While not all our programs are suitable for very young children, we firmly believe that it’s never too early to start exposing children to the wonders of science. We don’t prescribe when parents should begin teaching science, as it varies for each family, but we see science in everything we do, and there are always opportunities for age-appropriate STEAM learning. Even very young children can engage in basic scientific exploration through hands-on activities that stimulate their curiosity, such as simple experiments with water and colors, observing nature, or exploring basic physics concepts through play. Our lab is here to provide resources and guidance to parents and caregivers interested in fostering a lifelong love for science in their children, tailoring experiences to their developmental stages and interests.

Kars4Kids: Talk to us about your mobile lab. How many schools does it serve and what does it offer students? Why is it needed if you have a physical center—the aforementioned Bisbee Science Lab?

Thea Van Gorp: Our Sky Island STEAM Express mobile lab is a critical extension of our educational outreach efforts. It serves over 25 schools throughout Cochise County, engaging with more than 5000 students annually. This mobile lab fills a crucial need by offering hands-on learning experiences for students in schools that often face financial constraints and find it challenging to afford field trip fees. Furthermore, it serves as a platform for high school volunteers to take on leadership roles, enhancing their own STEM skills while inspiring younger learners. One of its unique strengths is the ability to provide locally relevant STEM content in engaging ways, and importantly, it offers bilingual content, catering to schools with many English Language Learners and teachers’ constraints on using Spanish in the classroom. This mobility is vital as it allows us to meet students where they are, ensuring quality STEM experiences regardless of their ability to travel to the Bisbee Science Lab.

Kars4Kids: Can you give us an overview of your Backyard Project?

Thea Van Gorp: Absolutely, at the heart of the Backyard Project is our unwavering commitment to community co-creation. This initiative is a result of a deeply collaborative effort between the Bisbee Science Lab, the Bisbee Unified School District, Copper Queen Library, and the vibrant local community to renovate 8 acres at a decommissioned middle school in the San Jose area of Bisbee. Our primary aim is to ensure that the project reflects the diverse ideas, needs, and aspirations of the community. We’ve engaged the community extensively through surveys, community events, and school visits, which have provided valuable insights. We’ve distilled this input into four core themes: Environment, Education, Engagement, and Exercise (the 4 Es). These themes guide every aspect of the project. Furthermore, the establishment of five STEAM field stations, focusing on crucial topics like Agrivoltaics, Water, Food, Shelter, and Renewable Energy, is a testament to our commitment to community involvement in solving local environmental challenges. These stations will serve as hubs for ongoing research projects, offering community members the opportunity to actively participate in shaping the project’s direction. In essence, the Backyard Project is not just about creating a learning ecosystem; it’s about creating a learning ecosystem that truly belongs to and reflects the aspirations of the Bisbee community.

Kars4Kids: Beginning in 1993, some began inserting an “A” into STEM to include art. BSERC, for example, includes the “A.” Why is art a necessary addition to the science, technology, engineering, and math components of STEM?

Thea Van Gorp: The addition of “A” to STEM, creating the acronym STEAM recognizes the essential role of art in fostering a holistic approach to education and innovation. While Art and STEM are intertwined in many ways, including Art explicitly brings a vital creative and imaginative dimension to STEM disciplines. It encourages students to think critically, solve problems innovatively, and communicate their ideas effectively. The integration of art into STEM not only promotes a well-rounded education but also reflects the real-world interdisciplinary nature of many modern careers. In fields like design, landscape architecture, and even scientific visualization, art plays a pivotal role. By incorporating art, we empower students to approach STEM subjects with creativity and enthusiasm, helping them to develop into well-rounded, adaptable, and innovative thinkers capable of addressing complex challenges in today’s world.

Kars4Kids: Many of your programs rely on volunteers. How many volunteers do you have working with you, and in what capacity?

Thea Van Gorp: At BSERC, we are fortunate to have a dedicated team of volunteers who contribute their time and expertise in various capacities. Our volunteers play a crucial role in supporting our initiatives. They assist us with a wide range of tasks, from technology support and program development to the actual implementation of our programs. Specifically, for our Mobile Lab, we collaborate with high school volunteers from each school we serve, and they help facilitate the different hands-on activities and learning experiences. We are immensely grateful for the commitment and passion our volunteers bring to our organization, as their contributions are instrumental in helping us achieve our mission of promoting STEM education and exploration.

Kars4Kids: The pandemic hit fairly soon after BSERC was up and running. How did COVID-19 affect your operations? Did COVID reduce the number of children you were able to serve? How many children do you typically serve during the course of the year?

Thea Van Gorp: The COVID-19 pandemic indeed posed significant challenges for BSERC’s operations shortly after our launch. It had a substantial impact on our ability to serve children in the traditional manner. Initially, it nearly shut down our in-person programs, but we swiftly adapted by transitioning to virtual platforms to provide engaging online content for students. We also opened our outdoor pavilion to support students who required access to Wi-Fi or computers for remote learning. While the pandemic did disrupt our usual in-person programs, we used this time constructively to renovate and enhance the Bisbee Science Lab. These renovations have transformed it into a vibrant and exciting space for scientific exploration and education. Despite the challenges posed by COVID-19, we remained committed to our mission of providing quality STEM education and continued to find innovative ways to engage with and inspire young learners during these challenging times. Our number of students served during the pandemic was low, but it continues to grow and we serve close to 6,000 students each year now.

Kars4Kids: What’s next for the Bisbee Science Exploration & Research Center?

Thea Van Gorp: The future holds exciting developments for the Bisbee Science Exploration & Research Center. We are committed to strengthening our existing programs, ensuring they remain dynamic and impactful for our community. Building internal sustainability is a priority, allowing us to better serve our mission over the long term. One of our key initiatives is the Backyard Project, which will bring innovative STEM experiences even closer to our local community. We will maintain our status as an “experiment in progress,” driven by data and evidence-based practices, to continuously improve and adapt to the evolving needs of our community. The journey ahead is one of growth, innovation, and a steadfast dedication to fostering a love for science and exploration in our community.

Her Idea believes in the power of young women to do important work before they ever step foot on a college campus. Young women, like all young people, often have brilliant, out-of-the-box ideas, but never do anything to realize them. What they need, according to Her Idea, is the kind of mentorship that can help them bring those creative ideas to fruition.

Bukareva calls her brand of mentorship, as embodied by Her Idea, “transformative.” The descriptor is absolutely apt. Since achieving nonprofit state in 2021, Her Idea has awakened the entrepreneurial spirits of hundreds of young women, guiding and spurring them on to realize their most passionate ideas. The tangible, even remarkable results of this Kars4Kids small grant recipient, suggest that more such mentoring is needed to build a can-do attitude in the young women of today for a brighter tomorrow.

We put some questions to Her Idea Executive Director Anna Bukareva, to learn more about this work:

Kars4Kids: Tell us about the young women you serve. What’s your demographic?

Anna Bukareva: Her Idea’s signature program, the Dare to Dream Fellowship, is dedicated to serving and empowering young women ages 14 to 19 within the San Francisco Bay Area. Our program is designed to support a diverse demographic that reflects the vibrant socio-economic landscape of SFUSD public school youth.

Kars4Kids: When was Her Idea founded and why?

Anna Bukareva: Her Idea was inspired when I began mentoring students on a small scale for their senior capstone projects at School of the Arts in San Francisco in 2018. I discovered right away the need for mentoring. This echoed my own experience a little over 10 years earlier, as a graduating senior, how helpful mentoring would have been to validate my ideas and show me how to “start now” even as I was beginning college. Following many conversations with friends and colleagues, I realized how widespread the need was and how impactful it could be. Even just a few conversations with a young woman can help her see a direction forward and make her feel engaged and powerful around her idea or dream. We achieved our nonprofit status in April 2021 and launched our pilot fellowship program in the fall of the same year. We landed our first high school partnership in our second year and continue to expand our partnerships and our reach, with the goal of inspiring young women to navigate their paths confidently, nurturing their interests and entrepreneurial spirit. Our mission is to provide transformative mentorship, guiding them to become impactful next-generation leaders.

Kars4Kids: How many young women have participated in your programs?

Anna Bukareva: We accept up to 10 young women in our Dare to Dream Fellowship each year and hope to increase that capacity in the upcoming years. In our high school partnerships, we have mentored over 600 students thus far.

Kars4Kids: Her Idea is a mentorship program. Are the mentors, volunteers? How many mentors do you have and what is the ratio of mentors to mentees?

Anna Bukareva: Our mentors work 1:1 with students in our fellowship program and they are all volunteers. We have a pool of mentors available depending on program needs each year in various careers and professions. At this time, we have over 100 volunteer mentors in our network.

Her Idea’s mentors provide expertise, encouragement, and accountability. The program nurtures the participants’ project management, communication, and leadership skills, empowering them to not only pursue their passions but also execute them effectively. By combining mentorship, funding support, and community engagement, Her Idea offers young women the tools and guidance to turn their ideas into impactful real-world projects.

Kars4Kids: The Her Idea mentoring program allows young women to “pursue an idea or passion as a real world project.” How does this work?

Anna Bukareva: The process begins by submitting an application describing an idea for a real world project. Once accepted, they’re paired with a mentor and begin developing a project proposal. The program kicks off with a Pitch Event, where they present their concepts to the public. From there, the fellows collaborate with their mentors to craft project timelines, secure funding, and bring their ideas to life. The journey culminates in a grand gala attended by business and education community leaders, where the young women showcase their final products, and share their journey, learnings, and achievements.

Kars4Kids: What are some of the projects that Her Idea participants have carried out?

Anna Bukareva: Here are descriptions and web links to a bunch of great projects from past students which all began while they were still in high school:

Big Leap Collective by Ellie
Ellie created her Bay Area-based 501c3 nonprofit offering opportunities for greater diversity, and accessibility in live events and music education through community-focused shows, immersive events, encouraging collaboration in the Bay Area and beyond! Ellie also plays in the cabaret psych-punk band, Grooblen. Since Big Leap Collective’s inception in fall 2019, it has grown to support artists from across the world and reach thousands of people through in-person and online events.

Youth Bike America by Dasha
Senior year of high school during the pandemic, Dasha helped organize a youth bike trip across America promoting the use of alternative transportation. After garnering national attention from this trip, she started a youth led bike organization that helps promote climate justice by bike riding. Her organization encourages anyone to come ride with them once a month to rethink how we all use transportation!

Medical First Aid For Youth by Karen
Karen started a nonprofit teaching first aid skills to middle school and high school students of Excelsior SF. Since starting the program 2 years ago, her program has been awarded over $17,000 in grants by the YMCA’s Youth Empowerment Fund (YEF) to support this program. She expanded her program to provide certifications to graduates and continues to hold 3 program sessions per year.

Youth Led Recording Studio by Lex
Lex imagined a space where youth could come and safely express themselves, a space where every voice is heard, a space where she belonged. Lex was awarded a $10,000 grant by YEF to build a music production studio at her arts-focused high school, to provide interested students the opportunity to learn audio engineering and to record original music. She spent the spring semester of her senior year designing the curriculum of an audio engineering program, building a music production studio from scratch, and teaching her peers how to master, mix, and record in the newly designed studio.

Danceable by Lily
Lily created a program called Danceable, a dance program for neurodivergent & physically disabled youth. As someone who feels passionate about dance and art education, her goal is to make dance programs more accessible for disabled middle school and high school students in San Francisco. She was awarded a $5,000 grant by YEF to build her dream program. Since then, she’s designed and organized a successful and accessible dance program which held their first showcase at School of the Arts in SF. She currently attends UC Berkeley studying Chemistry.

Project Smile SF by Meagan
As a junior in high school, Meagan founded Project Smile SF, a 501c3 non-profit organization with a mission to enhance oral health, particularly among underprivileged communities. Project Smile SF collaborates with dental clinics and community centers to extend its reach to individuals in these underserved communities. They recently received a $3,500 grant from YFYI, $2,500 grant from YEF and $5,000 grant from BLING to support their mission and provide both oral care products and education to the community. With a focus on creating engaging educational resources and integrated community events, Project Smile SF aims to increase awareness around the significance of maintaining proper oral hygiene. Ultimately, the organization aspires to expand beyond San Francisco and into other countries, with a shared community effort to enhance and preserve oral health for all.

Peertraits by Maile
Maile launched Peertraits her senior year of high school – a free service providing senior portraits for low income students who cannot otherwise afford their portraits. In February 2023, she was awarded a $1,000 grant from FOSOTA and a $2,500 grant from YEF to build her program, and since then has successfully completed the first year of the program at her high school and has plans to expand across more high schools in San Francisco each year. Maile will be attending Harvard University studying Business Administration.

Musiconnect by Mayu
Mayu established a nonprofit organization called Musiconnect. Through this program, SFUSD students are offered access to affordable private music lessons taught by experienced music students. Currently, Musiconnect already has over 35 mentors and has enrolled over 100 students in the program. They recently were awarded their 501c3 nonprofit status! She currently attends UC Davis studying Managerial Economics.

Artistic Aspirations by Claire and Ginny
Claire and Ginny founded a community program called Artistic Aspirations. Their mission is to provide elementary and middle school children with opportunities to explore their creativity through artistic workshops. The program offers resources for low-income youth who wish to pursue a specific art form, including mentoring to guide them through the creative process. They launched their program at a public middle school in SF with over 100 students and 10 artist mentors. The program was awarded a $5,000 grant by the YMCA’s Youth Empowerment Fund in February and plans to partner with more San Francisco schools in need of art programs. In the Fall, Claire will attend Northeastern University majoring in Criminal Justice and Sociology while Ginny will enter her junior year of high school.

Care Kits for Kids by Mana
Mana created Care Kits for Kids, a program that partners with hospitals to provide care packages to pediatric patients and the families of patients. Through this service, Mana aims to improve the hospital experience for young patients and lift the spirits of their loved ones. Her efforts have already earned her a grant, a successful fundraising campaign, a partnership with Stanford’s Children Hospital, and the donation of hundreds of care kits to families in need. She will be attending Pitzer College studying Molecular Biology.

Kars4Kids: You also have a college and career readiness program. Can you give us an overview of this program?

Anna Bukareva: Absolutely, our college and career support is an integral part of our overall mentoring approach within the Fellowship program. This program is designed to equip young women with the essential skills and knowledge they need to confidently navigate both their academic journeys and future career paths.

We offer a series of interactive workshops that include: Resume Building; Networking and Job Hunting; LinkedIn review; Interview Preparation; Financial Literacy and Budgeting; Exploration of Careers.

Kars4Kids: Her Idea has an internship program for high school and university students. How does it work?

Anna Bukareva: Her Idea offers an impactful internship program tailored to high school and university students. Our internship program not only provides a valuable foot in the door of professional experiences but also creates an opportunity for them to contribute as project mentors themselves. Interns are offered the chance to immerse themselves in various aspects of our organization’s operations. First, they are assigned to different teams within the organization, aligning with their interests, skills, and career aspirations. For example, interns on our grants team delve into the world of grant research and proposal writing. They learn how to identify funding opportunities; conduct thorough research; and articulate our organization’s mission and impact effectively. While interns on our marketing team contribute to our organization’s visibility and outreach efforts, they engage in tasks such as social media management, content creation, and campaign development. The commitment is year round 4 hours/week. Since most of our teams operate remotely at this time (except for our events team), our interns are located all over the world.

Kars4Kids: Her Idea has so far held two pitch events. What happens at a pitch event and what do participants get out of the experience?

Anna Bukareva: In the past 2 years since we’ve started, Her Idea has successfully hosted two pitch events and two galas, which are integral components of our program. Our pitch event is a pivotal moment in the program where each fellow has the opportunity to present their unique idea to a diverse audience that includes the community, parents, educators, and peers. During the pitch event, they take the stage to showcase their project idea for the first time. They outline their concept, goals, the impact they aim to achieve, and any funding or mentoring needs. This presentation is not only a chance for them to communicate their passion and dedication to their projects, but also serve as networking opportunities to connect with community members and generate support needed to get their project idea off the ground.

The pinnacle of the program year is the gala event. This event marks the culmination of the journey each young woman undertook throughout the program. At the gala, fellows take the stage once again, this time to present their final accomplishments. They showcase what they have achieved over the course of the year, demonstrating not only growth of their project but growth in themselves as well.

Both the pitch event and the gala empower these young women with a sense of confidence and encourage them to continue pursuing their passions. It truly is a transformative experience where they not only learn to present their ideas but also gain the skills and support they need to thrive as confident, empowered, and accomplished individuals.

Kars4Kids: What’s next for Her Idea?

Anna Bukareva: We have our biggest year yet with an anticipated 200 students in our high school partnership programs. Applications for our Fellowship program will open in October. Because of this growth, we are currently focused on expanding our program team. We are a completely volunteer run organization with a vision to be fully funded by 2025.

One of our key objectives is to extend our program to additional high schools across the Bay Area. We are also actively seeking corporate partnerships and sponsorships. This includes building connections with businesses, organizations, and industry leaders who share our vision of empowering young women and promoting the philosophy of “starting now” and not waiting until later to pursue your dreams. We invite guest speakers to share their story; field trip hosts to show us their workplace; concept advisors to expand our curriculum; and workshop hosts to host a special event for our fellows and community.

Happy Hollow Children’s Camp hosts children from low-income homes, and also those with medical challenges, including asthma. The camp is also a haven of outdoor learning for those lucky enough to visit with their school or organization. Unlike other summer camps, Happy Hollow Children’s Camp offers activities that are educational.

Summer camp is important for kids, but then, so is learning, especially in light of the phenomenon known as “summer slide.” The long summer vacation is a necessary break for children, but they forget what they’ve learned in the classroom that year. Staying in the learning headspace helps prevent learning loss. Happy Hollow Children’s Camp manages to keep kids in the learning zone and have fun, and this is what earned this amazing summer camp our small grant award.

We put some questions to Happy Hollow Children’s Camp Development Director Steffany Stoeffler, to learn more about the work of this special summer camp:

Kars4Kids: Can you tell us a bit about the history and founding of Happy Hollow Children’s Camp? How long has it been in operation?

Steffany Stoeffler: Happy Hollow Children’s Camp, for almost 73 years, has provided overnight camping activities at our 855-acre Brown County camp, with a major emphasis on children who are economically underprivileged or have a special medical need, including mild to severe asthma. Happy Hollow also provides outdoor education to groups from schools and other organizations.

Happy Hollow Children’s Camp is truly a transformative summer camp experience that invites children to embark on a journey of self-discovery, learning from nature, their peers, and compassionate adults. At camp, youth build lifelong skills, foster self-respect, manage emotions and trauma, and create cherished memories with new friends.

Kars4Kids: How many children have you served through the years?

Steffany Stoeffler: Since Happy Hollow’s founding in 1951, more than 40,000 children (about twice the seating capacity of Madison Square Garden) from Indianapolis and the surrounding counties have attended one of our camp weeklong programs.

Kars4Kids: Can you tell us something about the demographic of the children who attend Happy Hollow?

Steffany Stoeffler: Happy Hollow offers several weekly summer camp programs for children from Indianapolis and the surrounding counties. Our summer camp programs, which run from June to August, are available for children from low-income homes in Marion, Hendricks, Johnson, Hancock, Shelby, Boone, Hamilton, and Morgan counties in Indiana.

Our 2023 summer program served 305 children at camp, ages 6-15 years old. Of the 500 children attending camp, 72% of the children are minorities and 95% of our campers come from low-income households.

Kars4Kids: Your mission statement speaks of outdoor learning experiences. That’s a little unusual for a summer camp. What made Happy Hollow decide to make summer camp about learning, rather than simple recreation?

Steffany Stoeffler: With so many factors—both internal and external—affecting a child’s well-being, growing up can sometimes be a confusing, tumultuous time. With that in mind, we have created outdoor educational programs specifically to help teach youth how to make responsible choices and adopt healthy behaviors.

Our structured programs allow for safe environments and camp takes children out of the difficult situations they often face in their daily lives. This positive camp environment allows children to experience the outdoors and fosters an intentional space for them to learn and to grow. Campers are encouraged to adopt a healthy and fit lifestyle through the many activities and sports introduced to them at camp. Through their successful participation in new activities, campers gain self-confidence and knowledge that they can use to make positive decisions, overcome obstacles, and accomplish personal goals. These are skills they can take with them when they return to their communities and apply to their daily lives, long after summer camp is over.

Kars4Kids: What can you tell us about your Nature Center? What kind of activities take place there?

Steffany Stoeffler: The Nature Center is the gateway to introducing our campers to the natural world around them. It is a small building with several taxidermized animals, skulls, bones and books to learn from while at camp. It is a great starting point to learn about the natural world.  We are hoping that with the help of generous supporters like Kars4Kids we can continue to expand and make improvements to the Nature Center. Below are some examples of our Nature Center activities but these are not all of the activities:

Animal Adaptations – 1st – 12th grade

(1 – 3 hours) Form a hypothesis as to how different wildlife species survive by observing their habitats, tracks and signs. Determine how limiting factors affect wildlife populations. Observe and identify different wildlife adaptations and the functions of those adaptations.

Animal Night Experience – 1st – 12th grade

(1.5 hours) Students explore the natural world at night by participating in activities on a night hike. Familiarize students with different nocturnal animals and identify adaptations they have to help them survive. By learning the biology of some nocturnal animals, students will have a better understanding of those animals, relieving fear and conquering some myths. Students will discuss population curves/cycles to see how limiting factors affect an ecosystem.

Aquatic Life – 1st – 12th grade

(1 – 3 hours) Explore the aquatic areas of camp and learn about the niches they occupy. Examine characteristics and adaptations of aquatic life specimens. Utilize research and resources to obtain information about aquatic life specimens and habitat (i.e. identification, common habitat, life cycle, water quality, etc.).

Astronomy – 1st – 12th grade

(1 – 2 hours) Learn about the nature of stars and become familiar with the constellations and the different phases of the moon.

Dirt on Dirt – 1st – 12th grade

(1 – 2 hours) Explore and examine a soil habitat. Identify the various factors that affect soil health and erosion.

Forest Ecosystem – 1st – 12th grade

(1 – 2 hours) Define the terms herbivore, omnivore, and carnivore. Define the terms producer, consumer, and decomposer. Identify how energy flows through an ecosystem from the sun to plants to animals and back into the soil. Name at least two strategies animals use to survive.

Geology – 1st – 12th grade

(1 – 3 hours) Name and show examples of the three main classifications of rock: igneous, metamorphic, and sedimentary. Explore various ways that the surface of the Earth changes due to water, wind, glaciers, sedimentation, and tectonic plate theory (earthquakes and fault lines). Demonstrate and/or explain the “rock cycle”.

Invasive Species – 1st – 12th grade

(1 hour) Students will learn what invasive species are, why they are problematic, and how to prevent their spread.

Nature Journaling – 1st – 12th grade

(1 hour) Experience how journaling outdoors can improve observational skills and allow students to practice creative and technical writing several times throughout their stay.

Sensory Night Experience – 1st – 12th grade

(1.5 hours) Encourage students to use all of their senses more fully. Since our eyesight is rendered less effective, the other senses almost naturally attempt to compensate for this loss. Students experience the natural world at night. Relieve a child’s fear of the outdoors at night and create a comfortable atmosphere for the student.

Trees – 1st – 12th grade

(1 – 3 hours) Students will explore the parts and functions of trees. Observe trees in their natural habitat and define characteristics that distinguish tree species. Use creative writing to describe trees.

Wings of the Woods – 1st – 12th grade

(1 – 3 hours) Identify different species by observing their field markings, feeding and other behaviors, and their habitat using binoculars and a field guide. Differentiate between woodland- and aquatic-oriented bird species by observing the adaptations of birds living in wooded and wetland environments. Form a hypothesis regarding a particular bird’s food preferences by observing the shape of its beak and foot.

Orienteering – 1st – 12th grade

(1 – 2 hours) Learn the parts of a compass and how to navigate using direction and distance. Follow basic orienteering courses.

Outdoor Living Skills – 1st – 12th grade

(1 – 2 hours) Learn basic issues surrounding survival in a wilderness situation · Learn basics of food, water, shelter, and warmth.

Skulls, Scat, and Tracks Hike – 1st – 12th grade

(1 hour) Explore the woods at camp and discover signs left by the animals who live in the forest ecosystem.

Kars4Kids: How much planning is required to accommodate the children’s medical needs in sporting activities? Are there certain sports that are more likely to be suited to a wider range of Happy Hollow campers? What are some popular sports at camp?

Steffany Stoeffler: The goal for asthma management is that all kids can do every activity we offer. With the improvement of medicines and tools to control asthma, our staff have little planning required to accommodate the children. However, we prioritize the safety of our campers, and medical staff must be at each activity area when children use it. Sports are an extremely popular activity at camp and there is a slew of them offered; basketball, kickball, Gaga ball, volleyball, soccer, Frisbee, tennis, and the list goes on.

Kars4Kids: What sort of special staff do you require for campers with asthma? Is it kind of a vacation for the staff, getting away from the city and all?

Steffany Stoeffler: For asthma camp, we add respiratory therapists who accompany the kids to all activities, administer their asthma medications (inhalers) and assess them using peak flow meters.  We have extra nurses to help with all the other medications and typical childhood stomach aches, bumps, and scrapped knees. We bring a pharmacist along to help organize all the medications.  We also have our medical director at camp for the weeklong program.

This is also an experience for both student respiratory therapists and pharmacists who volunteer to come to camp to gain experience with asthma.  The seasoned medical staff have all been coming for more than 10 years, some up to 38 years.  Many of them will take time off from their work to come to camp.  Many of their hospitals support this activity, which is great. The staff feel like they can give back to these kids, while being in a camp and enjoying the outdoors and utilizing their training in a unique way than their usual job.

We do plan an asthma education activity for the week of camp. The medical staff feel like it is now their camp family and look forward to coming every year.  A lot of them were college students when they first came to camp.  Many medical staff will also volunteer their time supporting Happy Hollow Camp in other ways than just asthma camp week, helping with check-in for other weeks of camp, participating in fundraising activities and camp clean-up programs. We are so grateful for these folks who volunteer their time to make our asthma program successful!

Kars4Kids: Can you describe for us your campground? How large an area does it occupy? What local flora and fauna might the campers encounter there? Is there a lake?

Steffany Stoeffler: We have 855 acres of land in Brown County to explore with a 16-acre lake where kids can fish, swim, kayak, and canoe. Much of our camp is sprawling with traditional native Indiana free growth forest with native Indiana plants. We have many native species of trees, flowers, plants, and animals. Campers can see many woodland animals including squirrels, chipmunks, foxes, deer, beavers, turkeys, many varieties of snake, skinks, skunks, possums, ground hogs, moles, owls, vultures, woodpecker, blue birds, bass, catfish, bluegill, spiders, mice, and a nest of Bald eagles along many others. A fun fact about our lake is that it is so clean that we have a family (we believe the only one in Indiana) of freshwater jellyfish living there!

Kars4Kids: Aside from the Nature Center activities, what other learning experiences does Happy Hollow Children’s Camp offer its campers?

Steffany Stoeffler: We have many other opportunities including archery, team building in our adventure challenge courses, hiking, arts and crafts, zip and zap line, horseback riding, basketball, 9-square, etc. Because we can host a 1:4 staff to kid ratio there is a lot of time for group interactions and activities in the small cabin groups. While living in a cabin group for the week, the campers work on peer-to-peer interaction, community building, negotiation, rule development, patience, and listening skills.

Kars4Kids: What’s next for Happy Hollow Children’s Camp?

Steffany Stoeffler: Happy Hollow is so excited for the future! We recently have undergone leadership changes and a bit of restructuring to support those improvements. In 73 years, Happy Hollow has had 4 Executive Directors, and Sara Noyed is our first female leader in that time. We are proud to still be in operation and grateful for the work this camp has been able to do in that time. However, we are in a prime space for new strategies that will allow us to refine processes and learn to operate in this new landscape. We know youth are experiencing unprecedented things and need to meet the challenges that face them today, giving them the tools to deal with adversity, trauma, and mental health struggles.

In 2023, Happy Hollow was granted an opportunity by MAPT Solutions to redefine that vision, mission, and overall operational strategy. We have spent the better part of this year determining exactly where we are headed next and cannot wait to share this with our partners, but we are not there just yet. So, stay tuned!

The Sydney Paige Foundation was founded by a mom who abandoned her corporate career when she saw school children who lacked the basic supplies they needed to do their schoolwork. As a mother herself, Courtney Brockmeyer’s heart ached to see kids who stood no chance of benefiting from their education. Instead of simply feeling sad about this state of affairs, Brockmeyer did something about it, and found a way to get backpacks and school supplies to the children who need them most.

We often hear educators and experts speak of the need for equity in education. The Sydney Paige Foundation goes beyond the words to actually do something to ensure that all children have what they need to succeed in school. Our small grant award means that many more kids will have a great start at getting ahead not only in the classroom, but in life itself.

We put some questions to Sydney Paige Foundation Business Development Director Sharon Girdlestone to learn more about this work:

Kars4Kids: Who are the students that benefit from the work of your foundation? What’s the demographic of the students you serve?

Sharon Girdlestone: We donate high-quality backpacks and school supplies to underserved kids nationwide. The demographic ranges depend on the city. For example, in Oakland, the demographics would be 40% black, 30% Hispanic, 25% Asian and 5% white.

Kars4Kids: Sydney Paige Foundation distributes “high-quality, kid-approved” backpacks. What do you include in these backpacks?

Sharon Girdlestone: Our backpacks include everything a child would need. Books, pens, markers, pencils, rulers, and etc.

Kars4Kids: How many backpacks have you distributed and how many students have benefited from your program since its founding in 2013?

Sharon Girdlestone: We have donated well over 1 million backpacks.

Kars4Kids: Why backpacks in particular? Can you describe the significance and impact of your backpack distribution program on the children? Who applies for backpacks on behalf of the students?

Sharon Girdlestone: Why backpacks? Our founder worked in the corporate world and got to see firsthand how some of the kids she met were suffering. Some were carrying plastic bags to school or trash bags, which broke her heart. Our company provides schools with events where children in need pick out their own backpack and toys. The kids are so happy and grateful to have a backpack—something that everyone else has. It makes their day.

The schools apply to us on behalf of the kids. We cannot always fund them, so your grant is extremely helpful. We also have corporate offices that come to us to try to help and through them we do corporate events and the backpacks go to their school or charity of choice.

Kars4Kids: How about teachers? Are there benefits for them, too? Can you talk about that, please?

Sharon Girdlestone: Yes there are benefits to the teachers. Teachers are often paying for supplies for kids in need, especially in low income areas. Devastating actually.

Kars4Kids: What about parents? How do they feel about your work, and why?

Sharon Girdlestone: Parents love Sydney Paige because we offer volunteer options for them and kids are permitted to join in.

Kars4Kids: How did your foundation come into being? How did it get its name?

Sharon Girdlestone: Sydney Paige is named after our founder’s children. Courtney Brockmeyer started Sydney Paige after her heart was broken seeing underserved kids not getting the resources needed to thrive in school.

Kars4Kids: It looks like you have more than one style of backpack you distribute and that each style has its own name. Can you talk about that, please?

Sharon Girdlestone: Some of our backpacks are named after Courtney’s favorite teachers. She also designs them.

Kars4Kids: Who fills and readies the backpacks for distribution? Do you have a paid staff for this purpose?

Sharon Girdlestone: We have hundreds of volunteers that come in to pack out the backpacks as well as the corporate pack-outs that we hold outside of our warehouse.

Kars4Kids: What’s next for the Sydney Paige Foundation?

Sharon Girdlestone: Sydney Paige is growing and we are excited for the coming year. We have so much support we did not have a couple of years ago. We are excited to help as many kids as we can, moving forward.

Next Generation Scholars (NGS) operates in a community where students are not receiving the education they should. NGS addresses this inequity by offering rigorous academic programs and firing up the kids about college. This is a serious response to a serious issue, and we are impressed with the results—enough so that we gave NGS a bit of a boost by way of our small grant program. We’re persuaded it will be put to good use.

We put some questions to Next Generation Scholars Executive Director Nghiem Bui, to learn more about this work:

Kars4Kids: Can you tell us something about your demographic? What are the ages of the children you work with and what are their backgrounds and qualifications for your program?

Nghiem Bui: Our students start as early as 6 years old, first graders, who join us for the summer for our “Little Scholars” program, and are capped at 5th grade. Once they become middle school students, they are eligible for our year-round program, which essentially serves as an additional school classroom – after their traditional school hours and on the weekends. The year-round academy program extends through senior year of high school, and converts into the College Scholars program, where we see them to and through college graduation and into their first jobs. Our students are 97% first-generation college-bound; that means at least one and primarily both parents have not completed college in the United States and they or their parents immigrated to the U.S. Given our community, the majority of our students identify as Latino/a or Hispanic, 85%, 9% identify as Black/African American, and 6% identify as Asian/Asian-American. We have a selective admissions process that requires students to provide a writing sample, they visit a class and we observe their interactions with their peers. Annually, we ask the families to submit tax returns and 100% of our students are considered “low-income” according to county guidelines.

Kars4Kids: What are some of the obstacles a first generation college student encounters?

Nghiem Bui: Marin residents share world-class geographic benefits while coexisting in one of California’s most economically and educationally disparate regions. Marin is home to six of the Bay Area’s ten most racially segregated municipalities. 97% of NGS’ 1000 students and family members are BIPOC, immigrants, and under-resourced. Forty-two schools and organizations partner with us to serve the unique needs of the county’s educational ecosystem.

The most pressing needs are capacity-building resources to meet growth demands, to ensure more equitable access to direct services and wellness, and more personalized pathways out of poverty. Being first-generation means navigating a community, a process that no one in their family has done before them. It means, in many cases, becoming their family’s most educated person by the time they finish middle school. Being first takes courage to navigate the unknown and the uncertainty alongside their peers who are born into highly-resourced circumstances – with educated parents and native English speakers at home. These are hidden advantages that reveal themselves in a variety of systemic ways, including but not limited to the public, private, and higher education systems.

Kars4Kids: Next Generation Scholars aims to “empower and equip first generation, under-resourced Marin County middle and high school students to succeed in college and beyond.” This suggests that it is a foregone conclusion that students as young as middle school age will be going to college. It’s understood that a student has to have a college mindset in order to actually get there. But how much does mindset matter to the ultimate goal?

Nghiem Bui: The mindset that college is indeed within our students’ reach is critical to our Scholars’ success. NGS works to counter the societal indicators that make them feel that higher education is solely reserved for the elites. By beginning at a young age, engaging the entire family, and having first gen college graduates as mentors and teachers helps them see that a college degree is not just possible, but probable, which elevates their mindset on what and who they can become.

Kars4Kids: What percentage of your student participants actually do go on to college? To what do you attribute these numbers?

Nghiem Bui: NGS surpasses all nationwide statistics. 100% of high school seniors are admitted to four-year universities and colleges, with the resources and financial aid required to attend; and, 95% of them graduate college within 5 years. This last statistic is noteworthy, given the national average for students of similar socio-economic backgrounds to NGS Scholars is 40%. We attribute this long and successful track record to our unique approach, which includes: longitudinal services, from 6th grade to beyond their college graduation day; wrap-around family support, including social services, parent leadership and education opportunities; a customized curriculum designed for our Scholars’ lived experiences; and a leadership program that instills a strong sense of community, while strengthening the likelihood of college acceptances and financial aid awards.

Kars4Kids: Can you give us an overview of your Academy academic year program curriculum? It looks as though not every student needs 1:1 tutoring. Do the others work in groups and if so, how many students per group? What indicates a need for special tutoring sessions?

Nghiem Bui: A deliberate and customized curriculum offers an interdisciplinary approach that addresses social justice issues and self-discovery, in addition to Scholars’ respective school curriculums. This added academic layer offers relatable material not available in their traditional school curriculum, helping them to find their voice, and their purpose in the world. It also requires more of their time, and adds more weekly homework, a testament to our Scholars’ desire and diligence.

NGS students are organized by cohorts aligned with their grade-levels, representing 27 local public and independent schools. Due to our longitudinal approach, they stay together from 6th grade through high school graduation, forging close bonds that last throughout their college years and beyond.

In general, Scholars are taught in their cohorts of 16 peers, with ongoing tailored and targeted academic and wellness assessments provided. When a Scholar requires extra support in a subject, due to falling grades or difficulty in mastering academic milestones, NGS provides individual tutoring services. When a Scholar exhibits signs of social/emotional stress, NGS provides assessments, and wellness services. Small group activities and study groups, full cohort classroom teaching, and individual support can all be found on any given day at the Scholar House.

Kars4Kids: What about your summer session? How does that work? Are the students generally okay about more learning even though school is over for the year? How do you make the summer program attractive to the participants?

Nghiem Bui: -Summer Academy provides a 5-week, full day experience that our Scholars look forward to every summer. A multidisciplinary curriculum, ranging from academic, enrichment, and physical activities, ensures learning, self-discovery, and fun. This Middle and High School program takes place at a local independent high school campus. Participation is voluntary, and we have a 65% rate of return each summer. Scholars surveyed report 88% “satisfied or highly satisfied” with the programs.

Kars4Kids: Talk to us about your Community Uplift program. What is it, and what are the ages of the participants? How does this program benefit the students and the community?

Nghiem Bui: “CUP,” as we call it, is an individualized rites of passage at NGS, a project that helps Scholars solve a problem in their community, while gaining leadership skills. Every Scholar is required to create and implement a project that has meaning to them, and helps to solve challenges in their community. Unlike a typical high school community service assignment, Scholars invest 5 semesters and 220 hours in the project of their choice. Examples of recent projects include “OutKast” – a student-led affinity space for young men in the Bay Area; and “Communication for Greatness” – one-page lesson plans supporting healthy parent-teen relationships.

Kars4Kids: Participants in Next Generation Scholars are called “Scholars” with a capital “s.” Why? Is there a pedagogical basis for this terminology and how it is written?

Nghiem Bui: This might take us back to your 3rd question, about instilling a college-bound mindset in our Scholars.

NGS is not a typical student-support program; it is not a homework drop-in club, or an after-school tutoring program. It is a successive, long term commitment on behalf of all Scholars and their family members. Referring to them as Scholars reinforces in them their need to reach beyond their comfort zone, while supporting the college-bound culture so critical to success on their pathway to and through college. Being a Scholar also reflects one of the organization’s values of curiosity and a “beginner’s mindset,” the lifelong process of learning and approaching life by asking questions.

Kars4Kids: Can you share a success story of a Scholar who has participated in your programs?

Nghiem Bui: The Alvarado family is a prime example of NGS’ generational contribution to the community. After the father’s deportation, the mother of three and small business owner looked to us for help. The community rallied the network to bring customers and resources to renew her salon license. The oldest daughter, Alba, earned her family’s first-ever college acceptance to Wesleyan and statewide recognition for her community uplift project. The second sibling, Adriana, just graduated and is interning with us to teach and build our educational learning platform. The youngest sibling, Junior, completed his second year in college and received interview preparation and summer employment from our College Scholars career support. Just this month, the entire family returned to Guatemala to see the father for the first time in almost ten years, where they celebrated Alba’s acceptance to Harvard’s School of Public Health. Equipping individuals and families to navigate and overcome their challenges is precisely our purpose.

Kars4Kids: What’s next for Next Generation Scholars?

Nghiem Bui: Enrollment expansion plans and continued emphasis on social, physical, and emotional wellness, are our areas of focus at this time. Our 3-year strategic plan includes an initiative to expand overall enrollment by 25%, and with that comes the need for 25% more resources, more staffing, and more capacity to serve new enrollees and their families. Our summer program, at 160 students, is the biggest it has ever been, extending across two sites; our middle school is the biggest it has ever been, with 18 students per cohort. For comparison, only three years ago, our 8th grade class had just 9 students. This growth, in turn, places new demands on our fundraising efforts, and this grant from Kars4Kids will help with these efforts. We look forward to engaging in this new partnership, and we appreciate your support and your interest in learning more about our work and our mission at Next Generation Scholars.

W.E. Move! Tutoring Group, Inc. differs from other organizations offering tutoring to children. For one thing, W.E. Move! offers high-level tutoring from students with a background in education. While it’s nice to have local volunteers tutor children, it makes good sense to pair kids with tutors on the road to a professional career in education. Such tutors have more invested in the process, and it shows.

Beyond the caliber and focus of the tutors it chooses, W.E. Move! shows insight in concluding that children learn best when learning is geared to them as individuals. It’s more work that way, but the tutors, still learning their field, learn to really see the kids and be flexible enough to adapt lessons to each child for maximum impact.

Developing a new method that works is no small thing. It’s what we look for in our small grant applicants. Creative ideas in education that didn’t remain ideas, but became a reality.

We put some questions to W.E. Move! CEO/Director Marie Williams to learn more about this unique and uniquely interesting educational program:

Kars4Kids: What is the backstory of W.E. Move!—why was it founded?

Marie Williams: Our backstory begins with one frustrated mom trying to replace the best tutor ever for her eight-year-old son. That mom was me. I’m still not sure how I couldn’t find one perfect tutor, but, in my frustration, I began Statesboro’s first summer tutoring camp with fourteen tutors serving fifteen students—weekly field trips included. It happened with unexpected support from Dr. Archie Simpson, Dr. Beth Joyner, Attorney Minkah Merritt, Georgia Power, Bulloch Pediatrics, Adel Car Company and other individuals and local businesses.

The goal was to create a space for elementary school students to enjoy their summer, have new experiences, and, ultimately, get the boost they needed to be prepared for the upcoming school year. I wanted to combat “summer loss,” give those who were “on track” a boost and help those who were “behind” catch up as much as possible in the few weeks of summer vacation.

And you know what? We did. My son, who was in danger of being retained in the third grade, made enough noticeable progress for both principals and teachers to agree that retention was no longer the best option for him. Parents and grandparents were pleased to the point of urging us to continue the service throughout the school year, and that was how W.E. MOVE! Tutoring Camp & Summer Fun became W.E. MOVE! Tutoring Group.

Kars4Kids: How old is your son today, and how is he doing with his studies or career? What are his aspirations?

Marie Williams: He is 14 years old and will be entering 9^th grade. He still needs that one-on-one tutoring in the area of math, and we are grateful W.E. MOVE! Is still viable and able to assist him in that area. He loves reading and writes stories with his friends during the school year. He has so many aspirations right now! He is currently focused on creating art pieces on canvas, honing his cooking skills – he’s always wanted to become a chef – and turning his stories into virtual books online.

Kars4Kids: How did you come up with the idea of using Georgia Southern students as tutors? How does it work? Do the students get credit for working with W.E. Move students?

Marie Williams: I’ve worked for the university since I was a student myself over 17 years ago. In the beginning I realized that our city was sitting on a gold mind of volunteerism. I thought, what better way for the university to connect with the community than to have our Georgia Southern Eagles cultivate “baby eagles.” I sent ads and posters into every college and the response was phenomenal. Now we not only have volunteers but have opened the door to work study opportunities and internships.

Kars4Kids: Can you give us an overview of your After School Support Spring Session? What is the rational for using two tutors per student? How long are the tutoring sessions?

Marie Williams: When our students arrive, they are immediately given an afterschool snack. No one learns best when they’re hungry, so we remedy that from the start. The student’s tutor is waiting to meet with them and go over any homework or study material they may have. If the student does not have homework, they usually have a class newsletter. The tutor will go over the information the student is currently learning for the week in class. The next period is where the fun begins. Tutors provide 3-4 activities per session that target the student’s area of academic challenge while engaging them with activities that are fun and lean towards things they are interested in. It is the tutor’s job to find out how their student learns best and apply that learning style to each session. Two tutors are assigned to each student for the duration of the semester to ensure the student receives consistent attention with variety in the teaching style. We’ve found that having 2 tutors to a student helps us to connect with that student and their interests on multiple levels. Tutoring sessions for elementary students are from 2:30 – 5:30 and 3:30 – 5:30 for middle school students.

Kars4Kids: You have a “Tutoring Camp and Summer Fun” program. What can you tell us about this program and its purpose? Is it difficult to get the balance right between tutoring and fun?

Marie Williams: The Tutoring Campus was our original program. Our main goal was learning acceleration and to combat summer learning loss. We work to ensure students can handle grade level concepts and to make sure those students who are on grade level retain the information learned during the previous school year. Balancing fun is easy for us! We partner with student organizations, professors, community partners to provide STEM, Art, and fitness activities onsite and offsite. We visit the local library for the amazing events and opportunities offered there, and we take weekly academic field trips to museums, aquariums, and historic places of awe and learning.

Kars4Kids: What ages are your young participants and how did you decide what ages and grades to focus on? How do you determine a student’s eligibility for W.E. Move?

Marie Williams: We began with elementary school students in the beginning as this was the level our son was in at the time. We began to expand one grade at a time until we now cover middle school students and PreK. We believe the earlier we can start supporting students the more apt they are to be successful in school. At this point all students are eligible to participate.

Kars4Kids: How do you judge the impact of your tutoring sessions?

Marie Williams: We keep a close watch on our student’s weekly grades, progress reports and confidence, and we survey their parents.

Kars4Kids: The tutoring sessions you offer are tailored to the individual students. What does this mean, exactly? How would the approach differ from student to student, other than gearing the tutoring sessions according to the appropriate level of difficulty for each student?

Marie Williams: Here are two examples that I love. A few years back we had a young student who loved to paint. He needed assistance in the areas of reading, specifically phonics, and in math. His tutors made an effort to incorporate painting into his work daily. From dot paint pens to finger paint and paint brushes they took the work “off the worksheet” and put it into a medium he could enjoy. During the fall of 2022 I had a young man who struggled to focus and to learn sight words. Just making word cards was not nearly enough. We took the cards, attached them to bowling pins and let him bowl! Every word he knocked over he had to say. When he came to a challenging word, we would have him write that word on a handheld white board and repeat it 5 times. This helped him retain the words and he enjoyed doing it which greatly increased his willingness to practice. The tailoring goes on and on. If a child likes hot wheels, we incorporate hot wheels. If it’s playdough, then we make sure we have playdough on standby!

Kars4Kids: Is parental involvement a part of what you do?

Marie Williams: Most parents are at some level of frustration with their young scholar by the time they find out about our service. We are here for parental support and partnership. We want to alleviate the frustration and explain during the parent interview that we will work with them to map out a plan that works for their student.

Kars4Kids: What’s next for W.E. Move!?

Marie Williams: A full time staff and a 15-passenger van are the 2 major pieces missing in our puzzle! W.E. MOVE! Has been blessed to do amazing work with a staff that volunteers hours around and after their regular day jobs. The program could grow immensely with a staff that is able to dedicate their daily schedule to this cause. With the acquisition of a 15-passenger van W.E. MOVE! will be able to register students who do not have transportation from their schools to our site.

One Summit has a unique program to help pediatric cancer patients fight back against the disease. The program involves having Navy SEALs mentor children with cancer. It’s a novel idea and yet it makes sense: Who better than a Navy SEAL to illustrate how to battle adversity, push past obstacles, and win?  The One Summit method inspires children suffering this devastating disease to never give up.

Children affected by cancer need extra support to cope with the disease. One Summit offers them just that. We can see that the novel approach of our latest small grant recipient is having a significant and positive impact on kids with cancer. One Summit staff members Ali Lamson (Manager, Development & Communications) and Max Svec (Manager, Strategic Programs & Events) gave us an exclusive inside view of this much-needed initiative for youngsters battling childhood cancer:

Kars4Kids: Tell us about the kids you serve at One Summit? What are their ages; how many of them are there; and what do they have in common?

Ali Lamson: One Summit works with about 400 kids per year, ranging from ages 5-18. Our mission is to build resilience and facilitate growth in pediatric cancer patients and their siblings through mentorship, experiential learning, storytelling, and community engagement with U.S. Navy SEALs. Experiential learning takes place in the form of indoor rock climbing at Climb for Courage (CFC) and Climb Higher (CH). Through this adventure, we introduce challenges that empower children to achieve growth through conquering adversity. The long-lasting relationship they form with their Navy SEAL mentor inspires the hope and resilience each little warrior needs to continue in their fight.

Kars4Kids: Why Navy SEALs?

Ali Lamson: SEAL training pushes candidates to the limit and beyond to ensure they have the core values necessary to succeed in the most demanding conditions and against all odds. Approximately 80% will quit during training. The few candidates who can overcome these challenges and become Navy SEALs understand how to persevere and keep fighting, even after their bodies and minds tell them to stop. The characteristics and values the Navy SEALs embody make them the ideal mentors to help guide children through their fight against cancer. Through this safe and controlled indoor rock-climbing environment, we can induce individual challenges that allow children to grow by overcoming adversity and forming life-long relationships. The children are encouraged and led to reflect on the challenges they have overcome on the rock wall and apply them to the everyday challenges of fighting cancer.

Kars4Kids: Tell us about Climb for Courage, if you will.

Ali Lamson: Through Climb for Courage, patients and their siblings are matched individually with a U.S. Navy SEAL and are guided through a series of rock-climbing challenges derived from a curriculum based on the theory of Posttraumatic Growth, defined as positive psychological changes experienced due to the struggle with traumatic or highly challenging life circumstances. Currently, One Summit is the only organization in our community aiding healing and trauma through this approach.

Kars4Kids: How did One Summit come to be? We’d love to hear your founder’s story.

Ali Lamson: One Summit was founded by Adam La Reau in 2013. Adam’s inspiration stemmed from his Navy SEAL experience and his mother’s fight against breast cancer. Adam began volunteering with various cancer-related organizations after losing his mother to cancer in 2004. During this time, he met many women just like his mother that were incredibly tough, mentally and physically. Their strength inspired others.

However, he also saw a lot of young kids battling cancer that didn’t necessarily have the skills to conquer this disease on their own. He thought it was an unfair fight and wanted to even the odds. His experience in the military led him to believe there was an opportunity for Navy SEALs to help. Adam recalls: “I served with a lot of amazing men who were incredibly heroic, courageous and resilient.” He recognized that the skills embedded in the SEALs were the skills kids battling cancer needed the most. He decided to bring these two worlds together and create One Summit.

Kars4Kids: What are the impacts of pediatric cancer on the children, in the short and long term?

Ali Lamson: According to The National Cancer Institute, it was estimated that 15,590 children and adolescents ages 0 to 19 were diagnosed with cancer in 2021. Approximately 1,780 died of the disease in the United States that same year. After accidents, cancer is the second leading cause of death in children ages 1 to 14. Childhood cancer rates have been rising slightly for the past few decades. Because of significant treatment advances in recent decades, 84% of children with cancer now survive five years or more. Of the survivors, 60% will suffer drastic long-term side effects, including amputation and secondary cancer that reignites the child’s fight once again. The psychological stress of having cancer can affect a person’s overall health and ability to cope with the disease.

One Summit is designed to provide these children with the skills necessary to face the emotional distress of this disease, inspire hope, and empower a persevering mindset. Resilience, a person’s ability to bounce back when stricken with hardship, is fundamental during a life-altering challenge such as cancer. According to the American Physiological Association, resilience is a trait that can be learned and developed through behaviors, thoughts, and actions. Significant components of building resilience include connections, moving toward your goals, nurturing a positive view of yourself, maintaining a hopeful outlook, and the ability to avoid seeing a crisis as an insurmountable problem.

Kars4Kids: How are you using storytelling to help the children at One Summit?

Max Svec: To reinforce learnings from our experiential learning programs and build connections, we provide our community of like-minded warriors with the opportunity to share their own stories of resilience. We document these stories as part of our Profiles in Resilience initiative, helping to inspire pediatric cancer patients, caregivers, Navy SEALs—and their families— to continue in their fight one hand and foothold at a time.

Storytelling is an essential tool at One Summit because it helps children understand they are not alone in their cancer journey or in the experience of facing complex challenges and unimaginable hardships. Storytelling is also critical to posttraumatic growth (PTG), the theory on which One Summit’s programs are built. For a person to benefit from PTG, sharing and acknowledging their story of trauma is critical. Our storytelling initiatives serve to reduce feelings of isolation and help build a supportive community for the children (and adults) who participate in our programs.

Life, striving for the highs while navigating the lows – Joe Andruzzi

Kars4Kids: What part does community engagement play in the work you do with the kids?

Max Svec: One Summit strives to create a supportive, welcoming community for all participating in its experiential learning programs—but those programs are not one-offs. Our community engagement events exist to allow relationships to grow outside of the Climb for Courage events by creating fun and engaging touchpoints for One Summit community members. Our community engagement opportunities enable our participants to connect, enjoy a bit of normalcy out in the community, and build stronger relationships with like-minded people.

At these events, connections look like:

• Mentors spending time with their little warriors
• Parents and caregivers on similar cancer journeys being able to talk with each other and offer support and understanding (COVID protocols took away a lot of the connections that would happen in clinics, waiting rooms, and inpatient units)
• Sometimes, it’s simply kids getting to socialize with other kids going through a similar cancer experience and getting to do it while doing a normal activity

Kars4Kids: You have a speaker series, “Stories from the Summit.” How does this work?

Max Svec: Stories from the Summit (SFTS) is a virtual, live-speaker series that allows One Summit community members from our four markets and beyond to come together in one place to share in our storytelling initiative. Each hour-long community enrichment program is led by One Summit staff and features a special guest speaker who shares their unique experiences and perspectives on many topics with the audience. The program is designed to inspire, educate, and entertain through the blending of personal stories, practical insights, and application of resilience in our daily lives.

Beginning with a brief introduction, each SFTS guest shares their story in their own words, describing key life experiences, challenges, and accomplishments. This is followed by guided questions presented and moderated by One Summit staff. The final portion of the program is an open Q&A that empowers the audience of OS community members to ask the guest their own questions. We also now include a short rapid-fire question segment with the guest led by either OS staff or one of the kids on the call. We ask the guest a short series of light, entertaining questions (e.g., if you could only eat one meal for the rest of your life, what would it be?) to add a little extra fun to the program. Finally, we wrap up by asking the guest to impart a final piece of advice or closing sentiment.

We ensure the recording of the program is made widely available to give those unable to attend to give them the opportunity to watch and experience the program after the fact.

Stories from the Summit – Dr.Jonny Kim

Kars4Kids: What’s next for One Summit?

Ali Lamson: One Summit is prioritizing reinforcing CFC through critical year-round community events and storytelling initiatives that give each little warrior the additional strength and encouragement they need in their fight. During the pandemic, One Summit self-published a book, An Unexpected Warrior, which reinforces the idea that teamwork and community can inspire resilience. An Unexpected Warrior is about Sue, a middle school girl who faces a life-threatening disease who quickly learns that she can accomplish anything with the help of her new friends; a feisty 4-year-old roommate, a quirky new best friend and her own US Navy SEAL. We hope to distribute this book to a wider audience in order to inspire hope and resilience in our community.

Additionally, we are looking to host more community events and fundraisers to create a greater local support system. We are also looking to expand our private online platform The Anchor, which grants secure communication between our little warriors and caregivers with their Navy SEAL mentors, strengthening relationships through communication, education, health, entertainment, and connection.

Communities In Schools of Wayne County (CISWayneco) is on hand to help at-risk children, onsite, in school, on every single school day. This continuity of support is one of the main reasons our latest small grant recipient is having a real impact. But Communities In Schools was also founded in large measure to teach children how to form healthy relationships. This is accomplished by providing a consistent adult mentor to each child, to lend support to those children most in need of mentoring.

We put some questions to Communities In Schools of Wayne County Site Coordinator Supervisor/Data Specialist Katie Stephen to learn more about this work:

Kars4Kids: Tell us something about your demographic? Who are the young people you serve?

Katie Stephen: Communities In Schools is located in Rural Eastern Indiana. We focus on serving students in five different school districts. Every student in each district has the opportunity to receive services.

Kars4Kids: What are the aims of CIS as a national organization?

Katie Stephen: Our mission at CIS is to surround students with a community of support, empowering them to stay in school and achieve in life. CIS was founded not on a program to transform youth but on a foundation to build healthy relationships between adults and children.

Kars4Kids: CIS describes its model as “unique.” How so?

Katie Stephen: We are unique because we have a site coordinator that is in the school building every day. We have constant communication with our school administration teams, teachers, and counselors to identify any students that may be at risk for dropping out. Our site coordinators also receive intensive training on how to identify at-risk students and provide the services that are needed to help them stay in school and achieve in life.

Kars4Kids: What is Ready, Set, Grow?

Katie Stephen: CIS’ Ready, Set, Grow, program was created to help tackle barriers that our case-managed students face on a daily basis. Through the Ready, Set, Grow program our site coordinators help students tackle barriers such as lack of hygiene products; lack of shoes or clothing; food insecurity; social/emotional stress; and many more. We use our Ready, Set Grow funds to directly purchase and distribute items the child need including all basic-need items: shoes, clothes, food, school supplies, and etc.

Kars4Kids: In your capacity as a site coordinator, what exactly do you do?

Katie Stephen: Our site coordinators fill many roles in our students’ lives. They work closely with their case-managed students and set goals to work on for the year. The goals are chosen from one of the following areas, academics, attendance, or behavior. Along with these goals, site coordinators provide necessary supports to help them overcome barriers they have in their life to help them succeed. These areas of supports include but are not limited to:

• Academic Assistance
• Basic Needs
• Behavioral Interventions/Modifications
• Case Management
• College and Career Preparation
• Community Service/Service Learning
• Enrichment/ Motivation
• Family Engagement
• Life/Social Skills
• Physical Health
• Professional Mental Health

Kars4Kids: Do you have quality assurance protocols in place to ensure you’re meeting state and operational standards?

Katie Stephen: We have monthly meetings with our state affiliate to collaborate on best practices and work together to keep our organization on the right track with our national standards. We have reaccreditation yearly that I complete with our national office.

Kars4Kids: Mentoring is a key part of your program. Why is mentoring important?

Katie Stephen: Along with the site coordinator, our mentors can be another caring and constant adult in that child’s life. Mentoring is an added support to help our students achieve. Our mentors meet with the student once a week for thirty minutes. I am a mentor for a student here in Wayne County and from experience, I know that they look so forward to meeting with their grown-up!

Kars4Kids: How many students participate in your program? Do you offer the same supports to each individual student? Is there some process of evaluation, and is it ever necessary to change course in the academic assistance offered to the students?

Katie Stephen: During the 2022-2023 school year we had 963 case managed students enrolled in our program. However, every student in each school district is eligible to receive services. CIS site coordinators provided 1,436 different types of support to students in the same time period. School wide 237,371 students were served; this included students who may have been served once and students served multiple times. 8,025 basic needs/resource items were given to students in need.

Kars4Kids: Can you tell us about the impact of CIS of Wayne County? What are some of the benchmarks that suggest you’re on the right track with the students?

Katie Stephen: For the 2022-2023 school year, CIS enjoyed the following results among the 982 case-managed students:

− 97% of Wayne County Pre-K-11 students were promoted to the next grade.

− 99% of Wayne County seniors graduated from high school.

− 100% of students showed progress towards or met academic goals.

− 90% of students showed progress towards or met attendance goals.

− 84% of students showed progress towards or met behavior goals.

In the 2021-2022 school year, CIS case managed 978 students. These students set goals in three areas of school success: attendance, behavior, and academics. Of the students who set goals in these categories:

• 68% met or made progress towards their attendance goals
• 89% met or made progress towards their behavior goals
• 87% met or made progress towards their academic goals
• 99% of K-11 students were promoted to the next grade
• 94% of seniors (46 of 49) graduated from high school

In the 2020-2021 school year, CIS case managed 797 students. Of the students in this school year who set goals in at least one of the three categories-

• 78% met or made progress towards their attendance goals
• 93% met or made progress towards their behaviors goals
• 89% met or made progress towards academic goals
• 98% of K-11 students were promoted to the next grade
• 95% of seniors (35 of 37) graduated from high school

In the 2018-2019 school year, four Wayne County school districts received funding that increased the number of schools and school districts served by CIS, as well as an increase in hours worked by site coordinators per week. As a result of this increase in services, CIS has seen a positive impact on the percentage of students who meet or make progress towards their goals in all three categories tracked by the Site Coordination program.

When schools were shut down due to the COVID-19 pandemic at the end of the 2019-2020 school year, CIS immediately took steps to make sure that our students did not fall behind. CIS was able to distribute food, clothing, and educational tools to families directly on their doorsteps until students were back in school, and CIS worked with our community partners to provide a direct connection to local resources for any needs that could be met by our programs. In total, CIS provided 3,600 food bags to families during this time. This equates to roughly 400 students served per month.

Kars4Kids: What’s next for Communities In Schools of Wayne County?

Katie Stephen: We are thrilled to have our first annual pickleball tournament coming up on July 16^th 2023. We are working diligently to prepare for the back-to-school season coming up in August. Our aim is to help more kids succeed in school and life and public support is crucial to these efforts. Please take a look at our donation page for various ways to contribute. Your generosity makes all the difference for the students of Wayne County!

EduTutorVA was founded out of need, the urgent need to address pandemic learning loss. There are some few efforts to ameliorate this tragic situation that affects all our futures. But not nearly enough of them, nor are they rigorous enough to be effective. Our latest small grant recipient stood out for us because of the excellence of its sound pedagogical approach to learning loss.

We sent some questions to EduTutorVA Executive Director Meredith Fortner to learn more about this important response to learning loss:

Kars4Kids: Can you tell us a bit about the children you work with? What’s your demographic? How old are the children in your programs?

Meredith Fortner: We currently serve students from third through eighth grade in twelve Title 1 schools across Virginia. Schools select students who are performing about 12-18 months below grade level. EduTutorVA students are linguistically and culturally diverse, with about 65% of our students being Hispanic or Latino and 75% of all EduTutorVA students are multilingual.

Kars4Kids: EduTutorVA is somewhat new, having been founded as a way to combat learning loss from COVID-19. What are you seeing? What are the specific impacts of COVID on young students?

Meredith Fortner: EduTutorVA began as a response to the educational gaps the pandemic school closures (further) exposed for students placed most at risk. Students are making great progress in our program, but recent national data (data & data) shows that it will take years to recover from pandemic-related learning loss.

Kars4Kids: Tell us about the gaps between white students and students of color in regard to COVID learning loss. Why the disparity?

Meredith Fortner: Students of color; multilingual language learners; and students from low-income households have historically been performing lower on standardized tests than their white peers. Causes of this are likely generational poverty; lack of resources; language barriers; and systems of inequality that still exist in society.

Kars4Kids: How is EduTutorVA combatting learning loss in students struggling to catch up in the wake of COVID? What methods are you using?

Meredith Fortner: We implement a best practice model for an engaging virtual tutoring environment. Students are in groups of two with the same tutor for a full school year. This relationship and mentoring are at the core of the tutoring experience.

We currently design our own language arts and math curriculum using resources from the VA Department of Education, which are aligned to the VA Standards of Learning. For each school, we begin with the school division’s pacing calendars so tutors know the answer to the common question, “What are they learning in class right now?”

We focus on grade-level “power standards”: standards that educators have determined to be of the highest priority and most important for students to learn. We expect that students will need a high dosage of support and scaffolds to reach these power standards. In addition to the VA Department of Education resources, we supplement the lessons with suggested resources from free high-quality online sites, such as Khan Academy videos and virtual math manipulatives.

Kars4Kids: EduTutorVA draws tutors from George Mason University education programs. What are the benefits of this collaboration both for the children and for the university students?

Meredith Fortner: We actively recruit a diverse pool of college tutors who are reflective of the students they teach. We now have tutors from eight colleges and universities across Virginia. Our tutors speak over 20 languages in addition to English. We have started recruiting from our first HBCU in Virginia for the school year of 2023-2024. It is our hope that we are nurturing the future teaching workforce with a diverse pool of talent. Some of our non-education majors have changed majors to education because of this experience; we are so proud of this! Our longer-term objective is both to support students with learning gaps and to encourage a more diverse population to consider teaching as a profession.

Kars4Kids: What is “high dosage tutoring?” How much time do the tutors spend with the children? How many children are benefitting from this program?

Meredith Fortner: High-dosage tutoring takes baseline data on the students, develops instruction tailored to what the student needs, and provides the tutors with thorough training through professional development. EduTutorVA provides virtual tutoring three days per week, in groups of 2-3 students (most are 1:2), for 60 minutes per session, currently. Our fall semester is 8 weeks (24 session hours) and spring semester is 12 weeks (36 sessions), providing students in Title 1 schools with 60 hours of targeted tutoring for the school year. We served almost 200 students in the 2022-2023 school year.

Kars4Kids: Can you talk to us about the pre- and post-testing conducted by EduTutorVA? How is this testing conducted, and what are the benefits?

Meredith Fortner: We measure student progress regularly. Through a partnership with NWEA, we administer the MAP Growth assessment as a diagnostic tool. In addition to the MAP Growth assessment, we also utilize the fall Virginia Growth Assessment and spring Standards of Learning (SOL). Other progress monitoring data points are available to us per our DSAs, but we use NWEA MAP as our common measure. 91% of students who attended at least 50 hours of tutoring with EduTutorVA made growth from the fall Virginia Growth Assessment (VGA) to the spring Standards of Learning (SOL). 75% of students who attended at least 50 hours made two levels of growth.

Kars4Kids: How are you working to identify the students who most need the help of EduTutorVA?

Meredith Fortner: We primarily serve students in Title 1 (low income designation) schools. Schools identify a cohort of students who are about 12 months below grade level benchmarks in math or reading: “Tier 2”, WIDA levels above 1 and 2 for speaking listening, and students not in intensive “Tier 3” interventions throughout the week in school.

Kars4Kids: EduTutorVA operates in Northern Virginia, do you see your program spreading to other parts of the state? Are other higher learning institutions interested in a collaboration between their students and children in need of learning help?

Meredith Fortner: We recruit primarily through George Mason University and Northern Virginia Community College, although as the program has grown, we have hired tutors from eight colleges and universities across Virginia. We now have tutors from Virginia State University, our first HBCU partnership. Because of our model’s potential for scalability, we expect our program to grow across Virginia in the coming years.

Kars4Kids: What are the goals of EduTutorVA, beyond COVID learning loss? Do you see EduTutorVA winning the battle and closing its doors, or is there a need for what you offer beyond addressing the direct impacts of COVID-19 on children’s education?

Meredith Fortner: EduTutorVA’s mission is to advance educational equity and to diversify the next generation of educators. Our goal of recruiting as many diverse tutors as possible is also designed with the long-term goal of creating a more diverse teaching force. We both support students with learning gaps and encourage a more diverse population to consider teaching as a profession. The demographics in our public schools are not always reflected in the teaching workforce; for example, 70% of teachers in Virginia are white. We hope to build a pipeline of educators who have diverse educational, ethnic, and cultural backgrounds.

Moore Buddies Mentoring is an invaluable community resource for at-risk youth offered by The CARE Group. The CARE Group was formed to connect the people of Moore County, in Southern Pines, North Carolina, to important educational resources. The specific focus of Moore Buddies Mentoring is to help at-risk youth succeed by offering them support and encouragement through mentorship.

Run on volunteer steam, our latest small grant recipient is always looking for more such volunteers, so that more disenfranchised youth can succeed in the classroom and go on to live fuller, more productive lives. Mentoring, in short, offers hope to children who might not otherwise finish school let alone go to college. Moore Buddies Mentoring was born out of an understanding that the future lies in ensuring that today’s youth thrive for a better tomorrow.

We put some questions to executive director of The CARE Group, Inc. and Moore Buddies Mentoring Joyce Clevenger, to learn more about this work:

Kars4Kids: What is the demographic of the students you work with? What are their backgrounds? What are their ages?

Joyce Clevenger: We work with kids ages 6-18. They live in poverty and are dealing with trauma and its effects and are largely failing school and will drop out if we do not intervene. Many of them do not have a parent in the home and live with other relatives. They act out their trauma through their behavior in school, getting into fights, bullying others, and being aggressive. They are often sad and depressed and do not readily trust adults, so it takes time to earn their respect and trust.

Kars4Kids: How many students do you serve in a typical year? Are mentors assigned to a single student or are they working with groups of students? Do your mentors undergo some sort training?

Joyce Clevenger: We have about 100 kids in the various programs. We have about half of those with a one-on-one mentor, who must have 6 hours of training prior to beginning the mentoring program. After that are monthly trainings for them. We also have group mentoring in many of our schools and tutors that go to various schools as well. We have after school programming for our kids to have a safe place to go after school; have something to eat; get help with their homework; have a music or art lesson; or perhaps just play a game of checkers or shoot some hoops with their mentor.

Kars4Kids: Can you tell us about your Community Mentoring program?

Joyce Clevenger: Our community mentoring program pairs a positive, caring, well-trained mentor with a child at risk of failing or dropping out of school. They spend time together each week, and each mentor must commit to a minimum of one-year with their mentee. They work to set goals, work on school performance, and build self-confidence in each student. It’s all about the relationship.

Kars4Kids: What about In-School Mentoring? How does that work?

Joyce Clevenger: The mentors in this program go to schools to meet with their mentee each week. They can help them with their schoolwork, or just spend quality time with their mentee. We focus on the mentoring relationship and encourage and guide each student we work with to do better in school and to make good choices in life.

Kars4Kids: Are your mentoring programs purely for the sake of helping the child with schoolwork, or is there a broader purpose to these programs?

Joyce Clevenger: Our focus is on helping a child heal from trauma and build resilience, confidence, and self-esteem. That is why we offer enrichment opportunities for our kids that they would not otherwise have the opportunity to enjoy, like music, art, journaling, and more. And that is why it is all about one mentor working with one mentee. When a child feels loved and supported, their self-esteem and the desire to do better, rises. Doing better in school is often the byproduct of having a mentor—and though we do offer homework help and tutoring, it’s not the focus of our program—doing better in school is often a byproduct of having a mentor, even without academic assistance.

Kars4Kids: What are the tangible results of your program? Can you speak to the impact Moore Buddies Mentoring is having on the students you work with?

Joyce Clevenger: I just got an email from a young lady who is finishing her master’s degree and getting married. She came through our program years ago and is doing incredibly well. One young man who was failing and not attending school (9th grade) just brought his grades up enough to play on the football team and he is over the moon about that. He has two tutors and a mentor and has turned his life around. He just needed a little love and support. He also just got a job at McDonalds and has a girlfriend! We don’t have instant success with these kids. It takes time, but over time, it makes a huge difference. Being loved and encouraged by a caring adult is sometimes all a child needs to do better.

Kars4Kids: Moore Buddies Mentoring also has a program for suspended or expelled children. What can you tell us about this program?

Joyce Clevenger: Instead of being sent home for suspension, a child can be referred to us and we spend the day with them working on their schoolwork, feeding them and helping them with skill-building and working on prosocial skills. It beats sleeping until noon and getting further behind in their schoolwork!

Kars4Kids: The Moore Buddies Mentoring website says you champion successful youth through mentoring and empowering families. How are you empowering families? 

Joyce Clevenger: Our focus is the children, but our parents are involved in the process and we keep a close relationship with them. We often help them with physical needs they have, transportation, and just educating them on the needs of their child. Once they see that we are there to help, they trust us and work with us to help their child. We just had a mother who went back to school to get her degree after seeing the improvement and great changes that her son made. He was failing and is now graduating from high school.

Kars4Kids: Can you tell us a success story about one of the student participants in your program?

Joyce Clevenger: I just had a mentor stop by my office this morning to tell me, through tears, how their (she and her husband mentor together) mentee is going to be a senior in high school next year and already asked them to come on senior night for the basketball team as his grandparents. He is African American and they are white and have been his mentors since he was 11.

Kars4Kids: What’s next for Moore Buddies Mentoring?

Joyce Clevenger: Unfortunately there are always more kids than there are available mentors. More trauma, poverty, and need result in more at-risk children. Our commitment is to stay true to our calling and that is to care for those kids who might otherwise fall through the cracks and drop out of school and end up going to prison. 76% of all adults incarcerated are high-school dropouts and we are committed to working with one child at a time to help them change their life. I tell our mentors—don’t go into this with the idea that you are going to change the kid. Go into it with the idea that you are going to love this kid. A caring adult who loves a child can change the entire trajectory of that child’s life.

Big Brothers Big Sisters of the Eastern Shore (BBBSES) has a mentoring formula that works. An older person (known as a “Big” in the lingo of this organization) is matched with a young person (a “Little”) to provide mentoring and guidance. That’s quite a feat considering we’re talking about providing matches to a territory wherein some 85,350 children reside.

Of course, not all of those children will become Littles, but enough of them do to make this an impressive operation run in large measure on volunteer steam. We feel sure they will put our small grant award to good use. We sent off some questions to BBBSES Partnership & Development Associate Li-Ann Piposzar to find out more about more about Big Brothers Big Sisters as both a national and local phenomenon:

Kars4Kids: The Eastern Shore covers quite a large area. What can you tell us about your demographic—the kids you serve?

Li-Ann Piposzar: Big Brothers Big Sisters of the Eastern Shore (BBBSES) offers free programs to local youth facing adversity between the ages of 6-16 years old in all nine counties on the Eastern Shore of Maryland. Programs include traditional one-to-one community-based mentoring, site-based mentoring, group mentoring, and youth enrichment. Most of the children in the program come from single parent homes, live with a grandparent(s), have a parent that is incarcerated or impacted by opioids.

Kars4Kids: Can you explain for us the concept of “Bigs” and “Littles?” What ages are we speaking of? Do Littles sometimes become Bigs when they age out?

Li-Ann Piposzar: “Bigs” are regular people like you and me, that are 18+ years old and from diverse backgrounds. They are adults that mentor youth to make a positive impact, share life experiences, and provide guidance during times of need. “Littles” are children facing adversity that want/need an additional trustworthy adult in their life. Some Littles (mentees) grow up to become mentors, volunteers, or employees of nonprofits when they become older. According to Mentor, “78% of young adults with a mentor are more likely to volunteer regularly and 90% are interested in becoming a mentor.”

Kars4Kids: The mentors are volunteers, right? How many mentors do you currently have and how many children are they mentoring? Do some “Bigs” have more than one “Little?”

Li-Ann Piposzar: Mentors in the BBBSES program are all volunteers. The organization started nearly 120 years ago with a one-to-one mentoring model to give children individualized attention. Since that time additional programs including group mentoring and enrichment workshops have been developed to meet the needs of families and the community. Last year the agency served over 500 children through over 4,000 volunteer hours. The agency has a few Bigs that mentor more than one youth, but the Big still meets with each Little individually.

Kars4Kids: How does the mentoring program work? How often do Bigs and Littles meet? How do they spend their time together?

Li-Ann Piposzar: Mentoring matches are made based on location, preferences, shared interests, and personality. A case manager facilitates an introductory meeting where a Big meets their Little and their family. Bigs and Littles meet around twice a month for about 1-2 hours. Mentoring matches do activities they both enjoy that are free and low cost. A case manager collaborates with the match to develop goals and assist with planning activities. For the duration of the mentoring relationship the Case Manager collaborates with the match to help ensure their success. The agency also hosts activities for mentoring matches and provides resources to them and the family.

Kars4Kids: Can you describe for us the process of matching Bigs to their Littles?

Li-Ann Piposzar: After Guardians and Bigs go through the enrollment and safety screening, a case manager shares profiles based on common interests and preferences. An introduction meeting between the Big, Little, and Guardian is scheduled. During this meeting, the case manager will help the pair schedule their first outing and assist with setting goals for the Match. Case managers work with the child, mentor, and family to help navigate the relationship and evaluate progress.

Kars4Kids: You have both community-based mentoring and site and school-based mentoring. Can you give us an overview of these two mentoring tracks?

Li-Ann Piposzar: Community-based mentoring allows Bigs and Littles to spend time in the community doing fun and interactive activities while working toward personal achievement and positive character development. Site-based (including school) mentoring focuses on personal success and academic achievement through weekly mentoring sessions at the child’s school. The difference between the two types of mentoring is about location: the setting in which mentoring sessions take place. Often a mentoring relationship that begins as a site-based match transfers to the community program to further develop their relationship.

Kars4Kids: How does your High School and College Bigs program work? How does it differ from your regular Bigs and Littles mentoring program?

Li-Ann Piposzar: High School Bigs engages high school students as peer mentors for elementary school youth. High school students will gain a special friend and have fun with their Little by playing games; going to the playground; completing staff-directed activities to build soft skills such as confidence, character, conflict resolution; and hanging out as a way to increase the Little’s self-esteem. We have many College Bigs participating in the community and site-based programs, as well.

Kars4Kids: What is “Bigs in Blue?” How does it work?

Li-Ann Piposzar: Bigs in Blue connects youth with first responders to help create strong communities. This program is a partnership between the first responder organization and BBBSES. Bigs in this program can do either site-based or community-based mentoring depending on the Big’s preference.

Kars4Kids: Can you give us one or two success stories? We’d love to hear about the kids.

Li-Ann Piposzar: One of our successful mentoring matches is a hybrid mentoring relationship. For half of the year, the Big Sister spends her time out of state, but the match maintains the relationship via video calls over Facetime or Zoom. This match really enjoys planting flowers and vegetables during the summer and work on improving reading and academics during the school year. Recently, they spent the entire day choosing seeds to make a garden for the Little Sister to enjoy at home.

Our longest-known local match has lasted 29 years. Big Brother and Little Brother met when Little Brother was 9 years old. Little Brother was the Best Man at Big Brother’s wedding. When Little Brother got married, he returned the favor and Big Brother was his Best Man. They still talk to each other almost every day. They are both big supporters of BBBSES.

Kars4Kids: What’s next for Big Brothers Big Sisters of the Eastern Shore?

Li-Ann Piposzar: BBBSES has three things that we have started and/or are working on. First is “Big Moments.” This is a summer campaign for participants in our program. Participants are challenged to complete exciting summer activities together to compete for fun prizes. Second is the “Be a SHEro” Campaign which will raise awareness of the need for female mentors and encourage all girls and women to become SHEros (Strong, Helpful, Encouraging, Reassuring, and One-of-a-kind.) Finally, we are hosting our 14^th Annual Eastern Shore Golf Classic on August 7^th at the River Marsh Golf Club at the Hyatt Regency in Cambridge, MD to raise funds for our charity. We are looking for sponsors and golfers. If you are interested call us at 410-543-2447.

Challenger Center arose in the wake of a terrible tragedy, the Space Shuttle Challenger disaster in which all 7 crew members lost their lives. The families left behind wanted to honor their mission and memory by inspiring youth to pursue STEM education and careers. The result was Challenger Center, which offers space and STEM programs for young people, not only in classrooms across the United States but on a global scale with an entire network of Challenger Learning Centers.

It is critical in our high tech world to make STEM studies attractive to students, so that one day, they might choose to enter STEM-related professions. That can only happen by offering them fun yet challenging opportunities in STEM: something kids would otherwise not have in the classroom. Challenger Center, our latest small grant recipient is doing just that.

We put some questions to Challenger Center Vice President of Development, Partnerships, and Strategy Valerie Fitton-Kane, to learn more about this work:

Kars4Kids: In the Challenger Center blog post, “Inspiring Students Who are Often Forgotten,” you talk about nontraditional learners and kids who sometimes fall through the cracks within the juvenile justice system. Can you share more about why inspiring these students is important?

Valerie Fitton-Kane: Challenger Center’s mission is to engage every student in STEM, inspiring them to envision new possibilities for their future. Students usually participate in our unique, simulation-based programs as part of a school group, including students from many backgrounds: urban, suburban, or rural communities; high-income or low-income families; different races; different genders; different abilities; and/or different life experiences. We collaborate with Challenger Learning Center informal educators and other experts to design our programs for the broadest set of students. We work hard to eliminate barriers to participation.

One of the things we pride ourselves on is the fact that most Challenger Learning Centers are located in underserved communities with many underrepresented students. After 37 years of operating in such communities, we regularly encounter alumni who tell us that their Challenger Learning Center experience shaped their life. We are thrilled by these stories and want to keep reaching more students who otherwise wouldn’t get these types of STEM opportunities.

Kars4Kids: What is the connection between the Challenger shuttle and the work you do at Challenger Center?

Valerie Fitton-Kane: The Challenger STS 51-L mission was unique. NASA held a national competition to appoint the very first Teacher in Space: Christa McAuliffe was selected; Barbara Morgan was her backup. In addition to a teacher, the crew was highly diverse – two female astronauts (Christa McAuliffe, Dr. Judith Resnick), one Jewish astronaut (Dr. Judith Resnick), one African American astronaut (Dr. Ronald McNair), and the first Asian American astronaut (Ellison Onizuka). The plan was for the crew to film Christa as she conducted science experiments in space to inspire student interest in math, science, and space exploration. The videos would be shared with students around the world. Dr. June Scobee Rodgers, who was the wife of 51-L Commander Dick Scobee, was a science educator. She helped Christa prepare for the mission.

In the aftermath of the Challenger shuttle accident in 1986, the crew’s families came together, firmly committed to the belief that they must carry on the spirit of their loved ones by continuing the crew’s educational mission. The White House and NASA were very supportive of the effort, and within a couple of years, the first Challenger Learning Center was built. The team, led by Dr. Scobee Rodgers, thought there would only be one Challenger Learning Center; today there are 35. All Centers are committed to serving the broadest set of students, helping to promote diversity in STEM, just like the 51-L crew.

Thirty-seven years later, we are still carrying forth the legacy of the Challenger crew. We have used our unique space mission simulations, and in-classroom STEM programs, to inspire and engage over 6 million students. The Challenger families are still involved with Challenger Center—some are members of our Board of Directors, and others sit on our Advisory Council. In 2018, we were especially honored to collaborate with Educator Astronauts Ricky Arnold and Joe Acaba to film Christa’s Lost Lessons in space and share lesson plans with teachers as the 51-L crew had intended to do.

Kars4Kids: How many students and teachers do you serve? Where do you operate?

Valerie Fitton-Kane: Challenger Center serves over 250,000 students annually. We have 35 Challenger Learning Centers, most of which are in the United States. We continue to grow our reach through the establishment of new Challenger Learning Centers across the country and our digital programs which can be used to engage students anywhere in the world.

Kars4Kids: What are “Center Missions?” Can you walk us through one of them?

Valerie Fitton-Kane: Center Missions are the most immersive version of our simulation-based programs. Center Missions can only be experienced at one of our 35 Challenger Learning Centers because they occur inside custom, fabricated environments that emulate the interior of a real spacecraft and a real mission control. These environments enable students to fully suspend reality and get into the character of a STEM professional. They conduct experiments, analyze data, and solve problems that space industry professionals encounter in space missions. The whole experience is driven by Challenger Center’s proprietary simulation software that provides information and instructions to students, and enables them to communicate with each other across teams.

We have three core missions – Expedition Mars, Lunar Quest, and Operation Comet – and we are currently developing a fourth, Earth Odyssey. The missions are targeted to students in 5^th-8^th grade.

To begin, a student group of about 20-30 students is briefed on their specific mission and its goals. Half of the group then goes into Mission Control and half is “transported” to Spacecraft. The group in Mission Control provides instructions to and requests information from Spacecraft. Students in Spacecraft conduct experiments, navigate to space locations, build a probe to collect samples (e.g., moon rocks), conduct experiments, and monitor crew health. There is usually a mid-mission emergency that requires the students in space to return to Earth and problem-solve with their peers in Mission Control. Then, the groups swap places and carry on with their work.

While these are space missions, the experience is more than just a vehicle for teaching space science. Space exploration is a naturally exciting topic for children, and it involves many different STEM skills. Space is so big and complex that no one person can get there and explore alone. So, through a space mission, we can do more than just impart STEM knowledge: We inspire and engage students, introduce them to STEM careers; and help them to develop their STEM identity, sense of self-efficacy, and important 21^st-Century skills like communication, critical thinking, and collaborative problem-solving.

Kars4Kids: We see that Challenger Center provides distance learning activities, including interactive lessons to youth in nontraditional learning environments where there’s sometimes an issue of access to materials for science lab experiments. How do you get around this obstacle? Why is interactive learning important for these students?

Valerie Fitton-Kane: Access to science lab and other STEM equipment is an issue. The equipment is often very expensive and not every educator feels comfortable using STEM equipment, let alone teaching students to use it. This is the advantage of having Challenger Learning Center in underserved communities: All schools can visit a Center and use the equipment in our missions. Our staff are trained to use and maintain the equipment.

For students who cannot get to a Challenger Learning Center, we provide programs that can be delivered via the web or on-site wherever students are gathered. Our strategies for these programs vary. Sometimes Centers have portable equipment, including portable, inflatable planetariums or robotics kits, that can be transported to schools or wherever students are co-located. Or, in many cases, we write programs with extremely flexible materials lists, suggesting supplies that are often freely available or very inexpensive.

Kars4Kids: “Classroom Adventures” sounds so exciting, and it also sounds like an incredible opportunity for the young participants. Can you give us an overview of the program, and describe some of the Adventures for us?

Valerie Fitton-Kane: Classroom Adventures are simulation-based experiences designed to be run in school classrooms, by teachers, for 3^rd-5^th grade students. They do not require a special, immersive environment; they can be run in any classroom or multi-purpose room. The only requirement is a set of laptops – one for every student and teacher – that can access the internet.

Classroom Adventures was designed for scale. We know that simulation-based education is effective, but prior to Classroom Adventures, we did not have a tool for delivering a simulation experience outside of a Challenger Learning Center. We also know that if we want to inspire more students, we need to enable other educators (beyond just Challenger Learning Centers) to deliver simulation-based experiences. So, Classroom Adventures was developed by former classroom teachers for current classroom teachers, simplifying the delivery of simulation-based programs to a point that literally anyone can do it. As a proof point, I am not an educator at all, and yet I’ve successfully delivered two Classroom Adventures to my son’s 5^th grade class this year. If I can do it, anyone can!

One other aspect that differentiates Classroom Adventures is the fact that we leverage other environments as a hook . . . and it works! In Aquatic Investigators, students role-play as marine biologists, ecologists, chemists, and engineers working in an undersea lab to determine why Hawaiian monk seals are missing from their usual home in the Northwestern Hawaiian Islands. They learn about ocean debris, ocean acidification, coral-bleaching, the food chain, and many other ocean science topics as they collaborate to solve the mystery. Nature Rangers covers plant structures and lifecycles as students work with a forester in the Great Smoky Mountains to identify whether a plant is an invasive species, and if so, what to do about it. Finally, in Dirt Decoders, students learn about fossils, weathering, and erosion as they hunt for the skeleton of a ground sloth in the American Southwest.

When we developed these programs, we weren’t sure students would be able to suspend reality in a regular classroom environment. We’ve now run these programs with thousands of students across the U.S., and it works!

Kars4Kids: Challenger Center also offers “Virtual Missions.” Was this a program born of the pandemic or were you already offering virtual learning opportunities when the pandemic hit? How did the pandemic affect your operations, in general?

Valerie Fitton-Kane: A core aspect of the Challenger Center experience is enabling communication, collaboration, and problem solving among student groups who are working together, in person. But the pandemic made that impossible. All of our Centers closed overnight, and many were at a loss on how to continue engaging students, especially when we knew students were feeling isolated and needed meaningful opportunities to connect with each other.

The first thing we did was consider where Classroom Adventures could be used to engage students while they were schooling from home. Unfortunately, the answer was no. The program was designed for students to work together in person. But, if we had funding and time, we could leverage the internet-based platform upon which Classroom Adventures are developed to make a new version of a Classroom Adventure that was designed specifically for students to collaborate across multiple locations. This idea became Virtual Missions.

To build Virtual Missions, we called upon two of our corporate partners, Northrop Grumman and Blue Origin, and requested resources to help us make this program a reality. They provided funding, subject matter expertise, animations, and other content. We also invested some of our own unrestricted funds in the programs. By early 2021, we released Destination Mars and Destination Moon, two Virtual Missions that have since been delivered to thousands of students worldwide.

Kars4Kids: You have some summer camps coming up, geared toward learning, rather than the usual recreational activities one expects to see at summer camp. We’re sure the parents approve, but what kind of feedback do you get from the campers? Do you have return campers?

Valerie Fitton-Kane: Challenger Learning Center employees know how to make STEM topics fun, and students absolutely want to come to our camps! Centers are highly creative and make entire weeks themed around robotics, Mars, or other exciting topics, enabling students to use tools and materials they may not have access to at home or school. Further, most camps leverage the simulator in each Challenger Learning Center. That is one experience no other camp can provide: a trip to space!

Kars4Kids: The summer camps are for K-12 learners. What is your approach in regard to teaching STEM to very young children? How does the focus of the lessons you offer change, as students grow older?

Valerie Fitton-Kane: We strongly believe that engaging STEM education needs to start when students are young and curious. Many kids start to get clear about their interests and identity in late elementary and middle school. By high school, students are actively making choices that will influence their career path. Right now, about 50 percent of students decide they do not want to pursue STEM education or STEM careers after 8^th grade. If the big picture goal is to build a larger, more diverse STEM workforce and STEM literate society, we must ensure more high school students are interested and engaged in STEM. To broaden the pipeline in high school, we must ensure more students stay open and engaged with STEM through elementary and middle school.

Challenger Center’s simulation-based programming is targeted at 3^rd-8^th grade students. Many of our Centers have created programs for Pre-K to 2^nd grade students. These are very simplified, hands-on programs that involve some aspects of simulation, but do not require the higher-level skills needed to really simulate a complete space mission. Third to 8^th grade students are developmentally capable of understanding the bigger picture of a simulated mission with many individuals working together on individual tasks that lead to the achievement of a collective goal.

Kars4Kids: What’s next for Challenger Center?

Valerie Fitton-Kane: Challenger Center is very focused on growing its reach and deepening its impact on students. We are building new Challenger Learning Centers and growing the distribution of our Classroom Adventures and Virtual Missions programs. We continue to research the impact of our programs and find new ways to make them accessible to the very diverse students in our society. We continue to drum up new ideas for engaging students of all ages in missions that show them new fields of study (e.g., artificial intelligence) and new challenges (e.g., space debris). We believe what we do is unparalleled, and we hope to inspire millions of students in the years to come.

Boys & Girls Clubs of the MonDak Richland County, like all Boys & Girls Clubs of America, offers a safe and enriching environment for youth. But the BGCRC, our latest small grant recipient, stands out from the crowd for its focus on literacy and social emotional programming, so critical for youth development. In addition, the BGCRC has a virtual reality work experience program combining tech and youth career preparation.

As is the case for all the other Boys & Girls Clubs of America, no youth is ever turned away for lack of money, and we have seen how this saves kids from low income neighborhoods from getting into trouble in the hours after school. It gives them moreover, hope for a brighter future. We put some questions to Boys & Girls Club of Richland County CEO/SafeCare Provider Elaine Stedman to learn more about this work:

Kars4Kids: Can you tell us something about the kids you serve in Richland County? What’s your demographic?

Elaine Stedman: We serve youth in daily afterschool and summer programming in Grades K-6. We also have middle school members who serve as junior aides and high school members who serve as paid program aides.

Kars4Kids: Let’s jump right in and talk about your programs. You have a literacy program called Write Brain. Can you give us an overview of the program? What are the ages of the kids in this writing program?

Elaine Stedman: We have done facets of WriteBrain with all of our members. Some years the members author and publish their own children’s books; other years they do acting and expression through WriteBrain Improv.

Kars4Kids: We see that you have an SEL program. What can you tell us about that? Why is SEL important for children?

Elaine Stedman: We have found that both youth and adults have struggled with mental health issues post-pandemic. Our club is working to become a trauma-informed center. We provide daily SEL programs to our members to help build resilience and foster character and relationship building. We use a variety of different programs, depending upon staff preference and the age of the particular groups.

Kars4Kids: “Junior Staff” is career guidance, right? How does this program work?

Elaine Stedman: Our middle school members serve as junior aides. This is a first step in career development and exploration. They assist the program leaders and staff and interact with the younger kids. They thoroughly enjoy the additional responsibility and are a great resource for us.

Kars4Kids: PowerHour seems to be about more than homework help. What are the other objectives?

Elaine Stedman: We provide remediation and tutoring services as well when necessary. Staff also spend time listening to new readers read to us, expanding their reading and literacy skills.

Kars4Kids: BGCRC has a financial literacy program, Money Matters. What do kids need to know about finance, and how are you ensuring they are financially literate in this regard?

Elaine Stedman: We use Money Matters as a financial literacy program and pair it with our Empowered program for our older elementary members. These programs emphasize the importance of saving for future goals and give the kids real-life experience with developing and marketing their small business.

Kars4Kids: Tell us about your Virtual Reality Work Experience Program. That sounds intriguing! Is it very popular with the kids?

Elaine Stedman: We have been working with a company called Transfr which supplies us with VR headsets which give the teens a bird’s eye view of a variety of careers. They are immersed into the career which is very lifelike. This is part of a Montana Boys & Girls Clubs Alliance initiative implemented across our state. We have also been able to partner with local schools to share these resources with a variety of classes in the middle and high schools.

Kars4Kids: Montana is known for extreme temperatures and large snowfalls. How, if at all, does the weather impact your ability to operate?

Elaine Stedman: Montanans are fairly weather resilient. Very rarely do we close for weather-related issues. We, of course, monitor outdoor activities during weather extremes, whether it is low temperatures or blizzards in the winter or extremely hot temperatures and storms during the summer.

Kars4Kids: Aside from being the CEO of the Boys & Girls Club of Richland County, you are also a SafeCare Provider. What does this mean from your perspective as it relates to the BGCRC?

Elaine Stedman: Boys & Girls Club is involved in a variety of initiatives affecting families and children in our community. SafeCare is a program that deals with families of children 0-5 who are struggling with parenting skills; working toward reunification with their children; or are in danger of losing custody of their children. We focus on youth of all ages because we are a small community with limited resources for youth and families.

Kars4Kids: What’s next for the Boys and Girls Club of Richland County?

Elaine Stedman: We are gearing up for our 7-week summer camps which begin June 5.

Florida Prosperity Partnership (FPP) has a tagline: “Elevate Financial Capability for All.” Young people are not neglected in this endeavor. The FPP offers a set of internship programs specifically designed to prepare Central Florida youth for the workforce. In these programs, young people have the opportunity gain the knowledge and skills necessary for a successful career and life path.

At risk youth, in particular, are at risk for dropping out of school, which means they are at risk for unemployment. Programs such as those offered by the FPP, our latest small grant recipient, serve to prevent such outcomes not only through skills and knowledge, but by instilling in them the drive to both enter the workforce and succeed. We put some questions to Florida Prosperity Partnership CEO Bill Mills to learn more about this work:

Kars4Kids: Tell us about the Florida Prosperity Partnership. When was it founded and why? Whom does it serve?

Bill Mills: Founded in 2008, FPP is a 501(c)(3) non-profit coalition of 4000+ partners and members in and beyond Florida who primarily serve low- and moderate-income individuals and households.

The coalition is comprised of Florida-based, domestic and international organizations and practitioners representing non-profits, financial institutions, academia, government agencies, for-profit enterprises and more, all committed to generating a collective impact.

Through coalition engagement, FPP’s Financial Capability practitioners build knowledge, skill and understanding to elevate people and communities from financial crisis to stability, security, wellbeing and prosperity.

Kars4Kids: What is the FPP Coalition Youth Financial Capability movement? Your website says it falls under the Bright Minds, Fresh Ideas umbrella. Can you give us an overview of this movement and its guiding principles?

Bill Mills: Bright Minds, Fresh Ideas, or BMFI, is the name for FPP’s youth internships. BMFI is comprised of three different internship programs, each designed to teach a specific set of industry skills, while also encompassing the importance of comprehending general professionalism before entering the workforce.

The guiding principles are:

• Leadership
• Professionalism
• Entrepreneurship
• Financial Capability

Kars4Kids: What can you tell us about the Bright Minds, Fresh Ideas Think Tank Summer Internship?

Bill Mills: All BMFI programs are designed to be think tanks, where students are encouraged to solve social issues or bring awareness to valuable concepts with ideas never before seen introduced. Students create teams with each other and develop the concept, in full, in 4-weeks, at which point they present to an audience of FPP Coalition members their final concepts.

During these 4 weeks, interns meet with guest mentors; view guest speakers; engage in panel discussions; and participate in workshops offered by employers from across Central Florida seeking to assist in the workforce development of the rising generation. FPP offers any support requested by interns.

Following the program, many interns have gone on to continue to pursue, develop, and implement their concepts into real-world communities and businesses, some before they even graduate high school.

Kars4Kids: What are some of the projects and research topics that summer interns have tackled through your Think Tank program?

Bill Mills: Some recent topics:

• What is a better way to teach financial education to youth?
• Is it possible to eat healthy on a low budget? (or other health-related issue)
• How can youth be leaders in economic development?
• Financial Services for Persons with Disabilities
• What alternative products are available for small dollar loans/how can we spread the word?
• Barriers to Micro Enterprise Funding
• Overcoming impact of low wage jobs on a Macro scale
• Housing/Income
• Options for reliable transportation
• Expanding VITA/VITA promotion

Kars4Kids: Talk to us about STEP. We had to look up “spondulics” in the dictionary. Great word. What can interns expect to get out of this program?

Bill Mills: The Spondulics Technical Education Program (STEP) Internship is a paid, four-week learning and professional development experience that debuted in 2022. STEP is designed to help Interns from across Florida develop foundational technology skills required for generating content and operating the internationally-viewed, financial-focused, “Edutainment” streaming broadcast platform, Spondulics.org, powered by the FPP Coalition.

This internship opportunity blends the essentials of film/video/TV production, website design, content creation, and professional development into a singular learning experience. Upon engaging in STEP, interns will be able to create financial-focused, behavior-changing video content to be shared via a live broadcast event, and continuously broadcast as archived content on Spondulics.org.

Kars4Kids: In addition to youth internships, you also offer funding to teachers and youth to further art and financial literacy efforts targeting youth in Florida. Can you tell us a bit about that, please? How does this work? What is the connection between art and financial literacy?

Bill Mills: “Edutainment” was a term used by Walt Disney to describe the documentary series “True-Life Adventures”. Educational entertainment now encompasses so many more outlets since this production that ran from 1948 – 1960. We still have television, movies, theater, and print media. But we also have internet, handheld devices, and even non-handheld devices. Edutainment has been used to affect many across the globe.

Recently, the Russia Trust Fund for Financial Literacy and Education showed how edutainment can be a powerful method for changing attitudes and behaviors of individuals related to financial education. They performed a study to “assess the ability of entertainment education as a social marketing instrument to increase financial capabilities of the consumers in South Africa using a robust impact evaluation framework. The program aims at enhancing knowledge, attitudes and behavior regarding sound financial decision-making with a particular focus on managing debt.” This is just one study. There have been others. In Kenya, a television program entitled Makutano Junction showed promising results when they “integrated financial education into a series of episodes of MJ that were specifically tailored to the demand”.

Edutainment has been proven to change attitudes and behaviors; something that financial education, by itself, cannot do!

Kars4Kids: Youth interns in your programs are paid, correct? Why is this important and do they earn—is it more than they’d make flipping burgers?

Bill Mills: Yes, our interns are all paid and paid well. There is nothing wrong with “flipping burgers.”  All jobs can be good learning experiences (even the bad ones).

The difference is that we are giving them that bridge between school and professionalism. These internship programs teach them to “fit in” the professional world, something that many schools and even jobs will not teach.

In fact, the only question that we ask the students who are applying for the internship is “are you ready to become a more professional version of yourself?” This one question is all we need to ask. We don’t care if Mommy or a school teacher or counselor wants them to do it. They have to be ready to learn and adjust.

Kars4Kids: Talk us through your Hospitality Internship Program, please. What can interns in this program expect to learn?

Bill Mills: The Hospitality Innovation (HI) Program focuses on helping low- to moderate-income high school students who lack equitable access to pre-graduation employment and professional skills development opportunities become a more capable asset to the workforce prior to graduating, specifically in the fields of business and entrepreneurship.

HI will run during the summer and brings interns from all backgrounds together to learn the fundamentals of design-thinking, hospitality acumen, innovation, leadership, financial capability, and professionalism. Interns work in a Think Tank atmosphere to craft an event plan aimed at hosting an event within the hospitality industry across Orange County, all while learning about the many job roles within the industry itself. They will end the program via the interns actually putting on the planned event to an audience of nearly 1000 community representatives.

FPP offers this program with a goal to not only teach interns how to engage readily in a professional environment following graduation, regardless of their path, but also to teach them personal financial capability, leadership acumen, and both transferable and industry-specific skills they can use to further their effectiveness in the workforce for years to come. It will do this using daily facilitation; guest expert sessions; guest mentors for each individual intern; topic-specific workshops, and more.

Kars4Kids: How was the FPP impacted by the pandemic? A lot of our small grant recipients tell us that the pandemic actually made them better organizations and in some cases helped them reach a wider number of youth thanks to online platforms like Zoom. Is that FPP’s experience, too?

Bill Mills: FPP grew significantly during the pandemic, because we were well prepared to go virtual.

This was especially the case with the internship programs. In 2020, the local schools had a very difficult time finding internships for the students. We told them that we would take as many as they could send us. This grew the BMFI program rather quickly (over double in size) and built strong relationships with the school districts that has continued since.

Kars4Kids: What’s next for the FPP?

Bill Mills: FPP hopes to grow this internship program statewide and, eventually, across the country. We have a model that can be set-up rather inexpensively, with the correct partners that we can easily duplicate.

It is an absolute blessing to hear from our past interns about the successes that they achieve as the result of the internship program. I wish we could do this for every rising high school senior!

The Russell Education Foundation (REF) came into being because too many children reach the end of third grade without having mastered the skill of reading. Twan Russell, an ex-Miami Dolphin linebacker and his mother, the late Corliss Russell, were well aware of this fact when they founded REF in 1998. Mrs. Russell was a middle school teacher passionate about helping children who struggle with reading. She knew that children who fail to achieve reading proficiency by this time are at high risk for dropping out of school. This in turn limits their earning potential and productivity.

Today, the Russell Education Foundation, a Kars4Kids small grant recipient, is thriving, serving some 1,000 students each year. REF runs a successful afterschool program as well as a summer program to combat “summer slide.” These quality programs are serving to promote literacy among the children of South Florida so they can grow to become successful adults.

We put some questions to Russell Education Foundation Executive Director Mackie Feierstein to learn more about this work:

Kars4Kids: What is the history of the Russell Education Foundation? When and why was it founded?

Mackie Feierstein: Russell Education Foundation is celebrating our 24^th anniversary this year. The Foundation’s Mission, “Opening Books to Open Doors” with the overall goal of eradicating illiteracy among inner city youth and empowering, inspiring and encouraging at risk youth to become successful citizens.

Kars4Kids: Tell us something about your demographic? Who are the children you serve?

Mackie Feierstein: We serve low-income students in South Florida through quality afterschool and summer learning services.

Kars4Kids: The Russell Education Foundation offers “two pillars of service,” education and life skills. Can you tell us how the foundation settled on these two “pillars?”

Mackie Feierstein: The foundation’s afterschool program is multifaceted and combines the following three elements to offer a holistic approach to addressing the program of illiteracy among inner-city youth: The Russell Reading Room; The Mentoring Program; and the Helping Hands Outreach Program.

Kars4Kids: Would you give us an overview of your education program? Where do you offer this program? How many children are enrolled?

Mackie Feierstein: Russell Education Foundation currently provides quality afterschool and summer learning services for kindergarten to 5^th grade students through Russell Reading Rooms for over 800 students in 8 locations throughout Broward County. We have four centers in Hollywood and four in Pompano Beach.

Kars4Kids: How does the life skills program work?

Mackie Feierstein: REF provides mentoring sessions that teach students much needed life skills. Community volunteers, such as political leaders, educators, pro athletes, board members, and business leaders visit the centers and share their knowledge of a life skill topic. Volunteers talk about their educational backgrounds and share personal experiences to inspire and showcase different career paths.

Kars4Kids: Does social emotional learning have a role in the foundation’s work with the children?

Mackie Feierstein: Social-emotional learning is utilized daily during the school year and the summer. Components related to social skills building are interwoven through the overall program design and follow the PATHS curriculum. Social skills activities are presented interactively, creatively, and in a way to promote position self-esteem, pro-social peer relationships, and good citizenship.

Kars4Kids: We see there’s also a summer program. What is the purpose of the summer program? How does it work? Is it a camp?

Mackie Feierstein: The summer program is an extension of our successful Russell Reading Rooms. Students learning over the summer tend to be more prepared for the next school year.

Kars4Kids: What’s next for the Russell Education Foundation?

Mackie Feierstein: The social and emotional difficulties due to the COVID-19 pandemic are enormous. Students who were already behind will need intensive one-on-one help throughout the 2022-23 school year and beyond. Now more than ever, the Russell Education Foundation can help level the playing field and provide much needed help to our students. We will continue to be good stewards of your generous contributions by working hard to change our future in low-income communities one student and one family at a time.

Jobs for Delaware Graduates exists because too many students drop out of high school and fail, for whatever reason, to find gainful employment. The organization understands that succeeding in school puts one on track for succeeding in life. It is the sense that JDG sees the bigger picture—how school and life are part of a continuum—that got the attention of our small grants committee. We put some questions to Jobs for Delaware Graduates President Nicole Poore, to learn more about this work:

Kars4Kids: According to your website, Jobs for Delaware Graduates is a part of a national movement dedicated to preventing dropouts among young people. Can you tell us a bit about the national movement? How you came to start a chapter in Delaware?

Nicole Poore: Jobs for Delaware Graduates (JDG) was designed in 1978 by five working groups in Delaware, drawn from business, educational, workforce, labor union, and community leadership. The purpose of the organization was to simultaneously address Delaware’s unemployment and dropout rates. Together, the public and private sector leaders of the state developed the model of Jobs for Delaware Graduates. Our mission is to enable students to achieve academic, career, personal and social success. More than 95,000 young people have participated in JDG programs since their inception, and more than 250 employers rely on Jobs for Delaware Graduates for producing enthusiastic, well-prepared, and effective employees. The JDG model has been replicated in 38 states with over 1000 program affiliates. Jobs for America’s Graduates (JAG) is a state-based national non-profit organization in operation for more than three decades. JAG is dedicated to preventing dropouts among young people who are most at risk.

Kars4Kids: Tell us something about your demographic? Who are the students that you serve?

Nicole Poore: Jobs for Delaware Graduates demographics consist of students from 23 high schools and 14 middle schools ranging in grades from 6^th – 12^th. Of the approximately 4,000 students each year, 53% are males and 47% are females. The race of our students consists of 44% African American, 22% Caucasian, 17% Hispanic, 16% Multi-race and about 1% Asian. Other demographics include:

• 75% Free/Reduced Lunch
• 63% Basic Skills Deficient
• 49% Low Academic Performance
• 92% Lack of Occupational Work Skills
• 93% Inadequate or No Work Experience
• 66% Economically Disadvantaged (including Free/Reduced Lunch & Public Assistance)
• 57% Excessive Absenteeism & Behavioral Issues
• 21% Disability

Kars4Kids: JDG has job fairs coming up—probably by the time this interview is published, the fairs will already be over. What can you tell us about the job fairs? Is this an annual event? Have you been able to measure their impact?

Nicole Poore: This year’s job fairs have been very successful. This year’s job fairs were held on March 21^st and 23^rd in Kent County and New Castle County respectively. In total, over 60 employers attended the events and 500+ students. Students were not only able to speak with and learn about employment opportunities, many were even able to interview right on the spot. The job fairs are a yearly event and next year, the plan is to include a fair in Sussex County.

Kars4Kids: Can you give us an overview of your middle school program? Where is this program held? Who are the teachers?

Nicole Poore: For middle school participants, Jobs for Delaware Graduates offers a leadership program designed to help students in grades 6th to 8th successfully transition to high school. Our teachers deliver a competency-driven curriculum that prepares students for high school through leadership, skills development, career association, and project-based learning. Each grade level builds on concepts to prepare students for their transition to high school. Experiential-based learning is used to energize classroom sessions, anchor key learning, engage students in best practices, and demonstrate the power of activity-based and adventure-based learning. Each grade level builds on concepts to prepare students for their transition to high school.

JDG has 14 middle school programs located in the following districts in Delaware: Red Clay, Colonial, Christina Milford, Lake Forest and Seaford. Our new teachers are certified in School to Work Transition.

Kars4Kids: Does your high school program build on the middle school program? Or is it completely independent?

Nicole Poore: Yes, JDG connects our high school and middle school program as much as they can. Our goal is to teach students for all 7 years. We connect through:

1. Curriculum- there is an overlap in some of the units we teach: Goal setting, Life skills, Communication, Leadership and Financial Literacy. In the middle school, the objectives are for students to become familiar with the topics and vocabulary. As students enter high school, they are exposed to more in depth knowledge of the topics. Each level challenges students with content that builds in complexity as they progress through each level.
2. Career Association
   1. Statewide community service project that all schools participate in. This year, it was for students to create and send Caring Cards.
   2. Competitive events- middle school chapters are able to compete in the chapter events while high school chapters also compete in individual and team events.
3. Videos- high school students created short videos on Why setting goals are important and advice on how to be successful in high school. The videos were then shown to the middle school students.
4. Zoom- middle school students zoom with their prospective high school JDG teacher to learn more about the high school program.

Kars4Kids: Experiential learning is an integral part of your programs. Can you give us some examples of how experiential learning works in practice in the programs you offer?

Nicole Poore: In addition to providing classroom instruction, JDG also provides students with job-related experiential learning opportunities. Providing students with better learning environments, tools, and technologies better prepares them for the workforce or for college by leveling the playing field with job/college applicant peers. JDG middle and high school students receive opportunities to complete and/or attend experiential learning events. Students utilize skills they learn in the classroom and have the opportunity to put them to practice in simulation and/or field trips. Examples of these include:

• Classroom guest speakers (colleges and employers)
• Junior Achievement – budget simulation
• Community service projects
• College tours
• Career fairs
• Discover Bank – financial literacy
• Delaware Tech – career exploration

Kars4Kids: What is the CORE Internship program? How does it work?

Nicole Poore: Designed to advance the 12th grade curriculum for JDG participants, CORE (Creating Opportunities for Real Experiences) provides real-world experiences to JDG students through guided internships and provides much-needed education and workforce-preparation services to some of the most at-risk students. With the help of our 45+ partners, students are paired with experienced professionals from a growing list of traditional and nontraditional fields.

Students in CORE learn soft skills and industry-specific skills and gain workplace exposure so they have a better understanding and skill base in their field, become more marketable, and have a higher chance for success in the working world. For CORE to be most effective, JDG procures transportation to the internships, purchases uniforms, and assists with purchasing necessary work-related equipment. Funds may also be used for student wages, student fringes, student payroll processing, supplies and staffing.

Kars4Kids: Can you talk about your Work-Based Learning program?

Nicole Poore: The WBL Coordinator works on-site at a high school and provides one-on-one job coaching to students. In addition to coaching students, the coordinator maintains a job board for internship, volunteer, and work-based learning opportunities, brings guest speakers into classrooms, develops school events like resume and interview contests, entrepreneurship days, field trips, etc. The coordinator works in partnership with school admin, counselors, and teachers to develop opportunities and experiences tailored to the needs of students. The coordinator also participates in statewide meetings and working groups to strengthen the work-based learning community throughout Delaware.

Kars4Kids: The JDG also offers job placement services. What can you tell us about this part of your work? What is its impact?

Nicole Poore: JDG uses three Student Outreach Coordinators (SOC’s) to provide one-on-one job placement services to many of our students. The SOC provides case management to designated JDG students that have been identified to have barriers that potentially could limit their success in obtaining an education. Case management includes career counseling, job search assistance, placement verification and records maintenance. The Student Outreach Coordinator works closely with designated classroom teachers and will assist in obtaining all required student contractual data.

The SOC’s continue to provide one-on-one counseling to their students for at least one year after graduation. During this year, the SOC identifies and assists the students find and maintain employment, assists with college enrollment, provides guidance and counseling and assists the student transition from high school to their next chapter in life.

The SOC’s work with our CORE Coordinator to identify employment opportunities for JDG graduates as well as JDG high school students. SOCs continue to provide wrap-around services after students obtain employment to ensure students maintain employment and perform their duties as expected.

Kars4Kids: What’s next for Jobs for Delaware Graduates?

Nicole Poore: Jobs for Delaware Graduates will continue to grow their programs in schools that do not have a JDG program. Two new middle school programs were added this school year. Other middle schools have expressed interest about having a JDG program in their school. The yearly job fairs will continue to grow and plans to add a fair in Sussex County is planned for next year. The JDG curriculum is always being updated to meet the needs of the local employers. New employment and other community partners are being developed to assist JDG transition into the next school year and beyond.

The Science Zone is bringing science to children across the state of Wyoming, a very tall order. But somehow this organization is making it work, undaunted by the magnitude of this task, not to mention the weather. Today, STEM learning can open up a variety of career opportunities, so inspiring a love of science means setting the scene for life success.

We know that schools are struggling to find time and resources to give students more science in the classrooms. The Science Zone is filling in the gaps in student STEM education throughout Wyoming, and this is critical work, worthy of support. Kaitlin Ryan, director of education of our latest small grant recipient, The Science Zone, was happy to answer our many questions, and her enthusiasm for science comes through every word:

Kars4Kids: We like your tagline: “The Science Zone exists to inspire curiosity.” Why is it important to inspire curiosity from your point of view?

Kaitlin Ryan: Curiosity is what drives us, motivates us, inspires us, and gives us a reason to continue exploring the world around us. Every great discovery, invention, and advancement started with someone who was merely curious. When you can get children and families to ask questions about what they experience you have started the chain reaction of discovery and, ultimately, world improvement. We hope when people come to our museum or interact with us out in their communities that we can spark a moment of curiosity in them.

Kars4Kids: The Science Zone operates throughout the state of Wyoming. That’s a lot of ground to cover! How do you make it all happen? Does inclement weather sometimes, or even often, affect your ability to provide services statewide?

Kaitlin Ryan: Our goal is to serve every county in Wyoming and we are making headway! One way we are able to build relationships in each community is through grant-funded programs like our “Science in the Summer” program through the Franklin Institute that allows us to bring free, interactive, and themed experiments to students all around the state. Ultimately, we seek to build relationships in these communities and offer whatever they need whether that be helping to clean community areas; volunteering at local community events; or delivering programing. The winter definitely makes this difficult and most of our travel occurs throughout the summer. However, we do have schools from across the state that are able to make it in even after a few reschedules due to snowy roads! It’s all about being flexible.

Kars4Kids: We see that you offer rotating exhibits, both stationary and traveling. How many children and families visit your stationary exhibits during the course of the year? Can you describe a few of these exhibits?

Kaitlin Ryan: We have nearly 30,000 visitors to our museum each year! We have exhibits that are ours such as our Nano World Exhibit that allow visitors a chance to step into a world unseen by the naked eye, and our traveling exhibits that change based on the exhibit type, time allotment, and schedule. Some of our favorite traveling exhibits have included the “Life on the Edge” exhibit that explores organisms living in extreme environments and the “Attack of the bloodsuckers!” exhibit that brought the wonderful life of leeches and mosquitoes into our museum.

Kars4Kids: The Science Zone offers Family STEAM nights. Is there a philosophy behind involving the entire family in STEM activities? How many families typically attend these events? What are some of the activities you’ve offered during these evenings?

Kaitlin Ryan: Our Family STEAM Nights were created in support of the research that suggests family involvement in scientific exploration increases children’s scientific interest and understanding. When caregivers are actively engaged in STEAM, students feel more comfortable asking questions, taking risks, and thinking critically. In fact, one of the largest determinants of success in STEM is if students are receiving STEM learning outside of the classroom. We run the program weekly and see around 15-30 individual families or groups each week. They are usually a mix of weekly regulars and new visitors! Each STEAM night has a theme. Some of our favorites this year have been our Dr. Seuss night where each experiment was related to a Dr. Seuss book. We had turtle races for “Yertle the Turtle,” created Oobleck as in “Bartholomew and the Oobleck,” and made telephones for “Horton Hears a Who!”

Often we will partner with professionals in the community to enhance our offerings. For example, we partnered with the Audubon Society to bring in bird experts for our “Flight Night” that included activities themed around birds and animals that fly!

Kars4Kids: What can you tell us about your Seasonal Science Camp?

Kaitlin Ryan: When students are out of the traditional classroom, we seek to introduce them to engaging and interactive science they may not receive otherwise. Our seasonal camps run during winter break, spring break, and summer break. Our winter and spring break camps are usually offered by the day and may not run the entire week. This year, our themes for our spring break camp included Mountain Adventure Day (an entire day on Casper Mountain exploring the beauty of the winter outdoors, and learning seasonal science), Look at You Grow (exploring all things that grow including crystals, people, plants, and animals!), and Care of Magical Creatures (an entire day dedicated to caring for; interacting with; and learning from our zoo animals with our Zoom team).

Kars4Kids: You also offer summer camp. Can you give us a general overview of your summer camp program?

Kaitlin Ryan: Our camps are themed to offer a variety of topics to students ages 5-15. Our day camps include topics like Movie Makers, Dino-Mite Diggers, Lego Robotics, and Kitchen Chemistry. We also offer overnight outdoor camping trips where students can explore the beauty of Wyoming while kayaking, swimming, rock climbing, and mountain biking. We hope all students will find something that piques their interests and allows them to enjoy the scientific process.

Kars4Kids: We see you offer support programs for homeschool families. Tell us about that—how do you support homeschool students and families, and are there a lot of homeschool students in Wyoming?

Kaitlin Ryan: Our homeschool program is one of our most successful programs at The Science Zone. Each month on the second Friday of the month we offer two hour-long classes. The first class changes theme. We have done heart dissections; forensic science investigation; kitchen chemistry; and more. The second class is a coding class that allows students to build on coding projects and learn how to use Scratch. These messy, hands-on, and deeper concepts are a way we can serve families that may not be able to facilitate these types of STEM experiences at home. Homeschool families are statistically on the rise and more and more families are constantly looking for ways to supplement and engage with STEM and their students.

Kars4Kids: The Science Zone provides resources to educators. We see some pretty amazing field trips listed on your website, under “Educator Resources.” Can you describe just a few?

Kaitlin Ryan: We have tailored our field trips to hopefully meet the needs of educators, but we also offer personalized field trips if needed. Our most popular field trip by far is our “Particle Party” that has students exploring the states of matter with different experiments. We use dry ice to blow up balloons; use different salts to create rainbow flames; and finish off our party with some liquid nitrogen ice cream! This is a hit for all ages. We also offer a field trip that allows students to meet and interact with some of our favorite zoo animals while also learning the importance of their habitats and wild spaces.

Kars4Kids: You offer professional development to your staff. What can you can tell us about that?

Kaitlin Ryan: We will be offering a variety of classes in the spring to our educators that we teach or partner with the local community college to teach. This year we have lined up coding for teachers; wilderness first aid; strength finders; and servant leadership. We want to be a learning institution that shows our passion for education by encouraging our staff to be lifelong learners themselves.

Kars4Kids: We have the impression from some of our small grant applicants that science is being neglected in public school classrooms. Is that your impression, as well?

Kaitlin Ryan: We survey all students who participate in programming with us. This year, we have seen a significant number of students who believe they do not receive enough science in the classroom. Science requires lots of planning and material prep that many teachers no longer have. Science is also not a standard on standardized testing which often leaves it on the sidelines for many educators. We believe there is a gap that is continuing to grow that we hope to help fill within our community.

Kars4Kids: What’s next for The Science Zone?

Kaitlin Ryan: We are continuing to expand current programing and create new programming with the help of our community and our AmeriCorps program! We will soon be offering a Women in STEM mentorship program that invites middle school students who identify as female to meet current women in STEM and learn about their careers. We will also be offering a Tech Club for students who wish to learn more about 3D printing; Lego robotics; laser cutting; coding, and more. We are hoping to continue to expand our statewide programing and have applied for grants to fund a mobile STEM van that will help us accomplish this goal. We are excited to continue to grow and I would like to thank you for your help in that!

Clonlara School may not be what comes to mind when you hear the word “school.” This very different kind of school does have a physical location, but offers a variety of other learning options, as well. Clonlara serves as proof that learning can take place anywhere: both in and out of the classroom, and in fact, its Full Circle Learning approach has gone global, serving students in 70 countries.

April Huard, education director of Clonlara School, was a public school teacher who homeschooled her own children before joining Clonlara as an academic advisor. Today, Huard leads Clonlara’s educational programs for students and families around the world. Here’s what she had to say about the vision and mission of this, our latest small grant recipient, Clonlara School:

Kars4Kids: Can you tell us a bit about the students you serve? What’s your demographic?

April Huard: We serve students of all backgrounds and experiences in grades K–12. With over 2,000 students living in more than 70 countries, our school is truly a global learning community. Some of our students want the flexibility to pursue their passion for a specific subject, the performing arts, music, or sports; while others have unique needs, including health-related concerns that prevent them from attending school full time.

Our elementary and middle school students are curious learners, eager to ask questions and explore the world around them through play and projects. Our high school students are both college and non-college bound—they are motivated to design their own educational path and interested in self-paced learning opportunities.

Kars4Kids: Talk to us about the founding of your school. Who founded Clonlara School and why?

April Huard: Pat Montgomery and her husband, Jim, founded Clonlara School in 1967 when, after teaching in public and parochial schools and then having their two children, Pat began to feel that schools did not take into account the child’s natural development and growth in learning.

She envisioned a school where children of all ages, ethnicities, and beliefs could learn and grow in an unhurried, relaxed atmosphere; where the students, parents, and staff would all get to know one another; and where families would have an active role in school life and in the education of their children.

Kars4Kids: What is “Full Circle Learning?”

April Huard: Full Circle Learning (FCL) is our research-supported approach to education. Through every FCL project, students ask questions about topics that capture their attention. As interest in a subject deepens, students naturally want to deepen their understanding, so the FCL Model leads them to find a mentor, compile experiences, share their learning with others, and reflect on their entire learning process. It gets students thinking about how they learn, and it empowers them to take charge of their own education.

Kars4Kids: Clonlara has what looks like three physical locations. What are the advantages of learning on-campus? How many of your students learn on-campus? Is it your intention to open further locations for Clonlara schools?

April Huard: Currently, we have students learning on our campus in Ann Arbor, Michigan, and we are preparing to open a second campus in Idanha, Portugal. We also extend our services through partnerships with international schools and programs that align with our mission such as the Colégio de São José (CSJ) in Coimbra, Portugal, and Hope International Academy in Okinawa, Japan.

We describe our Campus Program as “a classroom the size of your imagination.” It’s a place where students—each with different learning styles, needs, and goals—work closely with our teachers to design an educational plan around their passions and interests. Our Ann Arbor campus also offers flexible in-person and hybrid learning options, with afternoon enrichment courses for Clonlara students and others from local schools and homeschool groups in the community.

As of 2023, 109 of our 2,327 students learn in person in our Campus Program.

Kars4Kids: Why do some families choose to enroll their children in your Off-Campus Program? How many students participate in this program?

April Huard: We describe our Off-Campus Program as a “school with no walls, overlooking the world,” meaning that families can choose where learning takes place. Students can learn at home, on the beach, or on the highest mountain! Families with students in our Off-Campus Program build personalized learning plans with the support of Clonlara’s program advisors, who partner with them to monitor student progress and provide guidance. The advisors also suggest materials and learning tools along the way.

As of March 2023, we serve 2,218 students in our Off-Campus Program.

Kars4Kids: Clonlara operates in several countries. How many countries are participating from outside the U.S. and what made you decide to offer your programs to children living in other countries? Are your programs offered in languages other than English?

April Huard: Our decision to offer programs to children living in other countries is reflected in our mission to transform education on a global scale through a highly personalized approach to learning. As Clonlara has grown over the past five decades, we have added programs and services to share our educational philosophy and practice with others who believe that students should be at the center of the learning process. We now have students in more than 70 different countries, and we offer services in eight languages: English, Spanish, German, French, Hungarian, Greek, Portuguese, and Turkish.

Kars4Kids: Clonlara has online courses for middle school and high school. How do the offerings differ for these two groups?

April Huard: Our students in grades 6–12 may add up to three credits of online courses to their educational plan. All Clonlara online courses are self-paced and include Clonlara teachers to answer questions, and because we personalize learning, the teachers will work around tricky schedules and customize assignments to accommodate their students’ interests.

In addition, our advisors work with families to make sure online courses are a good fit for their students. They consider each learner’s age, maturity, and interest-level when helping families decide. Students who choose to add Clonlara online courses to their educational plan receive the same personalized care and attention whether they are in middle or high school.

Kars4Kids: Talk to us about your teacher and advisor support. Is this support also offered to homeschooling parents?

April Huard: Yes! Clonlara teachers and advisors work closely with families to understand their goals and guide them on their learning journey. They get to know each student personally and make customized recommendations for learning activities, educational resources, and more.

Using Full Circle Learning, students and families discover how to create authentic, relevant, and personally challenging learning experiences. Whether they are in person, at home, or anywhere in the world, our students will have a Clonlara team working closely with their families to develop a highly personalized education plan based on their passions and interests.

Kars4Kids: How did the pandemic affect your operations?

April Huard: With the sudden school closures, families were forced to consider other options that maybe they had never considered before, and they had to do it quickly without much time to plan. We did get a lot of families who were brand new to the idea of keeping their kids home for school, so that was a challenge, but we loved it.

Since COVID, people have realized that they might have more flexibility in school than they had before, and now they want that flexibility for their kids. Our Campus Program, which in the past had always adopted the more traditional 9:00 am – 3:00 pm schedule, is hybrid this year because families wanted to have their kids at home on some days each week. People are now wanting more of an a la carte education, and Clonlara can support families who have these desires, ensuring that their learning plans, documentation, and transcripts all reflect their students’ unique learning paths.

 

Junior Auxiliary of Meridian members have a right to be proud. They’re still going strong after 90 years and counting, and their accomplishments are legion. You can also see they really care about those in their community, for example children whose families struggle with covering the basic necessities of day-to-day life, the teachers who teach them in school, and so much more.

There is no doubt that JA of Meridian is a community asset. We feel this small grant recipient must be generating a lot of goodwill for its impressive record of service. Wanting to know how they do it, we put some questions to Junior Auxiliary of Meridian Executive Board Member Marie Roberts (Sponsorship and Giving), to learn more:

Kars4Kids: Can you tell us something about the founding and history of JA of Meridian? What was behind the decision to focus on the children of your community?

Marie Roberts: Junior Auxiliary of Meridian began in 1931 with a group of women who called themselves a “spinster club” and shared a common goal of wanting to help underprivileged children in our community. More than 90 years later, we’re still a group of women working toward that same goal as part of the broader National Association of Junior Auxiliaries.

Kars4Kids: What’s your demographic? What can you tell us about the children you serve?

Marie Roberts: Our chapter service projects range from meeting physical needs such as school uniforms, shoes, personal hygiene products, eye exams and prescription eyeglasses for school-aged children; ongoing mentoring relationships for at-risk middle school girls and area children living in foster care; and care bags for expectant young mothers to provide prenatal vitamins, referrals to community resources, and more. We serve children ages 0-17 or those aging out of foster care, and our demographic is directly drawn from community referrals from school counselors and administrators, social workers, other non-profits, and teachers.

Kars4Kids: We like that you include assistance to teachers, via your Teacher Mini-Grants program, as an important part of helping children learn and grow. Can you tell us about this program? We’d love to know about some of the items and projects your mini-grants have funded.

Marie Roberts: Our Teacher Mini-Grants project allows for large scale student impact and involvement without burdening teachers with a full scale research proposal and grant pitch as seen in other education funding options. Our grant application is concise and non-restrictive, and the speed of awarding allows for teachers to come up with amazing ideas they can implement within the current school year. Our community sees such great value in Mini-Grants, too, so we’ve seen great support in donations and sponsorships earmarked for this specific project. In 2022, Mini-Grants funded everything from arts integration through a school play; classroom technology in the form of stylus pens; an outdoor reading space; a STEM-station for elementary; a PA system; and new hand tools in a career and technical education classroom in a high school setting.

Kars4Kids: Helping Hands provides for necessities children from less fortunate circumstances might not otherwise have, for example eye exams, glasses, and shoes. How do families find you to get this assistance? Are they referred by an agency or the child’s school? What are the short and long term impacts of this service to the community? 

Marie Roberts: Helping Hands is a personal favorite service project of mine as I’ve served on that project committee for the longest. When a school counselor, nurse, social worker, or administrator contacts our chapter with an urgent need for a student, we are honored to meet that need and we strive to have items to them within 48 hours. That contact triggers a chain of events that has our members collecting sizes; inquiring about other children in the home who may also be in need; shopping for any situation-specific items; and delivering the items requested to the school official. In the short term, we meet an immediate, tangible need, but the long term impact is invaluable. We never know the child’s name, but we do know that a child with clean clothes, access to personal hygiene products, a warm jacket, a school uniform like that of their peers, etc. is a child who is more likely to be confidently engaged in and out of the classroom.

Kars4Kids: How about an overview of your mentoring program? Why is this program specifically for young women? Why is there a need for this type of mentorship? Do mentees ever return as mentors?

Marie Roberts: Bloom is our newest standing service project and emerged as a community need during COVID-19 with great input from our area school counselors. More and more mental health professionals report that adolescents need a safe space in which to express their thoughts and emotions, and the global pandemic negatively impacted relationships and interpersonal communication. Bloom allows for our membership to connect with young women who may benefit most from a female mentor as recommended by their school counselor. The project is in its third year, and we have doubled the number of mentor pairs with mentees. As it continues to grow, I believe our chapter would love to see these young ladies grow up to be active members of our community who express interest in joining Junior Auxiliary of Meridian to give back, too.

Kars4Kids: Tell us about Crown Club. Is it a new innovation, or a program with significant history?

Marie Roberts: Crown Club is new for our chapter but has a rich history with other chapters within the national network. It is mentoring and community service-driven and aimed at high school girls as a reflection of our own experience as a chapter. It’s amazing to see these students who juggle academic, extracurricular activities, part-time jobs, and all of the things that go along with being in high school, serve our community. We are exposing the benefits of volunteerism to a younger population while also providing opportunities for character development – two aspects that many seek out in preparation for college, career, and future-focused success.

Kars4Kids: What is the Hearts for the Arts Trail and where is it located? Is participation in Hearts for the Arts limited to a certain age range? How does this program enrich the community?

Marie Roberts: Hearts for the Arts is an ongoing initiative that promotes arts awareness and involvement in the broadest sense of the word – art, photography, painting, murals, graphic design, photography, and so much more – to promote self-expression and creative outlets. As with all of our service projects, Hearts for the Arts is directly benefiting children, but the benefits are reaped by families, friends, and the greater community through public artwork; interactive murals, art and written essay contests with awards; and a World Art Day celebration that brings together art museums, artisans, musical groups, colleges and universities, and groups from the private and non-profit sectors together in celebration of the arts.

Kars4Kids: The Provisional Class Project is, according to your website, a yearly service project based on community need. Can you tell us about some of the projects that have been carried out through the years?

Marie Roberts: Our 2023 provisional class project “beYOUty shop”builds self-esteem in local 6th grade students by teaching self-care skills through a hair care workshop. In 2022, “Bump Bags” were created for young, expecting mothers to include prenatal vitamins, community resource referrals, and parenting literature. Other provisional projects include the creation of a special needs area on a community playground to include a wheelchair accessible swing, the addition of personal hygiene products as part of Helping Hands, a prom dress closet, a shoe campaign, and more.

Kars4Kids: How has the JA of Meridian moved with the times from its earliest beginnings until now?

Marie Roberts: Our earliest beginnings meant a chapter made up of women who were predominantly stay-at-home mothers. The vast majority of our membership now works outside the home. Our service and service projects have opportunities to give back to our community for both scenarios, which is one of my favorite parts about being involved with the chapter. We can choose to read to second grade classrooms during the school day, help host a cooking class on a Saturday morning for children in foster care, hop on a weekly Zoom call with a middle school girl to talk about life, shop for and deliver school uniforms and bath soap to a school nurse on a weeknight, and so much in between. With more than 3,000 hours served annually, there is a way to positively impact the lives of the underserved children in our community for everyone.

Kars4Kids: What’s next for the Junior Auxiliary of Meridian?

Marie Roberts: As our chapter gets back to the “new normal” of a post-COVID-19 environment, I think what is next for us is coming back stronger in service than ever before. We’re able to go into classrooms, have in-person mentoring sessions, celebrate teachers receiving mini-grants, and fundraise to support all of our work. Our 2023 theme is “Just One” as we share our stories of service with others in the hope they are inspired to uplift us, support us through sponsorships and charitable gifts at any level, and rally behind us as we aim to help “just one” more child through service.

Future Urban Leaders is in large measure, about a mindset. Children who grow up in wealthier neighborhoods have more opportunities. Their parents can afford to send them to college, and may have business connections to get their kids started on a career. In less wealthy neighborhoods, going to college is not a given. And that’s where our small grant recipient, Future Urban Leaders comes in.

At FUL, college is a given, in part, because of the mindset: there is no reason you can’t go to college, too. Once kids have a chance to consider this idea, they will begin to strive for college as an ideal and in general, follow a trajectory to success. We put some questions to Founder/Development Director Ross Romenesko to learn more about this work.

Kars4Kids: Can you tell us something about your demographic?

Ross Romenesko: One hundred percent of our scholars and their families are black families who live in neighborhoods of the Milwaukee community, most specifically those with the 53205 and 53206 ZIP codes. These specific areas are well documented as being two of the most marginalized communities in Milwaukee County.

Kars4Kids: You refer to your participants as “scholars” rather than “students.” Can you talk about that—the distinction between the two and why you chose the former?

Ross Romenesko: Future Urban Leaders is all about empowerment of our scholars and their families. The intentional use of the word scholars gives FUL participants the confidence that they can be successful in school and beyond. It helps our kids to feel like they belong in higher learning atmospheres as much as anyone else.

Kars4Kids: Future Urban Leaders works with children as young as 4 years, all the way through high school, and as your website states, “and sometimes beyond.” How often do you continue to serve students beyond the high school years?

Ross Romenesko: We are still a young foundation and our first groups of scholars are graduating from high school and moving onto their chosen paths after graduation. Our most recent class had two scholars that went to MSOE and MIAD on full scholarships. Our upcoming class has 6 scholars that are all headed out to different colleges next year, some local and some Historically Black College and Institutions that we toured with them.

Kars4Kids: Future Urban Leaders has a program called “Leadership Apprentices.” Can you give us an overview of this program?

Ross Romenesko: Our Leadership Apprentices is our 3rd through 5th grade programming which focuses on exposing students to as many different ideas and opportunities as possible. During the school year, each grade has a different 8 week session that focuses on one of our main pillars: STEM, arts & humanities, health & wellness, leadership or college and career readiness.

Kars4Kids: What are some of the activities specific to your Leadership Fellows program? How does the focus of this program differ from your programs for younger scholars?

Ross Romenesko: All of our Leadership Fellows focus on a career and college readiness path that includes resume building, mock interviews, career soft skills, financial literacy, ACT prep, college applications and scholarships, FAFSA, an HBCU college tour and much more. As our foundation continues to grow, so does our Fellows Leadership program.

Kars4Kids: Are you offering any summer programs to prevent “summer slide?”

Ross Romenesko: Future Urban Leaders partners with a variety of local institutions to help provide summer programming to our scholars. For example, we connect and pay for scholars to go to pre-college courses at UWM, MSOE and MIAD. We also provide our summer enrichment trips like our leadership camping weekend for our high school students or our hiking day trip to Devil’s Lake for our 3rd through 8th graders.

Kars4Kids: Are the scholars referred to you by the schools? What makes a student eligible for your programs? Is there a fee to join?

Ross Romenesko: Currently most of our young scholars come from the school where I used to teach, Milwaukee College Prep-Lloyd Street. We have around 30 high school scholars who filter out into the different Milwaukee public and private high schools. We hope to expand to more schools in the future as we continue to grow as an organization. They are recommended by teachers and then interviewed by staff. Future Urban Leaders is completely free to our scholars and their families.

Kars4Kids: What’s next for Future Urban Leaders?

Ross Romenesko: I founded the organization 8 years ago as a first year teacher with 12 scholars and now we have grown into an organization that serves over 150 Milwaukee youth to help them to achieve their dreams and plan for their future. We hope to continue to grow and serve as many Milwaukee families as we can for years to come.

Riveredge Nature Center understands that learning doesn’t always happen as students sit inside the classroom. To the contrary, true learning happens when lessons are interactive and the students, engaged. What better way to educate young people and their families then, than by using the natural resources at hand: local parks, woodlands, wetlands, and prairie, as well as the Milwaukee River?

The Riveredge Nature Center is making science exciting for kids and filling in where their classroom education leaves off. Not to mention that young people learn to care about conserving the natural resources in their area. If we want the next generation to see protecting the environment as a value, we need to grab their interest. It is clear to us that Riveredge Nature Center is doing just that and more which is why we lent some modest support by way of our small grant program.

We put some questions to Riveredge Nature Center Marketing and Communications Specialist Amy E. Casey:

Kars4Kids: What’s your demographic? What can you tell us about the community you serve?

Amy E. Casey: We serve learners of all ages and backgrounds, who come to us from throughout Southeastern Wisconsin. Our community is a vibrant, joyful one! Kids attend educational programs, visit Riveredge on school field trips, learn in local schools with our Scientist in Residence, experience summer camp, and have fun at seasonal events. Adult learners and whole families can get involved in our adventure programs with watersports and tree climbing, attend workshops and lectures, and participate in our conservation research and restoration.

Kars4Kids: There’s no charge to participate in your Family Nature Club. Can you tell us about the club? Are your other programs free? Do you offer scholarships?

Amy E. Casey: Family Nature Club is a series of free weekday evening offerings held at parks throughout Washington, Ozaukee, and Sheboygan Counties. Each session has a seasonal theme and is led by one of our fantastic educators. It’s a great way for local families to get outside, meet each other, and find common ground around their interest in nature. It’s also a great way to encourage families to discover all the amazing parks in our area! In addition to Family Nature Club, we have a wide spectrum of other family programs. Some of these are free, and many are under ten dollars to attend. We do offer summer camp scholarships for families in financial need.

Kars4Kids: Riveredge offers age-specific field trips for school children which your website describes as offering a “hands-on, inquiry-based, outdoor experience.” Can you give us some examples of these field trips and how they fit that description?

Amy E. Casey: There are field trips for every season! We believe children and adults learn best when they can hear, see, and touch as they are learning. In autumn, we have our Fruits of Fall field trip where students learn about apple trees and get to check out an apple cider press. In winter, students can go snowshoeing and learn to identify animal tracks. We host a program called Testing the Waters that engages high school students in testing water quality in the Milwaukee River. During maple sugaring season, schools can come see maple trees being tapped and learn how syrup is made from sap!

Kars4Kids: What are the advantages of your Homeschool Ed-Ventures program for children who are homeschooled?

Amy E. Casey: We offer enrichment to their science curriculum while offering the important opportunity to collaborate with other learners and form friendships. With our 452-acre classroom, we’re able to provide unique and hands-on experiences for students to explore the natural world alongside our talented staff of educators. It’s an amazing program that grows in complexity and challenge to make experiences exciting for every age level, starting with students as young as preschoolers all the way up to high school seniors.

 Kars4Kids: Tell us about your Scientist in Residence program. Why is this program necessary?

Amy E. Casey: The Scientist in Residence (SIR) program places our environmental educators in a local school over a five-year partnership. This educator becomes a key part of the school team and works hand-in-hand with teachers and administrators to reduce barriers to outdoor learning. The program works to increase young people’s access to the outdoors and time in nature, which is a well-researched and often overlooked component of mental and physical health. Our Scientists in Residence teach lessons, build curriculum, and collaborate with schools on groundbreaking projects, like school forests and native plants on campus. We’ve found that children who have access to the outdoors during the school day are more excited to attend school and can better focus on their academics.

Kars4Kids: Your summer camp is said to be beloved by generations of “Riveredge kids.” How long has your summer camp been in operation? How many kids do you serve annually? What activities are offered?

Amy E. Casey: Our Nature Journeys Summer Camp has been offered since 1985—this summer will be our 38^th year! At Riveredge, summer camp serves kids as young as three and as old as eighteen, with adventures that utilize our whole campus of woodlands, wetlands, and prairie, as well as off-site locations where we swim, paddle, backpack, and explore. From wildlife encounters to tubing down the Milwaukee River, from games and songs to harvesting garden vegetables, campers find all kinds of ways to celebrate nature, get muddy, and make lifelong friendships. Our current camp capacity is around 1,100 kids over the course of the summer.

Kars4Kids: Can you describe your Tree Climbing program? What do children gain from the experience?

Amy E. Casey: We offer professional tree climbing experiences for kids and adults, ages seven and up. Our tree climbers speak about the way they are able to build confidence through tree climbing—it’s a direct way to set a goal and attempt to reach it. Kids feel proud when they overcome the challenge they set for themselves and realize they can do much more than they thought. Being up in the trees provides a new perspective on the world, a great full-body exercise, and a deep sense of connection with nature.

Kars4Kids: What’s next for Riveredge Nature Center?

Amy E. Casey: We continue to build upon our 55-year legacy of supporting conservation through education that awakens curiosity, engages the body, and explores connection with nature. We continue to work hard to find ways to become a destination for environmental learning, and to invite new audiences in, especially those who have not historically had access to joyful experiences in the outdoors.

The Annie C. Courtney Foundation, Inc. tries to keep kids out of foster care. But for those youth already there, the foundation works hard to find them loving families. It could be kinship care or adoption, but whatever form that family takes, the goal is to help and support these vulnerable young people to succeed and grow.

We believe it is our responsibility as a society to step in and provide these children with the very basic needs and opportunities they lack. That responsibility continues, even after the most vulnerable children have aged out and the system has withdrawn its help and assistance. Our small grant program allows us to offer modest support to efforts such as those of the Annie C. Courtney Foundation, which work tirelessly to even the odds for children and youth in difficult circumstances. We put some questions to Annie C. Courtney Foundation Executive Director Deb Kelleher to learn more about this work:

Kars4Kids: What’s your demographic? Who are you helping?

Deb Kelleher: Founded in 2011, the mission of the Annie C. Courtney Foundation, Inc. is to support and promote positive, empowering, loving and healthy communities for vulnerable children, youth and families with the goal of preventing the need for foster care; also eliminating barriers that prevent young adults with child welfare histories from succeeding. Annie C provides foster care, kinship care, adoption, and foster care alumni support for anyone in or from Connecticut.

Close to three thousand children across the state of Connecticut are in foster care (July 2022). Some are waiting for a foster family; others for an adoptive family, or to be reconnected to kin. Over 60% of children in foster care in CT will eventually be reunified with their parents. Our staff are experts in finding families for children in foster care, with over 20 years of recruiting experience. Staff also aid in retention of licensed families through services including individual supports, support groups and trainings. Our agency leads a community collaborative for foster care, kinship care and adoption focused on finding families available to help families in need active since 2008 with members across the spectrum of foster care, adoption, children’s behavioral health and more.

As part of our continuum of services, AnnieC also provides a safe and supportive environment for young adults who have aged out of care where we help to identify individual services and support their basic needs. It is through this work that our agency has come to recognize the dire need for safe and affordable housing – with support – for young adults who find themselves “aging out” without the backing of the foster care system they were reliant on. In addition, youth whose adoptions and guardianships fail, many times find themselves alone and vulnerable long before they are ready to accept the responsibilities of adulthood and without the maturity and natural supports most of us had when we launched into adulthood.

Housing is a basic need without which our young people cannot achieve their dreams. Our New Beginnings project is a manifestation of our dream to provide housing for these vulnerable young adults. Our first house will be purchased later this year.

Kars4Kids: Who was Annie C. Courtney? What’s her story and how are you connected to her?

Deb Kelleher: Annie C. Courtney is my beloved “Gom,” my maternal grandmother. The Annie C. Courtney Foundation is named after her. Anna Caroline Gudelinis Courtney, Annie, as she was fondly called by family, friends and most especially her devoted husband, Albert, was born on May 15, 1904 and grew up in New York City. Annie was the oldest of 8 siblings. She became a teenage kinship caregiver who single-handedly raised all of her siblings after her parents passed away. She did not marry until each of her siblings were successfully launched into the world.

Despite being considered too old to be “marriageable” in the 1930s, her vibrant personality, love of life, and delightful humor attracted the attention of Albert Courtney, whom she married in 1935. She and Al proudly raised their four daughters in Astoria, Queens, where she lived till she passed away in 1994. Annie strongly believed that after God and faith, raising a healthy, happy family is the most important work anyone can do.

I was her oldest grandchild and I spent many happy hours in her company. She taught me how to dance by allowing me to dance on top of her feet. She taught me all kinds of card games – which she rarely lost!

Beloved and adored by all thirteen of her grandchildren for her incredible sense of humor and fun, kindness, protectiveness and unfailingly positive outlook, “Gom” was every grandchild’s hero.  She became a great grandmother before her death, to six great-grandchildren. Annie was a force to be reckoned with despite her diminutive size. My dad, who was 6’4” lived in fear of her wrath. She rarely lost an argument! She will forever be missed!

Kars4Kids: You co-founded the foundation with Sue Plowman in 2011. What was your motivation for starting the foundation?

Deb Kelleher: Sue and I saw a need and we had a dream. We knew that as adoptive parents who had a lot of experience with the foster care system – between us we were licensed for over 15 years – we saw things from a different perspective than social workers did and we wanted to build an organization reflective of the experiences of families like us who had fostered and adopted.

Kars4Kids: You’re scouting out a place to build an intentional neighboring community. What’s that and why is it important for those you serve?

Deb Kelleher: The Annie C. Courtney Foundation has a vision that every person, no matter their life circumstances, needs and deserves caring relationships. In fact, research confirms that individuals will thrive if they feel a sense of connectedness.  Our innovative vision for youth, both those aging out of foster care and homeless youth aged 18-24, is that they live in an interdependent, purposeful community called an Intentional Neighboring Community (INC.)

At INC, active senior citizens who share a common purpose reside in community with the youth. A common purpose – the well-being and success of the youth residing in the community – connects them. The youth benefit from a community of caring adults providing them with the sense of family absent in their lives and the elders find real purpose and meaning in their everyday lives through giving their time and talents to the youth within the community.  The fabric of our INC is wholly dependent on the residents developing a sense of extended family within the community. Social service supports, also present, become the second line of defense, as problem-solving shifts from professionals to a dense web of natural, community support.

We see our INC as a space where older adults support youth in community and in turn, the youth promote the elders’ wellbeing as they age in community. Aged-out foster youth/homeless youth benefit from a community of caring adults who will provide them with a sense of family absent in their lives and elders find real purpose and meaning in their everyday lives through giving their time and talents within the community.  The fabric of an Intentional Neighboring Community (INC) is wholly dependent on each of these constituents developing a sense of extended family within the community. It is an exciting concept that has been brought to life in other states and we dream of a time where Connecticut will have its own INC.

Kars4Kids: How are you helping kids who have aged out of the system?

Deb Kelleher: Through the New Beginnings project, Annie C. Courtney Foundation plans on purchasing multifamily homes in the Naugatuck River Valley. Apartments will be rented exclusively to young adults with HUD’s Foster Youth to Independence vouchers or other entitlements providing up to three years of housing stability. What makes us unique is our desire to identify and provide robust services and supports necessary for these young adults to experience success. The FYI vouchers require that we provide housing meeting HUD requirements as well as providing brief case management and referral services to residents to assist with stability. Our pledge is to do more than meet the minimum requirements for our youth.

We want young people to thrive. To achieve that goal, we believe that is essential to provide the building blocks and enduring opportunities to develop sustainable, long-lasting relationships. New Beginnings will eventually purchase multiple homes in close proximity, creating a safe, supportive neighborhood for our residents to form a local support network of young adults with similar lived experiences.

One of the homes will include a common area for get-togethers, meetings, and trainings – i.e. cooking lessons, financial literacy training, etc. To be sure we are on the right track, we have deliberately chosen former foster youth as members of our Board of Directors so that they can guide the work from the perspective of folks with lived experience.

Kars4Kids: These days it seems a lot of grandparents are raising their grandchildren. What are some of the challenges involved with grandparents serving as parents?

Deb Kelleher: Wow, where do I begin? I’ll talk about a few of the most common challenges. Every relative who comes forward to raise another relative’s child faces an initial challenge of redefining their relationship to both the children and their parents. Regarding the children, they have typically moved from a fun relationship to a relationship where they bear the same responsibilities as any parent.

Navigating the changes to their relationship with the parents is often really tricky. Parents can be angry, they can feel like the grandparent is trying to take their place and sometimes see them as another impediment to their relationships with their children. Kinship caregivers, as we call them, need a lot of support with this. Finances are also often a big challenge to older grandparents. If they’ve retired, many times they are on a fixed income and providing for the kids can be daunting and sometimes downright overwhelming.

We also need to acknowledge how emotionally fraught this is for grandparents, especially. Their own children are not able to raise their children. Many of them feel guilty and angry and terribly sad. These feelings are compounded every time the children feel bad, also. This is where robust support groups of other folks in similar circumstances is so important. These support groups are places where the kinship caregiver knows there are others in the same boat who will not judge.

Kars4Kids: Can you describe for us the “perfect” foster parent? What do you look for in placing a child with a foster parent?

Deb Kelleher: There is no such thing as the perfect foster parent, we always say. Every child needs something a little different so different people are a good fit for different kids. Universally, though, foster parents should be non-judgmental, patient, kind and loving, and having a good sense of humor is a must! They must have the dedication and the time to fit a young person into their lives and make them feel welcome.

The best foster parents are also willing to be a resource for children’s families and want to fold them into their hearts and their lives. Many of our kids are from families with multiple generations involved with child welfare so their parents may have also experienced less than adequate parenting. Our foster families often don’t just change a child’s life they change entire families’ lives.

Kars4Kids: How did the pandemic affect your operations?

Deb Kelleher: Well, of course, most of our contact with folks became virtual. Zoom became my best friend! We had to eliminate all in-person support and training. But, through all of this, we learned a lot.

We found that virtual trainings often worked out better for folks with young children because they could still attend when they had no babysitters. We found that folks exploring foster care and adoption – just wanting to attend an initial meeting to see if this was something they could commit to, preferred virtual meetings and attendance rose dramatically. We do miss our families and plan to increase the number of in-person events this spring and over the summer!

Kars4Kids: What’s next for the Annie C. Courtney Foundation, Inc.?

Deb Kelleher: What’s next? We want to place a much stronger emphasis on our New Beginnings housing program and we are hoping to open a used book store where we will be able to teach teens and young adults vocational skills while we support our programs.

MakerGirl believes that girls can excel in STEM and use these skills toward a brighter future. But first you have to excite their interest in STEM. To that end, MakerGirl has set up a three-level program that imparts STEM knowledge to girls early on—before they lose interest in STEM, as too many girls, do.

It is nearly impossible today to compete in the workplace without a good grounding in STEM skills. Our small grant award-winner MakerGirl awakens girls to the magic of STEM, setting them on the path to success in high tech and other careers involving STEM. We put some questions to MakerGirl Manager of Programs and Events Madeline (Maddie) Brown to find out more about this work:

Kars4Kids: We usually begin our small grant interviews asking about the grantee’s demographic. But when it comes to MakerGirl, we found that you serve girls from every sector—so we’re going to work backward, by asking about your summer program, MakerGirl Goes Mobile. What is the idea behind this program? Who benefits?

Maddie Brown: The goal of MakerGirl Goes Mobile is to reach every area of the United States. Whether it’s a small town or urban city, we want every girl to have access to STEM education and resources. This summer 2023 we will be running our 5^th MakerGirl Goes Mobile tour, focusing on the Midwest and Great Plains regions.

Kars4Kids: Who founded MakerGirl, and why?

Maddie Brown: MakerGirl was co-founded by Elizabeth Engele and Julia Haried Flesher when they were undergrad students at the Gies College of Business at the University of Illinois. In an entrepreneurship course their professor asked the question, “What bothers you?” This question sparked the idea for MakerGirl to inspire young girls to grow up to be strong and confident leaders in whatever career they may choose. The professor of that undergrad class, Noah Isserman, continues to be an incredible advocate at MakerGirl and serves on our co-founders on the MakerGirl board of directors, today.

Kars4Kids: MakerGirl offers three levels of programming. Some of these levels overlap in terms of age range. It makes us curious, what went into the decision to break things up into three levels, and how did you set the age range for each of the three?

Maddie Brown: When MakerGirl started out, Julia and Elizabeth determined the target audience for Level 1 sessions as they found through research that girls start saying “No” to STEM around age 11. We aim to provide a safe, girl-centric environment to be exposed to and excited about STEM at an early age before girls might think “STEM is not for me.” Our philosophy is that when girls have female role models or mentors, they will feel more confident in saying “Yes” to future challenges! Our Level 1 Future Makers curriculum works best in the 7-10 age range, where the skills are an appropriate blend of challenging but basic, with an emphasis on FUN! We wanted to continue to expand the pipeline MakerGirl has established to go beyond the initial age range of 7-10, to create specialized levels of programming for girls from ages 11-14 and 15-22. This means that a girl can enter MakerGirl’s programs at age 7 and grow with MakerGirl all the way to becoming a university volunteer. With the introduction of the newest level of curriculum, the Inventive Minds and Project Engineers we will lead MakerGirl towards its three goals: educating 10,000 girls, establishing 10 MakerGirl Academies, and maintaining girls’ commitment to STEM involvement throughout their entire lives by the end of 2025. We have found that students of all ages (even our staff!) enjoy playing around with our Level 1 Future Makers activities!

Kars4Kids: Let’s talk about the three levels of programming you offer. Level 1 is for younger girls, right? Can you give us an overview of Future Makers? What, for instance, is Tinkercad?

Maddie Brown: Level 1 Future Makers is all about three major parts: 1) introduction to 3D printing 2) learning how to use basic CAD design skills and 3) learning about famous women in STEM and sharing about the students’ designs. TinkerCAD is an online educational and kid-friendly design tool that gives students use their imagination to design without limits!

Kars4Kids: It looks like the virtual sessions are shorter than in-person sessions. Can you explain? Is it a time management thing?

Maddie Brown: When we are running an in-person session we like to have plenty of time to welcome the students into the space at the beginning of class, show them around 3D Printers and interact more closely with the technology, and allow time for parents to join in for the last 15 minutes of show and tell! We try to maintain as much of this as possible in a virtual setting, but it typically takes less time due to the nature of doing demonstrations and show-and-tell via Zoom. In virtual sessions, we give our students up to 24 hours to keep working in the TinkerCAD classroom after the session ends, so students actually have more time to practice and perfect their design.

Kars4Kids: Okay, on to Level 2, Inventive Minds. Can you describe it for us? Does it build on the skills learned in Future Makers?

Maddie Brown: Our level 2 offering, Inventive Minds, is a five-session project-based course that is approximately 90 minutes in duration per session. We teach MakerGirls the importance of articulation and iteration when discussing ideas and concepts while going through the engineering design process. They build upon their CAD skills by designing and creating their very own Game Board, including designing a theme, game rules, and 3D printing game components using TinkerCAD!

Kars4Kids: Reading the description of Level 3 Project Engineers left us impressed that it really is next level, so to speak. It’s like lift-off: they’re ready to be entrepreneurs—even if they are still in school. But what happens after the girls turn 14? How will they stay motivated to continue to use the skills they learned?

Maddie Brown: After students graduate from Level 3 Project Engineers, we strive to foster STEM knowledge and growth as a lifelong pursuit. That’s why we offer high school and college students the opportunity to join MakerGirl as ChangeMakers – our student volunteers! ChangeMakers run all our Level 1 Future Makers sessions. We love seeing our MakerGirls grow up passionate about giving back to younger generations. ChangeMakers are given unique professional development opportunities to work on MakerGirl special projects; learn the ins and outs of running a nonprofit organization; participate in Q&A sessions with sponsors and corporate partners; go on the trip of a lifetime with MakerGirl Goes Mobile; or even join our team as a part-time intern! Many of our ChangeMaker alumni credit their experience with MakerGirl as a key step in their career path.

Kars4Kids: MakerGirl has a great website, and that makes sense, because you teach design. It’s a great way to showcase what girls can do. Was that part of your thinking in creating the website? Did you design it in-house, perhaps?

Maddie Brown: Our ChangeMakers (high school and university students) who teach our sessions are major contributors to our website. We have had many ChangeMakers take on the website as a volunteer project, this allows them to learn website design and help best showcase our programs, mission, and our impact to our supporters. This has allowed us to further our dual purpose of not only impacting the young MakerGirls (7-14 years old) but also the ChangeMakers (15-22 years old).

Kars4Kids: What’s next for MakerGirl?

Maddie Brown: MakerGirl’s big goals for 2023 include successfully running our 5^th MakerGirl Goes Mobile trip, running more in-person sessions with our University of Illinois and Illinois Wesleyan University MakerGirl Academies, and educating 1,000+ girls this year! We are always looking for ways to expand our programs, add new curriculum, and grow our team!

The Austin Hatcher Foundation for Pediatric Cancer (AHF) was born in the wake of one family’s grief as a meaningful way to remember an infant son lost to cancer. The foundation’s one-of-a-kind pediatric cancer center is laser-focused on the psychosocial and cognitive effects of cancer on child sufferers and their families. Those of us on the outside looking in, may not know that cancer treatments, and cancer itself, can cause deficits that impact learning. Such deficits may affect a child’s academic work even years after cancer is only, hopefully, but a memory.

The Austin Hatcher Foundation can evaluate children and offer them therapies that can improve academic performance. But AHF, our latest small grant recipient, is also holistic, providing far more than testing and help with cognitive issues. AHF offers counseling for the whole family, along with abundant recreational activities. That’s important, because when a child has cancer, the effects are felt by all those connected to them.

We put some questions to Austin Hatcher Foundation Marketing Coordinator Shayna Webb:

Kars4Kids: Can you tell us the story behind the Austin Hatcher Foundation for Pediatric Cancer? Who was Austin Hatcher and what was the impetus for establishing the foundation?

Shayna Webb: The Austin Hatcher Foundation for Pediatric Cancer was formed in December 2006 by Jim and Amy Jo Osborn. On October 19, 2006, Jim and Amy Jo’s son, Austin Hatcher (“Hatch”) Osborn, at 11 weeks old, took his last breath. Hatch was diagnosed only 11 days earlier with a very rare and aggressive form of brain and spinal tumors. Ironically, even prior to Hatch’s diagnosis, the Osborns had a passion for supporting children’s cancer organizations through the motorsports industry and Jim’s race team. With a clinical understanding, a business mindset, and a desire to keep Hatch’s name alive, Jim and Amy Jo formed the Austin Hatcher Foundation to fill the unmet service needs of children suffering from cancer and their families, from the moment the child is diagnosed and then throughout their lifetime, helping them to thrive while living with pediatric cancer.

The Foundation began with a vision and mission: Jim and Amy Jo fundraised to open the nation’s only psychosocial, evidence-based, “whatever-it-takes-for-families-to-thrive” pediatric cancer center.

Within 15 years, the Foundation has grown over 1600 percent and gradually moved from 2,500 square feet of office space beginning in 2009, to now 33,000 square feet. More than $4.7 million in services are provided annually to children with cancer and their families at no cost to them.

Kars4Kids: Aside from missing school for treatments and needing help to keep up with their studies, what other types of issues get in the way of academic success for pediatric cancer patients and survivors?

Shayna Webb: Academic success for pediatric cancer survivors is often impacted by what is commonly classified as “late effects” of treatment. These late effects are typically correlated with the medication that is required to treat the cancer. Specifically, chemotherapy has not only an impact during treatment (“chemo brain”), but also has an impact that sometimes does not surface until later. The cognitive impact which adversely impacts success in academics includes deficits in attention, working memory, short-term and long term memory, multitasking, flexible thinking, self-control, visual perceptual deficits, as well as anxiety. There is not a textbook example because the impact on pediatric cancer survivors varies, some survivors have little or no remaining deficits and some survivors have all of the symptoms. Often, as a result of the changes that are reported after treatment being so gradual, the individual may not realize that their symptoms are even a result of the cancer treatments. Survivors report that they lose confidence and have increased anxiety, which often results in decreased participation in academic endeavors and ultimately decreased opportunity to learn and excel as they did prior their cancer diagnosis.

Kars4Kids: Why do pediatric cancer patients and survivors experience cognitive dysfunction? What does this dysfunction look like?

Shayna Webb: Due to young age at diagnosis and associated treatments, the National Cancer Institute (NIH) reports that approximately 70% of pediatric cancer survivors suffer serious long-term effects. Similarly, 40% to 100% of all pediatric cancer survivors experience neuropsychological dysfunction due to the toxic nature of chemotherapy and radiation treatments. Caregivers are also impacted by the child’s disease through impacts on their work or job life and increased susceptibility to post-traumatic stress disorder, financial burdens, etc. Siblings often report increased feelings of anxiety, frustration, and isolation leading to behavioral and academic issues.

Some late effects from common treatments of pediatric cancer include slowed cognitive processing speed and reduced working memory function.

Kars4Kids: How have improved survival rates for pediatric cancer patients changed the way their families direct their energies?

Shayna Webb: Due to improved survival rates, families are now able to move through the treatment journey with more hope than ever. They can be focused on long-term planning for their child. For example, continued school participation (even if it is modified to homebound learning), future career and fertility or family planning is also something families engage in with their children. The Austin Hatcher Foundation helps families transition from being focused on the difficulties of the childhood cancer journey to those things they need to best support their burgeoning young adult, whose needs and resources are naturally evolving.

Kars4Kids: One of the services provided by the Austin Hatcher Foundation is neuropsychological testing. Can you give us an overview? What do these tests measure, exactly?

Shayna Webb: Neuropsychological testing is a comprehensive evaluation of the patient’s brain function or cognitive status by specific neurological domains. This combination of assessments and tests measures cognitive abilities such as IQ, attention, learning & memory, language, academic skills and psychosocial function. The testing provides a comprehensive, detailed assessment of a person’s ability to encode, process, store and express information. Interpreting the various test results allows strengths and weaknesses to be uncovered. From the evaluation done by AHF’s licensed psychologists and clinicians, recommendations are made for optimizing learning and functioning.

Kars4Kids: What types of therapies do you offer to help kids regain or improve function? How do they help?

Shayna Webb: The experience of childhood cancer goes beyond diagnosis and affects every family member differently. Each family needs unique solutions to the individual challenges they face.

The foundation’s Education Advancement Center houses a variety of evidence-based programs to address each child’s and family members’ needs, including:

• Neuropsychological Testing (explained in previous question)
• Behavioral Health: Assessment & Intervention (Individual, Trauma, Grief, Marriage and Family Counseling, CogMed, PCIT- Parent Child Interaction Therapy, Behavioral Modification and Career Counseling)
• Occupational Therapy (Improves Physical Abilities, Sensory Deficits, Visual Perceptual Skills, Independence, Developmental Delays and Cognitive Function)
• Art + Music Therapy (Enhance Emotional and Physical Function)
• Family Programming (Day Camps, Parent Events and Sibling Events)
• Sibling Support (One-On-One Counseling, Enrichment and More)
• Academic Support (IEP/504 Plan, Tutoring and Virtual Learning)
• Industrial Arts (Shop Class – Treat and improve behavioral, memory and learning deficits)

All of these programs are offered to families for free with the goal of helping them cope in the present and thrive in the future after a pediatric cancer diagnosis.

Kars4Kids: We’d love to hear about your STEAM club and pop-up activities. How does this work? Can you give us some examples of the activities you offer?

Shayna Webb: Diversionary therapy, or the use of recreation or play as an addition to treatment, is often used to treat families who are facing a childhood cancer diagnosis. One area of Diversionary Therapy that is explored here at AHF is STEAM activities! STEAM activities are provided for affected patients and their siblings as a part of their visit to AHF. Activities follow a theme and records are kept to ensure that visitors are following a curriculum and achieving mastery of standards. We also do quarterly STEAM Clubs, all with a different theme. For example, our current STEAM Club is all about engineering, with a focus on robotics. Our last STEAM Club was geology focused, and the kids got to do a variety of activities, including planting and maintaining a garden, a dirt lab, learning about the rock cycle, doing a volcano kit and more!

Kars4Kids: In addition to the aforementioned services, you also offer counseling to the families. What are some of the issues that affect the families? What helps them most?

Shayna Webb: At AHF, we have a full time Licensed Marriage and Family Therapist, Susan Latta, who has over 35 years of counseling experience, with a specialty in grief. She not only leads our grief groups and grief camps, but also does individual, marriage, and family counseling. She shares the following:

“Anytime that a parent (family) receives the news that their child has been diagnosed with a form of pediatric cancer, panic of the unknown typically sets in. For families, there are many unknowns which often create a sense of powerlessness and anxiety. Parents are now having to look at how to manage a child in the hospital in active treatment (sometimes staying months) and having to figure out how to care for their other kids. Other family members or friends may need to step in to help with the care of the siblings and help to run the house while a parent is staying at the hospital navigating all of the treatments and decisions that are needed to be made for their child diagnosed with cancer. Exhaustion and multiple other feelings of the unknown are often the result of such a diagnosis.

“In addition, there is often a strain with the siblings who are left at home as their routine has been disrupted; they are missing the parent at the hospital, as well as the sibling receiving treatment. Siblings often will share how they feel ‘forgotten’ because their brother or sister has cancer and there is a huge focus on their sibling with cancer and not on them. Mom and dad may miss some of their important school, sports or other events that they typically attended prior to the diagnosis. Normalizing and validating the multitude of feelings is so vital when this happens. Being aware of the strain for the parents as well as the kids at home and the child with the cancer diagnosis can be very helpful.

“For friends and family that would like to help, providing a meal (create a meal train for the family), cleaning the house, doing laundry, taking the siblings to their school events, creating some special times for the kids at home with an activity may all be helpful in showing the family that you care. Doing something for the family may help alleviate a small piece of the stress and strain on the parents as well as the kids at home. Another gift that you can give the family is to be available to listen and provide a safe place for them to talk if they desire. Ask the parent what they need. Being present and mindful of the stress and strain on this family is a huge gift to families in this situation.”

Kars4Kids: How did the pandemic affect your operations?

Shayna Webb: Initially, we went home and looked at how we were going to manage (as did the rest of the world), but our patients still needed help—so we started looking at opportunities to connect with patients. We began pursuing opportunities for therapy via telehealth, which offered virtual support to our clients. Family programming was very dynamic and provided resources to families by delivering activity packages to their home. The packages had art projects and engaging learning activities to help engage children during a difficult time. We hosted a virtual camp; we had guests who participated throughout the camp such as history teachers, fitness specialists, dance instructors, art instructors and more, to ensure that the camp was dynamic and provided positive and rewarding opportunities for our clients and their siblings.

We had just acquired the new 33,000 sq. ft. Holtzclaw location prior to the pandemic. Utilizing precautions, a small crew of us (led by Amy Jo) began the move in process. We assembled furniture, moved equipment from our previous location and even brainstormed about interventions all while maintaining social distancing. Once we had moved in, the large space we had acquired afforded us the opportunity to provide intervention while employing social distance and we began seeing patients in person. Of course many individuals were very concerned about bringing their children to a public location so we also continued to complete sessions via telehealth.

Although it was a very difficult season, we did realize that we could help families in more ways than we had ever considered; technology was definitely our friend. We continue to utilize our technology in more advantageous ways secondary to lessons learned during the pandemic. We now are able to maintain connections with families when they are in the hospital or during illness when they need a connection – we now can meet them where they are.

Kars4Kids: What’s next for the Austin Hatcher Foundation? Is expansion in your future? Are there other services you hope to someday offer?

Shayna Webb: We want to keep growing! The need for the Foundation’s services continues to grow as more and more people are made aware of the invaluable support AHF provides. Thus, the Foundation must continue to grow. One of AHF’s strategic priorities is Grow/Expand which focuses on growing our reach and impact and includes growing annual revenue to ensure short and long-term sustainability. We hope to expand into more cities, and grow our impact to help fulfill our vision: for every child diagnosed with cancer, and their family, to reach their full potential.

Boston Partners in Education  is determined to fill in the gaps in achievement and educational opportunities for Boston Public School students. For younger children, providing mentorship and extra help with their studies is crucial: it has long been known that children who aren’t fluently reading and writing by the end of third grade are less likely to succeed in the classroom. Meanwhile, older children could benefit from added motivation and academic support as they work towards high school graduation and prepare for post-secondary success.

Our latest small grant recipient is dedicated to providing all of these students academic mentorship to increase the amount of individual attention students receive during the school day. It takes a lot of creativity to make that happen. Sometimes BPIE mentorship takes place in the classroom, and sometimes on a 1:1 basis. But no matter where and how its academic mentorship takes place, Boston Partners in Education is as its name describes: a partner in the process of ensuring that all students have the same opportunities, no matter where they live. We put some questions to Boston Partners in Education Executive Director Erin McGrath to learn more about this work:

Kars4Kids: Can you tell us about the kids you serve? What’s your demographic?

Erin McGrath: We exclusively work with students in the Boston Public Schools, providing volunteer academic mentors to any BPS student who is nominated by their teacher. The ages range from as young as pre-K all the way up to high school. The majority of students in the Boston schools identify as Latinx or Black – about 75%, and about 70% are low-income. By bringing caring adults into their classrooms to support their schoolwork, we hope to close the opportunity gaps that these children face and to help them succeed in school and beyond.

Kars4Kids: How many mentors and kids are you working with? The mentors work inside classrooms? Are they working with more than one student?

Erin McGrath: At the moment we have 280 volunteer mentors working with nearly 800 students, and we will continue to match mentors and students through March. Over 150 of those matches are happening in classrooms during the school day, and the number of students they work with depends on the match—some are paired 1:1, while others are supporting small groups, or, in the case of Motivate, entire classrooms. We also have just under a hundred Independent Learning Support matches—those folks work one-on-one, virtually. So they’re meeting after school and weekends, online. Our goal for this school year is to serve a total of 1,100 students in 500 matches, with the bulk of those matches being one-on-one or small groups.

Kars4Kids: Can you give us an overview of your “Motivate” program? This is for the youngest group of participants, correct? How old are they, exactly?

Erin McGrath: The Motivate program is designed to support our pre-K, kindergarten, and first and second grade classrooms, so the students range from about 4-8 years old. Unlike our other programs, the volunteers are working with the entire class, helping to run activities and ease transitions so that teachers can focus on specific students. The idea is that during those developmental stages, the ability to be flexible and support whichever child or children need it the most may have more impact than working with specific children each week. The volunteers work in the class for at least one hour per week, though some may be able to give more time.

Kars4Kids: Your Accelerate program is next up, for Kindergarten through 8^th grade. Are some kids in both the “Motivate” and “Accelerate” programs? What’s the focus here?

Erin McGrath: It’s certainly possible for children to be in a classroom that has a Motivate mentor, while also being nominated for the more specific support that Accelerate provides. In the Accelerate program, students are identified by their teachers as needing very specific extra academic or social-emotional support. We find adults who are able to work with them in the classroom for at least an hour per week, reinforcing the skills they need to be successful in ELA or math. The students may work with a mentor one-on-one, or the teacher might identify a small group of students with similar needs. For example, I myself volunteer in a first grade classroom during their Thursday phonics block. I come in, listen to the lesson for the day, and then work with my two students to both complete their daily assignments and to reinforce concepts they might need a little extra help with, whether that is letter recognition, spelling tricky words, or fluent reading.

Kars4Kids: Aim High is for high school students, correct? Presumably, part of this program is to inspire kids to go on to college and to prepare them for this next stage of their studies? How does it work?

Erin McGrath: Yes, Aim High is designed to support students in grades 9-12, one-on-one or in a small group in humanities or science, technology, engineering, and math (STEM) subjects. Since Aim High provides personalized support to students, the goal of each match varies based on what the students want to focus on. Generally, Aim High matches support students working toward reaching graduation—mentors are helping the students close gaps in their skills and knowledge so that they are able to succeed in their studies. However, we also have many examples of Aim High students becoming inspired to consider and attend college thanks to their work with mentors.

Kars4Kids: Talk to us about “Big Cheese.” What is this program and how does it work?

Erin McGrath: Big Cheese is a combination program and fundraising initiative for Boston Partners in Education. We bring corporate and community leaders to middle and high school classrooms to engage with students in conversation about their careers, the paths they took to get to them, and how their time in school impacted their lives today. The idea is to open up career possibilities for students, but it’s also about increasing the number of connections and resources they have available. We encourage our speakers to make genuine offers of support to students, which may range from a willingness to engage further 1:1 to an internship. We encourage companies and individuals involved with the initiative to sponsor our work.

Kars4Kids: Why do teachers need help teaching their students? Is it about the ratio of teachers to students? Something else?

Erin McGrath: I would frame it a bit differently. Our academic mentors are there to help students fully access the education their schools and teachers are providing. All people, whether children or adults, learn in different ways. One student may perform really well after listening to a lecture, while another may need to have direct, practical experience of a concept. Teachers are trained to differentiate instruction and provide different modes of learning, of course, but that can be difficult to do in a single lesson. Academic mentors provide additional adults in the classroom to help that differentiation happen in real time. They can show a concept the teacher just spoke about, or walk through a math problem step by step. This helps that student or group of students directly, and also allows the teacher to focus on other students in the classroom.

Kars4Kids: Do you train your volunteers? How does it work?

Erin McGrath: After being screened by staff, our academic mentors complete training for the age group they’ll be working with and in the principles of effective mentoring, along with a CORI/SORI background check, before entering the classroom. The training is offered online and is very interactive. Throughout the year we also offer Mentor Development Sessions. These are more focused training and learning opportunities—for example, we offered one in the fall that focused around the bussing era in Boston and the impacts it has on children today, and in the spring we’ll be hosting a session on youth mental health. These sessions allow us to have frequent touchpoints with our mentors, in addition to providing opportunities for them to continue their learning and growth.

Kars4Kids: How did you weather the pandemic? Was your Independent Learning Support program born of the pandemic? How does it work?

Erin McGrath: In response to the COVID-19 public health crisis, Boston Partners quickly pivoted our academic mentoring programs to support remote learning. In fall 2020, we launched our Virtual In-Class model, which pushed our existing academic mentoring programs into virtual classrooms.

In November 2020, we launched our new Independent Learning Support (ILS) remote academic mentoring model. ILS was rapidly developed to support remote learning in the 2020-2021 school year by matching students with academic mentors outside of their regular online “classroom” instruction time, in an online space managed by Boston Partners.

Unlike our traditional programming, ILS relies on BPS parents to nominate their children for support (and for students to nominate themselves), rather than relying on BPS teachers for nominations. ILS takes place outside of regular instruction time, providing more flexibility to students and families.

In the 2021-2022 school year, ILS broke out from our traditional programming and launched as an independent online program to support students outside of school time.

Kars4Kids: What’s next for Boston Partners in Education?

Erin McGrath: We are in the middle of strategic planning, so this is a great question. In the next three years, we are working to deepen our relationships with our school partners, with our academic mentors, and with our generous supporters. We hope to increase our ability to support youth, particularly those of historically marginalized identities, by increasing the number of mentors who work with us and by retaining those caring adults for as long as we can.

A large part of this strategic plan also focuses on our increased commitment to equity. Advancing equity has always been fundamental to Boston Partners in Education’s mission, but we knew that it was important to be more intentional about our approach. The changing needs of Boston’s public school students, particularly in the wake of the COVID-19 pandemic, meant that we needed to refocus and refine our equity efforts. We’re about to complete a comprehensive Transparency Report which details the concrete action steps we’ll focus on addressing in the 2022-23 fiscal year to continue building a more inclusive, representative Boston Partners in Education.

Breakthrough Greater Boston (BTGB) believes that any student who wants to go to college can do so. That belief goes hand in hand with the idea that a college degree, in particular for students living in underserved communities, is the only way to break the cycle of poverty. The conundrum then is how to get these kids into college when the schools they attend are inadequate for this purpose, neither motivating nor educating students toward a higher education. BTGB works hard to overcome these obstacles and deficits by offering a continuum of learning opportunities and extra support to those it serves.

The mission of Breakthrough Greater Boston is one we share. We also believe that giving kids the tools they need to succeed is a communal responsibility. It is our hope that our modest small grant award will help to propel BTBG participants to a more prosperous and productive future. We put some questions to Breakthrough Greater Boston Development Associate Shannon Farrell to learn more about this work:

Kars4Kids: Tell us something about the kids you serve. What’s your demographic?

Shannon Farrell: Starting in 7^th grade, Breakthrough Greater Boston (BTGB) serves students across Cambridge, Boston, and Somerville who have high potential and are committed to going to college, and who simultaneously face disproportionate barriers on their educational journey. Of our nearly 700 7th-12th grade students, 93% are students of color, 83% are from low-income families, 68% will be the first in their families to graduate college, and 42% speak a language other than English at home. From 7^th-12^th grade at Breakthrough, students dedicate, on average, an additional 1,800 hours towards their education, closing opportunity gaps and propelling them to college.

Kars4Kids: What can you tell us about your Students Teaching Students model?

Shannon Farrell: BTGB is a unique organization with a dual mission. Alongside supporting underserved students on their paths to and through college, BTGB builds careers in education through a Teacher Training Program for college-aged students that features competitive national recruitment, research-based training, and daily coaching from master teachers.

BTGB’s Teacher Training Program recruits, inspires, and trains diverse cohorts of high-achieving college students to teach in our summer and after-school programs, where Teaching Fellows gain over 500 hours of training, mentorship, professional development, and classroom experience that catalyzes future education careers. With intensive training and ongoing guidance from professional educators, our Teaching Fellows build critical career skills as they implement curricula, plan daily lessons, manage student behavior, and commit their time to helping younger students follow in their footsteps on the road to college.

BTGB aims to advance educational equity for generations to come by developing the next generation of teachers. Research from the National Bureau of Economic Research shows that Black students are 13% more likely to complete high school and begin college if they have had one Black teacher in elementary school and 32% more likely if they have had more than one. To this end, BTGB intentionally recruits college students from diverse backgrounds that align with our students’, and this Students Teaching Students model creates collaborative mentorship and near-peer relationships that inspire both students and teachers to succeed.

Kars4Kids: Students who want to apply to BTGB must do so in 6^th grade, begin the program in 7^th grade, and commit to staying in the program for at least 6 years. What makes kids ready for your program in 7^th grade? Why at that point in their studies and/or their development?

Shannon Farrell: At BTGB, we know that young people across the US do not have equal opportunity to attend college: low-income students, students of color, and first-generation college students face unique barriers on the path to and through college. Only 76% of America’s low-income youth can expect to graduate from high school; 61% can expect to enroll in college; and a mere 14% can expect to earn a bachelor’s degree.

Research suggests that students need to be on track for college—achieving academically, demonstrating good study habits, and developing positive relationships—by 8th grade if they are to be successful in college. To provide this necessary early intervention, BTGB first engages students in the summer before 7th grade to start inspiring a love of learning, closing skill gaps, encouraging self-advocacy, and illuminating the path to college.

Kars4Kids: Breakthrough intentionally builds life skills through four key social emotional competencies. Can you flesh that out for us?

Shannon Farrell: BTGB is dedicated to providing “whole child” support and providing social emotional learning (SEL) opportunities. Knowing that life success is not limited to academic mastery, BTGB intentionally builds life skills through the four key social emotional competencies of community membership, effective communication, creative problem solving, and persistence.

We assess student social emotional skills and weave opportunities for SEL into all aspects of programming by fostering a safe and supportive community, as well as deep family engagement, use of daily advisory sessions and restorative justice circles, and tailored supports through group interventions and licensed mental health counselors. To celebrate student successes, during the summer program’s daily community meetings, students receive “shout-outs” and “spirit sticks” for showing exemplary community spirit in the areas of community membership, effective communication, creative problem solving, and persistence.

Kars4Kids: Tell us about your school year program for middle schoolers.

Shannon Farrell: During the school year, 7th and 8th grade students attend the Middle School After School Program (MSASP) one day per week, which offers homework advisory time, hands-on STEAM workshops, social emotional learning (SEL) resources, and community building.

Students have dedicated time to complete their homework, which is also a time for us to reinforce good study skills and to provide targeted academic support. Students also get time to build community and social emotional skills with their Breakthrough peers and teachers, including community meetings to celebrate student learning and community values.

Additionally, students receive BTGB’s Full STEAM Ahead curriculum, centering on Science, Technology, Engineering, Arts, and Math through fun and engaging hands-on workshops. Current workshops include making butter, density columns, borax bouncy balls, catapults, rockets, and more. For example, in one engineering workshop, students will build a ‘robot’ hand using straws and string to mimic the structure of bones and ligaments/tendons. Then, they refine their designs so that their ‘hands’ will be able to pick up a variety of objects!

Kars4Kids: Can you give us an overview of your middle school summer program? Why do kids need a summer program? Don’t kids need time to just kick back and have fun?

Shannon Farrell: According to research from John Hopkins University, unequal access to summer learning accounts for two-thirds of the opportunity gap between students of color, low-income students, and their more-resourced peers. Students who do not engage in summer academic programming typically regress by an average of two months each summer.

Our six-week Middle School Summer Program is the centerpiece of a student’s Breakthrough experience. 7^th-9^th grade students combat summer learning loss by attending core academic classes including English Language Arts, math, science, and social studies, plus benefit from individualized mentoring, community building, social emotional learning, and time to engage with their college-going peers. BTGB boasts an average class size of 8-10 students.

At BTGB, we aim to combine the best parts of school with the best parts of summer camp. Not only do students participate in core academic classes, but students also get to enjoy daily clubs like sports, daily small-group advisory sessions, and daily high-energy community meetings that celebrate students’ academic successes, shout-out students who practice core community values, and build community culture through fun skits and activities. On Fridays, the Breakthrough community comes together for special activities like Math Olympics, Career Day, and more. For example, on Unity Day, the Breakthrough community gathers to discuss what it means to have a community made of diverse identities and perspectives. Every activity during Unity Day is predicated on respecting, supporting, and listening to one another. For instance, students complete “Identity Wheels,” reflecting on their racial, gender, religious, national, and other identities, and what role these identities play in students’ lives.

In their third BTGB Summer Program, rising 9th grade students participate in a special program called Leadership Academy, designed to ensure a successful transition to high school. In addition to core academic courses, the key components of Leadership Academy include opportunities to take on leadership roles within the Summer Program, college and career exploration, and high school preparation.

For all students, BTGB’s curriculum is designed to celebrate diverse perspectives and cultural backgrounds. Literature selections feature authors and characters reflecting the diverse backgrounds of our students, such as this past summer’s 7th grade text: Claudette Colvin: Twice Toward Justice by Phillip Hoose. The previous summer’s 7th and 8th grade text was Black Enough: Stories of Being Young & Black in America by Ibi Zoboi, a collection of personal essays and variety of stories from some of YA literature’s most notable Black authors who explore identity and intersectionality. BTGB’s Social Studies courses address social justice themes, such as this summer’s “Migration and Global Impact” and “Identity, Values and Activism” courses.

Kars4Kids: How does your high school program differ from your middle school program? Is that when college preparation begins in earnest?

Shannon Farrell: BTGB’s High School Program builds upon the strong foundation laid in middle school and helps students to succeed in college-track classes and gain admittance to college.

During the school year, 9th and 10th grade students attend the weekly High School After School Program, a structured Study Hall with grade-specific workshops where they receive academic support, build valuable skills, and connect with their college-going peer group. Rising 10th and 11th graders also receive guidance on valuable summer internships and experiences.

Starting in 11th grade, students participate in the College Access Program, where they are paired with a volunteer Coach for weekly meetings and individualized guidance for course selection, right-fit colleges, and college essay topics. The College Access Program also includes SAT Prep and College-Aligned Financial Education.

Between 11th and 12th grade, BTGB offers College Prep Institute workshops, dedicated work time, and conferences with staff to help students complete significant portions of their college, FAFSA, and scholarship applications. Students also participate in mock interviews, discuss college with BTGB alumni, and visit colleges.

Kars4Kids: BTGB students stay with the program for as long as ten years, presumably through the college years. What does the typical participant come away with at the end of the ten years?

Shannon Farrell: BTGB has historically provided students with six years of support from 7th-12th grade. BTGB launched our new College Success Program for the 2022-2023 school year, marking the most significant programmatic expansion in the organization’s history.

BTGB now supports students throughout that entire ten-year journey to college graduation: it is the culmination of years of engagement and support that begin in 7^th grade. A typical student receives all the benefits of this 10-year continuum of services:

• 7^th and 8^th grade students receive a rigorous year-round academic program, including a six-week Summer Program and a weekly After School Program.
• Rising 9^th grade students participate in Leadership Academy: a High School readiness course.
• 9^th and 10^th grade students participate in an after-school program with grade-specific workshops, where they receive academic support, connect with college-going peers, explore new careers, build college knowledge, and develop skills to navigate high school.
• 11^th and 12^th grade students participate in the College Access Program, ensuring each student is admitted to college through individualized guidance on course selection, right-fit colleges, college essay topics, college interview prep, SAT prep, and college-aligned financial education.
• Rising 12^th grade students participate in the College Prep Institute, which provides workshops, work time, and staff support to help complete college, FAFSA, and scholarship applications.
• During the summer between high school and college, rising first-year college students participate in the College Transition Program. Students receive support during the high-risk college transition through workshops on resource mapping, navigating the culture of predominantly white institutions, and essential logistical tasks such as registration and bills.
• During their four undergraduate years of college, the College Success Program provides guidance and monthly support that leads to college graduation. Students receive one-on-one coaching on the academic, social emotional, and financial aspects of college, tailored to key topics by year. For example, key topics for freshmen include navigating increased autonomy, creating a study schedule, utilizing office hours, stress management, and financial aid support.

BTGB’s continuity of services along this ten-year pathway culminates in our students’ college graduation and empowers them with tools for their lifelong success.

Kars4Kids: What’s next for Breakthrough Greater Boston?

Shannon Farrell: At Breakthrough Greater Boston, we know that our predominantly low-income students of color have been disproportionately impacted by COVID-19, and our students, families, and broader communities continue to face unprecedented challenges and their lasting impacts on the education sector. As BTGB has reconvened in-person over the last year, we have continued to encounter: 1) learning loss or delays in learning progress, and 2) trauma aftereffects that can cause students to disengage from learning. In this ongoing context, we aim to help students regain any potentially disrupted momentum on their journey towards college. In this time of challenge and growth, Breakthrough’s goal is to serve as a steady presence for our students and teachers, ensuring a safe, vibrant environment where students can 1) reconnect with their peers 2) access academic and SEL support, and 3) experience the joy of learning.

In 2022, Breakthrough Greater Boston celebrated our 30^th anniversary – a significant organizational milestone! Founded in 1992 by MacArthur Genius Awardee Dr. Angela Duckworth, Breakthrough is celebrating 30 years of evidenced-based practice, early academic intervention for college access and success, and systems change that tackles inequities in education.

Tucson Family Volunteers, formerly known as Crafting Kind Kids, was founded by a mom who wanted to create more opportunities—kid-appropriate opportunities—for her own children. Victoria Hannley believed (still does) that it’s important for kids to start volunteering within the community at a young age, in order to develop empathy and an awareness of those less fortunate than themselves. So she created what she felt her kids needed—what she felt every child needs: a way to be kind to others.

Kids are our future. Teaching them to get involved with local organizations is critical as our children will take over from us as stewards of the community. For these reasons, and because kindness is an important value we want all children to learn, we were happy to give a small grant to this child and family-oriented nonprofit. We put some questions to Tucson Family Volunteers Founder Victoria Hannley to learn more:

Kars4Kids: Tell us how you came to found Crafting Kind Kids, now Tucson Family Volunteers. What was it that told you such an organization was needed?

Victoria Hannley: Several years ago, we were headed to a family event to benefit a local hospital. In the midst of gathering the family to get into the car and attend this function, I noticed that the focus was not on helping sick children in the hospital but more so on which friends would be there and which t-shirts my kids should wear. When we finally arrived at the event and my kids all scattered to participate in the various event activities, I found myself wondering if any of the other parents there also had kids who did not fully realize why they were there and who they were helping.

It was at that moment that I realized my kids needed to get out into the community and experience its needs first-hand. Even though as a family we would talk about social issues and ways to help people in need, my kids weren’t making the connection.

So I began to seek out nonprofit organizations and opportunities where I could take my young kids (then ages 4, 7, and 9) to participate in hands-on volunteering activities. And I kept being told “no.” Frustrated that organizations told me children were too young to help, I began to develop kid-friendly projects with a handful of nonprofits who were open to the idea of a parent volunteering alongside their child(ren).

Over time, not only did my kids love the various experiences we would have volunteering together, but I began to notice a change in their perspective. They were meeting people they would not typically meet, driving through neighborhoods that are not part of our home-school-activity loop and participating in projects that were new and different, such as sorting through hotel shampoo bottles in order to pack resource kits or bundling diapers for families in need.

As I saw these changes in my own children, friends began to ask to tag along because they too were looking for ways to get their children out into the community to give back. And so the idea for “Crafting Kind Kids” was born because you’re never too young to volunteer.

Kars4Kids: Generally, we ask grant recipients to tell us about their demographics: whom is it they serve? In your case, it seems there are two different groups you serve: the ones who are being kind, and those in great need of that kindness. Can you tell us a bit about both groups, please?

Victoria Hannley: We provide fun, meaningful, and intentional hands-on volunteering opportunities for families with young kids. Most of our projects are geared toward ages 5-13, which is an age often excluded from a nonprofit’s volunteering opportunities. While most projects are targeted to school-aged children, our youngest volunteer was age two!

Our projects attract families from all corners of Tucson, including the neighboring communities of Vail, Sahuarita and Oro Valley. Our Kid Volunteers come from five local area school districts including private, parochial, and Montessori schools. We work with families that span a wide range of socioeconomic status, all of whom believe in the importance of exposing young children to the benefits of giving back and service at a young age. Additionally, our volunteer projects have been used as positive, safe and healthy activities for foster families and social work agencies and the children they work with.

Tucson Family Volunteers exposes children to the many needs within our community and empowers families to address systemic issues like food insecurity, homelessness and other societal inequalities. All of our hands-on family volunteer programs are designed to expose young children to the needs in our community, and we focus on these six areas: homelessness/food insecurity, environment/sustainability, community beautification, arts and culture, community health and wellbeing, and awareness and empathy. While we cannot always directly interact with those who will benefit from our volunteering, we work hard to ensure Kid Volunteers know whom they are serving and why. We do this by starting each in-person volunteer project with a kid-friendly presentation by the partnering nonprofit, where we invite their executive director or staff to speak with the Kid Volunteers about the problem they are working to solve and why this particular volunteer project matters. We work hard to humanize the “other” by planting the seeds of kindness, compassion and empathy via fun, hands-on, and age-appropriate give-back projects.

Kars4Kids: Taking a look at your upcoming events calendar, we see three events, and two of them are sold out. How many participants do you accept per event? What does “sold out” mean, exactly? Aren’t your volunteer projects free or at very low cost?

Victoria Hannley: We post new in-person and at-home projects on a monthly basis. Since most of our in-person projects are held at the benefiting nonprofit’s facility and/or at a community space, like a public library, we often have to work within these space limitations as well as the scope of the project. Most in-person projects include 3-5 families with an average attendance of 10-12 people (Kid Volunteers and their parent(s)).

Since our launch in August 2021, our in-person projects “sell out” within a few days of going live, which is a fancy way to say that once we have enough registrants for that particular project, registration closes. This is a good problem to have! Families with young kids are seeking opportunities to expose their kids to the needs within the community while simultaneously having positive, screen-free quality time together.

In order to ensure we have an ongoing supply of in-person family volunteer projects, we actively seek Parent Volunteers to help lead our in-person projects so that we can offer more opportunities to more families at more times. Creating an “army” of behind-the-scenes parent helpers to expand our volunteering offerings is our focus for 2023!

Many of our in-person projects are free whereas some have a low-cost family registration fee of $10. Not only do our collaborating nonprofits need our volunteer help, they also look to Tucson Family Volunteers to provide project supplies. Our small family registration fee enables us to purchase supplies and snacks for our in-person projects. The average volunteer project costs approximately $200. As a 501(c)(3), Tucson Family Volunteers has no paid staff and relies on the generous contributions of the community to fuel our family volunteer programming.

Kars4Kids: Tucson Family Volunteers has an upcoming holiday break event. Can you tell us about this event?

Victoria Hannley: We have held many give-back projects over breaks from school. We had a busy summer vacation volunteering schedule from hosting park cleanups; assembling art kits for local Afghan refugees; to helping our local Junior Achievement chapter organize their school curriculum materials. Just because kids are off from school doesn’t mean volunteering should stop! (Plus parents are always looking for a get-out-of-the-house activity for kids.)

This holiday season, Kid Volunteers will be volunteering at our local diaper bank where they break down packages of diapers into smaller bundles for equitable distribution across Southern Arizona. Additionally, we often provide families with at-home projects that can also be done during off-time from school, such as creating birthday cards for sick children or peanut butter sandwich-making for a local soup kitchen.

Kars4Kids: What is Giving Back Gardening?

Victoria Hannley: “Give Back Gardening” is our holiday-themed environment and sustainability project in collaboration with a local nonprofit, Watershed Management Group. Their mission is to teach homes, schools, businesses and communities how to harvest water and live sustainably in the desert.

In this particular project, Kid Volunteers will participate in a variety of gardening give back service activities, including pruning, mulching, litter pickup and harvesting native edible plants. Additionally, families can set intentions for 2023 by discussing how to carry what they learn back to their homes, schools, and communities.

Kars4Kids: It looks as though an effort is made to ensure kids, while they are participating in volunteer work, also have fun. How do you make these events fun? Why is that a crucial element in the work of giving to the community?

Victoria Hannley: Planting the seeds of kindness, empathy and compassion as soon as possible is key to crafting the next generation of leaders, activists, philanthropists and overall kind, caring humans. And if we want to craft a generous generation, we need to both provide them with the opportunities to give back AND make it fun so that volunteering becomes something they want to do again and again. Ideally, we want volunteering to become part of a family’s culture with the kids leading the charge to volunteer.

In order for kids to get up early on a Saturday morning and give up cartoons, the projects need to be fun while at the same time impactful to the benefiting organization/population. We do this by putting forth a lot of time, effort, and consideration into what projects are suitable to the 5-13 age range that can be done within a 60-90 minute timeframe. Projects are often active with a variety of hands-on stations so that kids can move around, or can pick the one activity that speaks to their personality.

Because our in-person projects are done in conjunction with multiple families, kids naturally befriend another child and parents chit-chat making volunteering both functional and friendly.

Another way we work to make volunteering fun is to ensure our Kid Volunteers are prepared and not stepping into a new environment without context. In the days leading up to the volunteer project, families are sent conversation prompts so that they can prepare and discuss with their Kid Volunteers what the project is. Every in-person project starts off with a kid-friendly presentation and/or story so that Kid Volunteers know who they are helping and why their work matters. The effects of hearing from those doing the work, humanizing those who will benefit from the volunteer project and continuing the conversation at home creates a full circle, well-rounded service experience for young children.

And we always wrap up every project with a takeaway snack. (Our monthly park cleanups always include donuts!)

Kars4Kids: How do you find volunteer projects for your volunteers?

Victoria Hannley: There is a lot of behind-the-scenes time spent cultivating relationships with fellow nonprofits in order to create suitable family volunteer programs. We strive to offer families volunteer opportunities that are unique to Tucson Family Volunteers, and not ones that anyone can do at any time on their own.

Kars4Kids: Are most events not just for the kids, but for the entire family? Why is that important?

Victoria Hannley: Given the young age of the volunteers, parents/grandparents/guardians are required to participate. Plus volunteering is an activity that a family can do together! It’s one of the best ways to check multiple feel-good boxes at the same time:

• Family togetherness – check
• A break from fighting over screen-time – check
• Helping the kids develop a give-back mindset – check
• Connecting with the kids as you work together on a project – check
• Having something to talk about in the car ride afterwards – check

Additionally, kids learn from our example. If we model giving back, and are excited to do so, then we craft kids who will want to help, volunteer and make service a part of who they are.

Kars4Kids: How did the pandemic affect your operations?

Victoria Hannley: We launched during the pandemic! Families wore masks and adhered to an organization’s or facility’s COVID policies. Because we were all searching for ways to help and find purpose, families were thrilled to get back to in-person events, including volunteering with masks, social distancing or being outdoors.

Kars4Kids: What’s next for Tucson Family Volunteers?

Victoria Hannley: At this time, Tucson Family Volunteers is run solely by its founder. We are seeking parents to help lead our in-person projects, become porch drop coordinators for our at-home projects, as well as parents who are interested in becoming ambassadors as we work to build our brand throughout Tucson.

In our first year, we had almost 600 Kid Volunteers participate in an in-person and/or at-home project; collected 25 bags of park trash; bundled over 17,000 diapers for babies in need; and created almost 2000 kindness projects for local organizations. In our first year, families contributed almost $12,000 in volunteer value to our community. Our goal in 2023 is to double that impact and get more Tucson-area kids and families engaged in volunteering so we can truly change the world. ♥

Midtown Community Services is pretty much summed up by its name. Its services are for the community—a community made up of families. The daunting task of providing programming to families means there have to be programs to cover every age and interest.

Parents, for example, aren’t born knowing how to parent. To that end, Midtown Community Services offers parenting workshops to parents who want to know more about how to do their job. At the same time, the community center that’s more than a community center is serving children of all ages, not to mention their grandparents and in some cases great grandparents. Midtown Community Services knows that strengthening the family means strengthening every part of the family.

Our small grant award for this nonprofit, we feel sure, will only bring benefits to the children of Midtown, who after all, are its future. This is exactly the kind of work we like to support. We put some questions to Midtown Community Services Executive Director Barbara Schaefer and Youth Director Brittney Washington to learn more:

Kars4Kids: What can you tell us about the community you serve? What is your demographic?

Barbara Schaefer: Midtown Community Services serves every member of the family, from newborns to their great-grandparents, through our diverse line of programming. In 2022, we celebrated our 40^th anniversary, and many of the families who started with us in 1982 are still with us today, bringing their own children and grandchildren to our programs!

Our goal is to build stronger families and stronger families in St. Louis. Most of the individuals we serve live in underserved neighborhoods in the city, and many live below the poverty level.

Kars4Kids: Midtown Community Services divides its youth development program into three age groups. Each group appears to have its own focus. Can we talk about that? For instance, for the younger group we see they’re doing some academic work, but even more so engaging in enrichment activities. Is that right?

Brittney Washington: Yes, all of our Youth Development programs are tailored to each age group and build on what they are learning in school. Academics, tutoring, and mentoring set the foundation for all of our afterschool activities, but we add in age-specific enrichment activities, from STEAM programs to arts and crafts, to boost each child’s confidence and social skills.

During our Summer Academy Day Camp, we found it most beneficial to divide our youth into three groups. The youngest group focuses on establishing foundational social skills. The middle group focuses on building relationships, while the oldest group focuses on maintaining those relationships.

Kars4Kids: You have a Juniors Group consisting of middle school students. Aside from academic tutoring, what do you offer the participants and why?

Brittney: Our MDTWN Juniors group is specifically designed for youth in grades 6-8th and focuses on issues middle school youth face. Activities include, but are not limited to: team building, identity exploration, and community building.

Kars4Kids: How about an overview of your Teen Club? Presumably this is a college- or career-directed curriculum?

Brittney: Teen Club operates every Tuesday from 5:30-7:00 pm and is geared toward high school students, allowing them the opportunity to grow as young leaders and prepare for their futures after Midtown and high school.

We focus on: leadership, tutoring, college/career preparation, ACT/SAT preparation, resume writing, college visits, career shadowing, future planning, and teen talks. Almost every senior who completes our Teen Club program goes on to a 4-year college or trade school, which is significant since less than 40% of young Black adults in St. Louis City are currently enrolled in college.

Kars4Kids: You run a day camp. What’s that like? Who is this for?

Brittney: Day camp is for youth enrolled in kindergarten up to the age of 12 years-old. It runs in June and July and operates Monday through Friday from 9 am to 2 pm.

The typical camp day starts with breakfast provided by a program with the Department of Human Services. After breakfast, the groups break up by age and do various activities, play recreational games, visit our community garden, or go on field trips.

In addition to giving children a safe place to grow and learn in the summer, Midtown is focused on offering learning activities that help prevent summer slide and ensure kids are ready for the upcoming school year.

Our biggest event in the summer is our Annual Peace Parade when campers create posters and share their messages of peace and hope during a march throughout the neighborhood. Since some of the kids we serve have been impacted by gun violence, the Parade helps give them a voice and hope for a better future.

Kars4Kids: Your Proud START programming is based on the five Strengthening Families Protective Factors. What are they? What is the main goal of this programming?

Barbara: The five Strengthening Families Protective Factors include parental resilience; social connections; knowledge of parenting and child development; concrete support in times of need; and the social and emotional competence of children.

While these factors are integrated into all of our programs, they’re especially important for our Family PRIDE healthy baby program, which serves new and expectant parents as well as infants and children up to age five. Our goal is to help ensure young children have a healthy, supportive foundation and are school-ready once they hit kindergarten.

In addition to the programs, all infants and toddlers receive free diapers through our partnership with the St. Louis Area Diaper Bank and two free books a month thanks to our relationship with Ready Readers.

Kars4Kids: Can you tell us about the playgroups you offer as part of Proud START?

Barbara: Each playgroup we offer is designed to promote our infants’ and toddlers’ social, emotional, and physical development. From sensory play that strengthens their gross and fine motor skills to field trips that promote socialization, all playgroups have a learning element incorporated into programming.

What’s great about playgroups is that it helps parents as well. Many of the skills they learn through playgroups can be replicated at home.

Kars4Kids: What are some of the outcomes of the Proud START programming you offer?

Barbara: The most important outcome of Proud START and Family PRIDE is to ensure babies are born healthy in a city with a Black infant mortality rate of 13%. From the day a mom finds out she’s pregnant, we’re here to provide her with case management, parenting workshops, free doula care, and free group and individual counseling. In 2022, 100% of the babies in our program were born healthy!

The other outcome we focus on the most is school-readiness, regardless what grade a child is entering. We start with Family PRIDE when a child enters kindergarten, and they can remain in programming to receive free tutoring and mentoring until they graduate high school. They know they always have a support system cheering them on at every step in their educational journey!

Kars4Kids: How did the pandemic affect your ability to serve the community?

Barbara: We never stopped serving when the pandemic hit. Immediately, we switched from in-person programming to online to ensure our kids received the services they needed. While it was a huge learning curve for all of us, Midtown still offered afterschool and summer camp programs. Each week, we delivered school supplies, crafts, and ingredients for cooking classes to our families’ homes, and kids could jump into our online sessions.

Today, we continue to address the learning loss many kids experienced during pandemic. This year, we elevated our tutoring program with BookNook, which offers both individualized tutoring based on a child’s academic needs as well as a social-emotional learning component.

Kars4Kids: What’s next for Midtown Community Services?

Barbara: Definitely continuing the work we’ve done for the past 40 years and serving even more families and children in St. Louis. I believe our mission and work are just as important as the day we started – being a supportive community, welcoming healthy babies into the world, advocating for expectant mothers, and creating a safe space for kids to learn and grow.

We also want to make more people aware of Midtown and that the work that happens here is an important part of all of our futures. And of course, we’re always continuing to improve or expand our programming to continue to meet the needs of our community.

Mentor For Change is mentoring youth from low income neighborhoods in a novel way. A young person from a disadvantaged household may dream of someday becoming a doctor, but doesn’t have a way to make that dream a reality. Thanks to its unique mentoring program, Mentor For Change is giving kids hope that they can go on to college and join the workforce in whatever capacity they wish. It’s all about harnessing the power of the wider Los Angeles business and professional community.

Many of the orgs we support via our small grant program, enlist members of the community to help direct youth toward successful careers. But MFC is doing this in a novel way, and from what we can see, it’s working. Part of its success, we believe, is that the thought of a fruitful career is the thing that spurs kids to excel in the classroom and to stay in school until they graduate.

We put some questions to Mentor For Change Executive Director Steven Yu, to learn more about this work:

Kars4Kids: Tell us about the kids you work with. What’s your demographic?

Steven Yu: Since our inception in 2013, Mentor For Change has worked with youth seeking to change their lives for the better through mentorship. These are first-generation low-income (FGLI) youths from East and Northeast Los Angeles who come from economically disadvantaged households and attend Title I high schools. We have also begun providing support services to teens experiencing homelessness through our recent partnership with the Union Rescue Mission in Los Angeles.

Kars4Kids: What is career-based mentoring?

Steven Yu: Our mission is to unlock the potential in every youth through career-based mentoring. Each mentee who joins our program is asked: “What career/profession do you want to pursue in the future?”

The responses are diverse, spanning every kind of profession and industry, including teacher, physician, police officer, architect, athlete, filmmaker, video game designer, and so forth. MFC connects each mentee with a mentor who is a working professional already living out that youth’s career aspirations. For example, if a mentee is interested in pursuing a career in medicine, we will recruit a doctor to mentor the mentee for one year.

The mentors who work with our youth are experienced professionals who have the capacity to provide resources and experiential learning opportunities to FGLI youths who would not have such access otherwise. MFC’s mentees and mentors are grouped in a cohort of their respective peers so that mentees can be empowered and united with others of their own generation and community as well as with an array of adults who can offer the benefits of their rich and varied professional, educational, and personal experiences.

Kars4Kids: From your website: “Mentor For Change was [established] in 2013 to address two pressing concerns: lack of interest in education and stifled career dreams limited by socio-economic burdens.”

Why aren’t kids interested in education?

Steven Yu: I can say so many things about why these youths aren’t interested in higher education, but from the perspective of Mentor For Change, in under-resourced communities, educational and career aspirations are vague possibilities, not priorities, as financial and environmental pressures push career dreams aside.

“What do you want to be when you grow up?” is an age-old question often asked, but the “how” or the actual path to becoming successfully employed and achieving their career aspirations remains a mystery for youths who come from under-resourced neighborhoods and low-income households.

Often, the actual path to becoming successfully employed and achieving their career aspirations remains ambiguous and far out of reach. Because of the lack of credentials and training, options for meaningful employment are limited in an already competitive job market. Through our program we strive to build the foundation of our mentees’ educational attainment, professional achievement, and overall well-being through community support and mentorship. Ultimately, our objective is to create a space where the mentees’ career dreams become a tangible reality and will consequently inspire them to excel academically.

Kars4Kids: Can you tell us a bit about yourself as the MFC founder? You’ve had to overcome some challenges.

Steven Yu: I was born and raised in Los Angeles. My addictions during my teenage years led to some dire consequences: I was kicked out of four high schools and incarcerated in LA County’s Juvenile Hall for nearly a year. I finished high school from a county probationary school and at age 18 moved out of Los Angeles and transplanted to Jacksonville, Florida.

During that critical time, I had absolutely no direction and felt completely lost. One evening I saw a documentary about Mariah Carey and learned that her vocal talent—early in her career—was not a natural talent. She’d had to work hard for her “gift.” Carey invested countless hours developing her musical abilities.

Having grown up surrounded by classical music (my mother was a classical singer), I thought to myself, “Maybe if I work hard enough, I can do something with music.”

The next day I enrolled in the local community college as a classical voice major. I had found my passion. And for the next two years, I studied diligently, practiced singing several hours a day, and passionately sought out anyone and everyone who could teach me about music. I surrounded myself with role models and people who were walking the path I was envisioning for myself.

After I completed my AA, I transferred to the University of Southern California and ultimately graduated with a degree in International Relations. My experiences had taught me the value of mentorship, and since then I have always surrounded myself with mature people I can learn from. Thus, the challenges and lessons of my own life journey are what ultimately led me to launch Mentor For Change.

Kars4Kids: What are the challenges involved with being a first-generation college, low-income youth?

Steven Yu: As already referenced above, FGLI youths have limited access and that means limited opportunities and that means external constraints on their life possibilities. There are artists, writers, inventors, innovators, and leaders latent within these youths; however, without models in their own lives to see, hear, and interact with, they do not have the direct examples of educational and professional attainment in their families and neighborhood communities to be inspired by, supported by, and to follow.

For middle-class and upper-class youths, there are well-established pipelines that nurture, equip, and guide them from one opportunity to the next from their childhood through to adulthood. However, FGLI youths don’t receive those same empowering inputs. FGLI youths face personal and collective obstacles to their gaining access to enriching opportunities: being pressured early on to work and earn for the household’s basic needs of food and shelter; being saddled with childcare and elder care responsibilities; being discouraged from participating in afterschool activities because they have work and family care responsibilities; the violence engendered by poverty in their neighborhoods and households, and the list goes on and on. We have had students who became victims of violence merely for being in the wrong place at the wrong time, and the terror and physical harm they have suffered as a result are powerful impediments to achieving their highest aspirations.

Kars4Kids: Talk to us about Community Impact Projects. How does this program work? Can you give us an exclusive inside look, so to speak, of some recent projects?

Steven Yu: The goal of the Community Impact Project is to directly apply everything the mentees learned towards a felt need in their specific neighborhood communities. They do this by utilizing the knowledge and skills they learned from the eight personal development workshops, incorporating the profession of their mentor into their project, and partnering with a local community-based organization. For instance, recently a mentor (a physician’s assistant) and mentee partnered with a local homeless service provider and started a medical supply campaign to donate to the homeless shelter. The mentee not only fundraised to provide supplies, but she also collaborated with her mentor to host multiple health education workshops at the homeless shelter.

After the execution of their service project, the mentees give oral presentations of their CIPs at their MFC graduation before an audience of their peers, mentors, family members, MFC’s stakeholders, and other community partners/supporters. Through this final presentation of their capstone projects to the greater MFC community, the mentees contribute to the collective intelligence – and equipping – of their cohort and supporters.

Kars4Kids: How many volunteers do you have on staff at present? How much time do they spend with their mentees? What is the typical length of the mentoring partnership?

Steven Yu: Our program is built on one-to-one mentoring. In our 2022 cohort we had 16 mentees and 16 mentors (volunteers). The mentoring partnership is a one-year commitment; however, some mentor-mentee pairs choose to continue in their relationships for much longer. During the program year, mentees meet their mentors minimally twice a month (i.e. participating in MFC’s monthly personal development workshops and also meeting one-on-one for jobsite tours and other customized experiential learning opportunities sponsored by the mentor). In the 2022 cohort alone, our mentors collectively served a total of 850 hours of community service. In addition to our 16 mentors, we have a pool of a dozen non-mentor volunteers who have provided hosting support at our monthly personal development workshops, fieldtrips, and graduation event.

Kars4Kids: You’re getting amazing results. Can you describe the impact of your program for our readers?

Steven Yu: The higher education and employment attainments of our program graduates demonstrate the efficacy of MFC’s individualized and cohort-based mentorship. As of fall 2022, 100% have graduated from high school; 91% have pursued higher education immediately after graduation; 29% have earned or are earning their associate’s degrees; 60% have earned or are earning their bachelor’s degrees, and 9% have earned or are earning their master’s degrees. Also, 100% of those who have completed their higher education to date have been employed in their chosen industries, including education, engineering, health/medicine, and social work.

The efficacy of our mentorship program is also evident in our mentees’ community engagement through public service: 100% do volunteer work as high school students and at least 69% continue in college and thereafter. Our vision is “Mentoring for a Better Tomorrow,” and our quantitative and qualitative data both evidence that this vision is being fulfilled by every cohort that graduates from our program. Not only are our mentorship program graduates making life better for themselves and their families, they are also contributing as change makers in the greater Los Angeles community and beyond.

In fact, we have one graduate who after completing her master’s in social work at Columbia University in 2020, is now working as a therapist in NYC schools. Our mentorship program graduates are effecting positive change in every aspect of their lives—family, college, profession, and society—because they have been shown their strengths as critical thinkers, leaders, and restorers through what they’ve learned and applied in the MFC program.

Kars4Kids: What’s next for Mentors of Change?

Steven Yu: For the past two years, MFC has been exploring what it would look like to extend our services to teens experiencing homelessness. Thus, over the past few months, our leadership team and board have been establishing a strategic partnership with the Union Rescue Mission and other community partners to launch a new program for mentoring youths experiencing homelessness. In 2023, we will be partnering with two Union Rescue Mission sites to provide direct support services to their youths. The past nine years of experiences have demonstrated the transformative impact of warm, supportive mentoring relationships on a low-income teen’s life. Now, we are taking that evidence-based programming and customizing it for the unique needs of youths experiencing homelessness.

Be THE Voice (BTV) is run by the students themselves, which makes sense. No one can get excited about a cause like a kid. Not to mention, when kids do things for themselves, the lessons they learn are unforgettable. At Be THE Voice, the lessons children learn are to be kind to others, and to accept those with different views. It’s a great way to prepare youth for later success in the workforce, where they are bound to encounter those unlike themselves.

We love to support kid-run initiatives with our small grants program, because we know the lessons they learn are more deeply internalized as a result. Such efforts also teach children leadership skills and how to work with others. Add to this the fact that Be THE Voice is teaching kids to be kind, in a world that is not necessarily so. That is something we can all get behind.

We put some questions to Be THE Voice, Executive Director Debbie Cwalina to learn more about the work of this youth nonprofit:

Kars4Kids: What demographic do you serve—what can you tell us about the kids?

Debbie Cwalina: The 2022-23 initiative is being implemented in 61 schools impacting a diverse student population in K-12 schools statewide. The program is facilitated by a student club, so the “face” of Be THE Voice varies from school to school, creating an immediate buy-in of the student body at each school. BTV empowers every student to be the “voice” of kindness and inclusion through an inspirational 12-week video series and engaging hands-on activities.

Kars4Kids: Your about page begins with quite a mouthful: “Students learn how to reconnect with their peers through our visual and hands-on platform which challenges the reactive instincts that can lead to conflict, and instead promote empathy and inclusion.”

Can we unpack that? Let’s begin with the word “reconnect.” Were they connected in the first place? Why “re” connect?

Debbie Cwalina: Yes! It’s a mouthful. Social and emotional “recovery” post-pandemic has been difficult for many students. Losing months of face to face interaction with their peers affected their ability to “reconnect” when they returned to the classroom. This was evident by the sharp increase in student conflict, anxiety, and depression in school systems nationwide. Interpersonal skills take practice, just like learning how to ride a bike or play an instrument. Our initiative provides a variety of activities designed to help them “reconnect” as they work together to meet a Be THE Voice goal. See schools in action on our News & Events page.

Kars4Kids: Be THE Voice uses a “visual and hands-on platform.” So this is experiential learning? What type of media are you using—can you give us a rundown of the program?

Debbie Cwalina: The BTV platform revolves around a 12-week video series featuring diverse social-influencers sharing personal stories of how they inspired change. This has become the heartbeat of the initiative and something the students look forward to watching each week. We produce 12 videos for each program level (36 annually) to ensure the messaging is delivered in a way that students understand. As for the video content, that is gathered annually via the post-program survey as to the issues in which they are most interested hearing about the following year.

To see this year’s program outline, please scroll down to the 3rd section of this page.

Kars4Kids: “Reactive instincts” sounds like it’s about how xenophobia is expressed. What are some of the most common expressions of xenophobia among the kids in your program?

Debbie Cwalina: Xenophobia is “hostility toward or strong distrust of people from other cultures.” I see less hostility, and more of a disinterest in making the effort to connect with others who are “different” from them. I would label it as stereotyping, which is either born from a child’s upbringing or from being part of a peer group that excludes a certain type of student. Even political views became an issue at the high school level when students proudly wore political gear and were shunned by peers who had opposing views.

A lot of our videos discuss these topics, through the voices of similarly aged students at each program level. The topics range from being bi-racial, bullying, exclusion, peer-pressure, personal hardship, etc. Sixty-five percent of students are visual learners, so our video series is highly effective with students replicating what they viewed the very same day. Here’s a great example of a student inspired to address cyberbullying. It seems that no one is safe from labeling, and this story was surprising to me because it involved a cheerleader – not the usual target of bullying or exclusion.

Kars4Kids: Be THE Voice is peer-led. How does that work? What role(s) if any, do adults play in all this?

Debbie Cwalina: As I mentioned earlier, the program is implemented by a designated school club who set the example of kindness and inclusion by promoting the BTV activities each month. Teachers have told us how BTV affords every student the opportunity to “shine” as being kind is inborn, it’s just not always “popular.”

Other than initial program set-up, adults are encouraged to assist when needed. Each program includes a detailed outline of each month’s activities, including all components needed to participate in each activity. We also provide thought-provoking discussion points that entice students to talk about each week’s video message (and was voted the second most popular activity in the middle school series last year.) Not really a true “activity” in my mind, but it makes so much sense! Our young people lost months of F2F interaction with their classmates over the last few years, so of course they’re looking for ways to reconnect – and our weekly discussion points offers that opportunity.

Kars4Kids: What are some examples of a monthly challenge?

Debbie Cwalina: Oh, we have so many great activities! We normally provide two activities per month; some we create and some we share from other organizations.

Here is an example from this year’s Elementary and Middle School program:

Here is one from the High School program:

And thanks to a huge product donation of Threadship® Bracelet Kits every school enrolled in the BTV initiative is participating in the “Wrist Wishes” activity during the month of November and December!

Kars4Kids: You say that 65 percent of students are visual learners. Briefly, can you define what that means for our readers? Is this a new phenomenon—is it about the age of technology?

Debbie Cwalina: Our brains were built for processing visual information, below are some amazing stats that support our approach:

1. Ninety percent of the informationprocessed by the brain is visual.
2. It takes only 13 millisecondsfor the human brain to process an image.
3. The human brain processes images 60,000 times faster than text.
4. People remember 65%of what they see, compared to just ten percent of what they hear.

Our video series is easily incorporated into the school’s schedule. Remember the Hallmark commercials we grew up with? Short, sweet, and evoked our emotions in under 60 seconds. That is the format of our video series! Many of our stories involve students who created organizations born from a personal passion. This is so inspirational for our viewers when they see kids their age doing big things!

Kars4Kids: BTV is based on science, according to your website, which mentions behavior modification through repeating specific behavior patterns. Does your program stand as a kind of CBT—cognitive behavioral therapy? What kind of behavior patterns would participants ideally repeat for this purpose?

Debbie Cwalina: We all know that any form of repetition will help you reach your goal faster. This is true for losing weight, learning a language, or attaining a new skill set. According to HRI, “[Behavioral] change involves physical changes in the brain. The problem is that [behavioral] change isn’t something that a person just suddenly chooses to adopt. You have to slowly learn a new habit. And this means that you have to ‘overwrite’ the ingrained, existing habit with the new habit. This takes time and repetition.”

Our approach – which revolves around weekly positive messaging – changes HOW a student responds to a difficult social situation. Research has shown that modifying behavior is a slow process, therefore our initiative runs from October through April each year. Once students realize what a difference they can make in someone’s life – or within the community – they seek more opportunities to do so!

A majority of our schools have been in the BTV program since the very beginning (2015), a clear indicator that our platform works. In fact, survey feedback from teachers and counselors from the 2021-22 program revealed both a positive shift in school culture with a “notable decrease in both in-school and out-of-school suspensions.” Amazing results for a voluntary initiative.

A few examples of behavior patterns that are consistently exhibited in BTV schools year after year: sitting with someone new at lunch or on the playground; including a new classmate into a social setting; standing up for someone who is being mistreated – in-person or online; being a friend when someone is in need; being inclusive when your peer group is not; or serving a need within their community. The BTV message is to always do the right thing, especially when it’s not the easy thing.

Kars4Kids: Talk to us about “the joy of serving others.”

Debbie Cwalina: When I joined my Rotary club in 2015, little did I know how much it would change the trajectory of my life. I quickly learned – and embraced – the Rotary International motto of “Service above Self,” a message that resonates throughout the BTV initiative. “Serving others” can be something small like sitting with someone new at lunch, or something larger like collecting socks to donate to homeless shelters during the holiday season (a BTV activity in 2020-21 program). My goal is to continue offering our young people opportunities that allow them to experience the “joy of serving others” in some capacity, be it at their school, home, or community.

Kars4Kids: What’s next for Be THE Voice?

Debbie Cwalina: To develop a sustainable plan to meet the demand! Due to post-pandemic budget cuts, schools are struggling to fund the program – even though BTV meets many of the SEL & PBIS requirements of the districts we serve.

As a result, we have over 100 schools on our waitlist for the 2022-23 school year. To offer more students a chance to Be THE Voice for positive change within their school and community we seek like-minded corporate partners to help create a matching funds program. Be THE Voice is an excellent way for companies to showcase their commitment to DEI outside the office, and into the classrooms and community. After all, the youth of today will be the workforce of tomorrow. Instilling important communication skills now is an investment that will pay dividends in the future as they enter the corporate environment and can work together without bias. Everyone wins!!

Tutoring Chicago has been working its magic for close to six decades. The organization pours all its resources into ensuring that children from low income neighborhoods get the extra help they need to ensure academic success. One-on-one tutoring is the trick to serving the needs of Chicago children facing economic barriers to a proper education.

Supporting such initiatives is the main purpose of our small grants program. We see getting an education as a means to getting ahead and ending the vicious cycle of poverty some children encounter. Tutoring Chicago is making inroads in that regard by bolstering their studies with the help of specialized tutoring from caring, consistent adults.

We put some questions to Tutoring Chicago Grant & Data Admin Manager Doug Lyons, to learn more about this work:

Kars4Kids: Tell us about your demographic? Who are the children that you serve at Tutoring Chicago?

Doug Lyons: We provide one-to-one tutoring for 1,000 Chicago students facing economic barriers. Our programs serve students in grades 1-9 from over 220 schools and over 50 zip codes.

Kars4Kids: Tutoring Chicago has an impressive history. Can you give us a summary? When were you founded? How have the organization and the need for your services changed? How close are you to your original goal?

Doug Lyons: First founded in 1965 as the Cabrini Green Tutoring Program by a group of Montgomery Ward employees, the organization has helped thousands of students grow both personally and academically through weekly one-to-one tutoring sessions with high-quality adult volunteers. In June 1990, Tutoring Chicago incorporated as a private nonprofit organization serving the youth of Cabrini Green. The organization rebranded in 2012 as Tutoring Chicago to serve the needs of children all across the city.

Through the past 57 years, our goal has remained the same – to deliver the power of education through one-to-one tutoring. Over the past decade, we expanded our reach and services to better meet the needs across the city, including the addition of high quality digital programming. We have added both a middle school tutoring program and a high school tutoring program, complementing our established tutoring programs.

Kars4Kids: You offer 1:1 tutoring with the same adult tutor for the school year. What happens after that? Do some tutors stick with their students beyond one year? Have some students returned to Tutoring Chicago as tutors?

Doug Lyons: We prioritize consistent positive relationships between students and tutors. Currently, over 50% of our student and tutor pairs have been working together for two or more years. We strive to retain student-tutor relationships year-over-year as this creates the best environment for the student’s success.

We have had a number of former students return as tutors and staff. Currently, one of our program coordinators is a former student of Tutoring Chicago.

Kars4Kids: You have a program called Literacy Intensive Tutoring (LIT) for which the participants must be screened with a formal assessment by you. How do you determine eligibility for this program? What exactly is the program, and what are its specific aims?

Doug Lyons: The Literacy Intensive Tutoring (LIT) Program provides individualized literacy interventions for struggling readers as determined by assessments and parent/teacher feedback to help students effectively close the literacy gap and reach their full potential as a student. Students receive three hours of one-to-one, customized reading intervention each week for eight months by attending a tutoring session two nights a week. The goal of the LIT program is to support each student’s growth toward grade-level competencies in reading and writing.

Our LIT Manager meets with prospective students to assess their current reading skills through letter/sound and sight word identification exercises along with a reading assessment that measures their word accuracy and comprehension skills. Students who are not meeting grade level expectations in reading (typically 1-2 years behind their peers) are invited to join the LIT Program. Participants are regularly assessed throughout the program year to identify specific needs and measure growth. If a student reaches grade level expectations, they “graduate” and move on to our SMART Program the following year.

Kars4Kids: You offer individualized programs. Are you working in tandem with the children’s teachers to keep apprised of their progress and needs?

Doug Lyons: We connect the tutors, parents, and teachers to ensure the student receives the best possible support and tutoring intervention for their learning needs. Additionally, we solicit feedback, including academic data, from our students’ teachers multiple times a year and provide this data to the tutors to better inform their weekly sessions.

Kars4Kids: Can you describe your SMART program for us?

Doug Lyons: Our SMART Tutoring Program for 1st through 5th graders focuses on five areas of student achievement: social emotional learning, mathematics, accountability, reading, and technology. Within the context of building trusting relationships with our volunteers, students focus on homework review, executive functioning skills, and developmental experiences that combine learning and reflection. Students attend tutoring for 1.5 hours a week for nine months of the school year.

Students have access to a wide variety of high-quality resources and activities designed to meet each student at their academic level, offering both remediation and extension of knowledge and skills that they are working on in the classroom or expected to know at their grade level. Our program team monitors student progress throughout the year to address the child’s individual needs and course correct as needed.

Kars4Kids: Your tutoring programs are divided into middle school and high school. How would you describe each group’s main focus?

Doug Lyons: Our Middle School Tutoring Program serves 6th, 7th, and 8th grade students. The program features a curriculum tailored to common core standards incorporated into Chicago Public Schools’ learning standards designed specifically for student learning needs, with a focus on preparing students for high school transition and continued success in their education. The curriculum emphasizes social emotional learning, executive functioning skills, academic coursework across the four core subjects (English, Math, Social Studies, & Science), and high school readiness including test prep and career exploration.

New in 2022-23, Tutoring Chicago is excited to further expand our programming by developing a high school program beginning with our 9th graders. The High School Tutoring Program provides our students with the continuation of one-to-one tutoring and mentoring in areas essential for success in secondary education. The curriculum covers executive functioning, organizational skills, and preparation for the next four years. This includes support for academic course success, taking advantage of high school resources, reflection surrounding college and/or career readiness, as well as overall self-management and social awareness skills. Students continue one-to-one tutoring support with flexibility in scheduling sessions with their tutors once a week.

Kars4Kids: Can you tell us something about the educators who advise and guide your work?

Doug Lyons: Our program staff is comprised of experienced educators and leverage their combined experience as educators to maintain curriculum and delivery models that are consistent with CPS standards and reach families across the city.

Additionally, we have current and former CPS administrators on our Board of Directors who offer expert advice and insight for our programming. Our program team also maintains a network of current teachers who provide insight and feedback.

Kars4Kids: How did Tutoring Chicago weather the pandemic?

Doug Lyons: Early into the pandemic we shifted our tutoring methods to entirely online, with tutors and students continuing to work together through the remainder of the 2019-20 school year and into the summer. We continued digital tutoring during the 2020-21 academic year in keeping with CPS’s remote learning model. Beginning last year, we returned to in-person tutoring in addition to continued digital tutoring, providing our students and families with the ability to choose the method that best fits their needs. Currently, roughly 50% of our students meet with their tutor in person and the other 50% meet with their tutor digitally.

In order to facilitate the shift to digital tutoring, we provided students in need with Chromebooks and other student technology. To date, we have supplied over 500 Chromebooks to students, supporting their access to learning with their tutors.

Kars4Kids: What’s next for Tutoring Chicago?

Doug Lyons: This year our programs serve 1,000 students across our four tutoring programs (SMART, LIT, Middle School, and High School). We are continuing to update and improve upon our delivery of high quality tutoring programs to ensure all Chicago students achieve brighter futures.

Community Education Partnerships (CEP) exists because every child deserves an education, even, or perhaps especially so, those who are homeless. CEP, our latest small grant recipient, will meet the homeless of the Bay Area, wherever the children are, to tutor and mentor them, and to give them enrichment programming, too. The hope is that getting an education and having a supportive adult to mentor them will help children break the cycle of poverty and homelessness.

From our perspective, we can just imagine the hopelessness of the situation, not having permanent shelter or a place you can call “home.” And we know that the services CEP offers can make a big difference for these kids. At the very least, CEP students know that someone cares about them, which, in and of itself is important, because being homeless is painful and lonely, and affects a child’s self-esteem.

We put some questions to Community Education Partnerships Executive Director Dr. Khánh Nguyễn to learn more about this work:

Kars4Kids: Can you tell us something about the kids you serve? What is your demographic?

Khanh Nguyen: Community Education Partnerships (CEP) serves pre-K – 12th grade students experiencing homelessness and housing insecurity in the San Francisco Bay Area. At any given time, there are 250,000 children and youth experiencing homelessness or housing insecurity in California (California Research Bureau, 2022). Across the ten Bay Area counties, there are an estimated 10,000 children and youth experiencing homelessness or housing insecurity (California Research Bureau, 2022).

Kars4Kids: How does homelessness affect academic performance?

Khanh Nguyen: Homelessness affects students in different ways. From a recent study of 105,135 students experiencing homelessness, less than one-third (29%) of students met or exceeded standards in English language arts, and fewer than 1 in 5 (19%) in mathematics (Burns et al., 2021). This research further elaborates that this educational gap exists because students experiencing homelessness are more likely to be chronically absent from school due to their living situation, are more likely to change schools multiple times, and more likely to be suspended from school. Of course, many of our students thrive and succeed in school, but their circumstances, which often include, for example, high levels of transiency, a lack of access to school supplies and books, trauma, limited time for socializing, and hunger, make their success much more challenging to achieve. Hence, CEP does everything we can to support our students learning and their academic and social growth.

Kars4Kids: Your core program centers on one-on-one academic assistance and mentoring. Where do tutors and mentors meet with their students? How much time do they spend with them?

Khanh Nguyen: As a lack of transportation presents one of the most significant challenges our students face in their education, CEP takes its services to the children. Thus, most of the tutoring and mentoring takes place in shelters, transitional homes, libraries, and coffee shops – wherever volunteers can meet their students. Tutoring and mentoring sessions generally last for one hour and take place once per week.

Kars4Kids: Tell us about the Children’s Learning Center. How old are the children in this program? What sorts of activities do you do?

Khanh Nguyen: In 2020, CEP opened its first Children’s Learning Center (CLC) inside the Family Matters Shelter in Oakland. The CLC is open five days per week and serves toddlers, children, and youth. At our Learning Center, we provide educational, enriching, and fun programming in a safe, productive, and caring environment designed with our students in mind. CEP staff coordinate and facilitate both indoor and outdoor activities, tutoring and academic support sessions, guest-led programs (e.g., read alouds with librarians, photography classes, music lessons, art projects), and student-driven time within the CLC. The CLC afternoon programs are geared towards pre-K-12th grade students. During school hours, toddlers are invited to participate in programs such as Toddler Time and read aloud to help prepare them socially and academically for school. At all times, parents are welcome within the CLC to build community, trust, and safety.

Kars4Kids: The programs you offer seem to be available in person or online. Do most homeless kids have the wherewithal to have an online tutoring or mentoring session?

Khanh Nguyen: The heart of CEP’s model is to offer relationship-centered programming that meets the students where they are. Sometimes, the best way for a student to meet with their tutor is online. In such situations, and when needed, CEP distributes laptops, hotspots, and headphones to students and provides tech support until they are able to easily and regularly meet with their tutor online.

Kars4Kids: How much did the pandemic affect your ability to reach the kids who need you most?

Khanh Nguyen: While many students in California attended online classes, private tutoring sessions, and “bubble schools” during the pandemic, our students were left with few educational opportunities. During this time, our students became more isolated and harder to find. Thanks to our relationships with shelters, schools, and other service providers across the Bay Area, we were eventually able to connect with our students and their families and provide much-needed academic support to our students.

Kars4Kids: Can you describe your weekly programs?

Khanh Nguyen: Seven days per week, CEP volunteers provide one-on-one tutoring and mentoring sessions to our students. In addition, we offer group programming five days per week, including our Children’s Learning Center, which is open 10:00 am – 7:00 pm Monday-Friday.

Kars4Kids: CEP’s quarterly Family Reading Nights are apparently popular. What kind of crowds do you draw, and to what do you attribute the success of these events?

Khanh Nguyen: The success of the Family Reading Nights is due to the partnerships between CEP, local community organizations and businesses, libraries, and shelters, who all participate in making the Family Reading Nights so special. Our families enjoy gathering together for dinner, hearing read alouds, and doing fun literacy-focused activities during these Family Reading Nights. We also share many free resources with our families, and children and adults alike select free books to keep.

Kars4Kids: CEP is run on volunteer steam. How many volunteers do you currently have? How long do they stay with the kids they work with? Can you tell us one story of a successful match?

Khanh Nguyen: Currently, CEP has 200 volunteers supporting our students. The volunteers generally support our students for six months or more. Over half of our volunteers have been supporting CEP students for more than 2.5 years.

In our November newsletter we highlight Jisoon Mun, one of our CEP volunteers.

Jisoon Mun, found CEP’s volunteer opportunity through #CaliforniansForAll. Previously, Jisoon tutored underserved elementary and middle school students in Nashville. Upon moving to California, she wanted to find an opportunity to support Bay Area students. Currently, Jisoon is helping her student raise their school grades to reflect their knowledge, capabilities, and adaptability. Jisoon and her student are working on fractions, decimals, and pre-algebra!

CEP is grateful for Jisoon’s support and dedication to furthering the educational experience of our students. With her passion and volunteerism, her student is receiving the academic support they need and deserve to do their homework and practice new skills learned in class. And, her student knows that a caring adult is rooting for their successes. 

Kars4Kids: What’s next for Community Education Partnerships?

Khanh Nguyen: Given the well documented link between the lack of a high school diploma and young adult homelessness, and given the terrible impact of the pandemic on our students’ learning, CEP has ambitious goals for the organization and our students. In the next five years, CEP aims to reach 3000 students. Our team will work tirelessly to support all of our students in the hopes that they achieve the following goals:

• 100% of our high school students will graduate or receive their GED
• 100% of our students will perform at or above grade level in math and reading
• 100% of our students are socially and emotionally prepared for academic transitions.
• 100% of our students will find the joy and purpose of education
• 100% of our students will be provided with the school supplies they need (e.g., backpacks, hotpots, laptops etc.).

OUR HOUSE Grief Support Center can’t bring parents and other loved ones back to life. What this center can do is support those dealing with loss, for example, children. Children in particular need help with bereavement: losing a parent means losing the center of their lives. They need a place where it’s safe to talk, and where there are others like them, going through this surreal and at times unbearable experience.

OUR HOUSE, our latest small grant recipient, is that place. Here children and families learn that the universe isn’t pointing a finger at them, that there are others like them going through the same thing. Of course, there’s a lot more to helping kids and families learn to live with loss. We put some questions to OUR HOUSE Grief Support Center Executive Director Julia Miele to learn more about this work:

Kars4Kids: Can you tell us about the community you serve? What’s your demographic? 

Julia Miele: In a community as widespread and diverse as Los Angeles, OUR HOUSE is creatively making grief support available to all by offering a range of options. We have noted over the last few years that we are serving more children and adults who are experiencing complex familial situations, such as housing and food insecurity, immigration status challenges, and family violence. Additionally, an increasing number of grievers who use our services are grieving stigmatized deaths, particularly COVID-19, homicide, suicide, and overdose. The demographic of our In-House program is 16% Black, 3% Asian, 34% Caucasian, 31% Latinx, and 16% Multiethnic.

Kars4Kids: What exactly does grief support entail? What are the goals of this type of support? 

Julia Miele: Grief support normalizes an isolating experience and provides a toolkit of healthy coping skills. Our educational programs multiply this community impact through expert-led training workshops for families and professionals who work with children, expanding the child’s support network to create a productive and nurturing environment to foster grief expression, healing, and wellness. Our goal is to create a world where grief is embraced, understood, and respected by both children and adults.

Kars4Kids: OUR HOUSE offers grief support to children and adults. How do these populations differ in their response to the loss of someone important to their lives? What do grieving children need that grieving adults do not? Are you offering different supports to the adults than you are to the children you serve? 

Julia Miele: Experiencing the death of someone close can be the single most stressful event in a child’s lifetime. When a child’s grief is unsupported, it can increase physical, emotional, and social risks, including physical illness, depression, anxiety, school disengagement and dropout, and even violence, gang activity, incarceration, and early death.

Most of the children in our programs are parentally bereaved, which is considered among the most difficult Adverse Childhood Experiences (Burns et al. 2020), especially when the death is caused by violence or suicide. The death of a parent also places more stress on the surviving parent/guardian, demanding additional financial and child rearing responsibilities, which can decrease their emotional and physical availability to support their grieving child.

As for the adults who go through our groups, we’ve found that 90% of participants will feel more comfortable expressing feelings about their grief, 85% will increase their ability to ask others for support, 85% will believe they can lead a fulfilling and meaningful life without the person who died, and 90% will feel less alone after speaking with other people who are grieving in their community. 

Kars4Kids: Can you describe a typical in-house group for children and teens? What is the “closing squeeze?”

Julia Miele: In-house grief support groups are age-specific, providing different groups for “Littles” (Elementary School), “Middles” (Middle School), and “Teens” (High School). Groups meet every other week after school for 12-24 months and provide a safe and comfortable environment for children and teens grieving the death of a parent or sibling. In their group, the child can fearlessly ask questions and express difficult thoughts and feelings with peers. Each group is co-led by two extensively screened, trained, and clinically supervised volunteer group leaders. Teen alumni of OUR HOUSE in-house groups serve as teen leaders to help with the younger children and act as role models.

Children’s groups always end with a ritual – a gentle squeeze of friendship and support called the “closing squeeze.” Group members stand in a circle, with hands crossed and held in front of them, and the squeeze travels around the circle one person at a time. The squeeze is in recognition of the thoughts and feelings shared in group and a way of sending each other support.

One example of an activity that children participate in while going through group is learning different coping skills like butterfly breathing, candle/flower blowing and sniffing, and pizza breath, all of which help our grievers regulate their breathing during emotional times. Another activity is visualizing and drawing where their person who has died might be now. One more activity is called the Feelings Pie during which the griever identifies different emotions they are feeling and then they split the emotions up into a pie chart based on how much of each emotion they are feeling. 

Kars4Kids: Our House also offers a school-based support program. Are there that many grieving children in a given school that you have enough of them to form a support group? How many of them have lost someone due to street or home violence? 

Julia Miele: OUR HOUSE’s School Program provides free school-based grief support groups for elementary, middle, and high school students who have experienced the death of a family member or close friend within the past 2-36 months. Groups take place at school during the school day, eliminating barriers to access such as transportation, cost, and scheduling conflicts that reduce opportunities for children to receive grief support. Each group of 8-12 students meets for one class period over ten consecutive weeks. Our programs reach the most vulnerable communities in Los Angeles, where deaths are often caused by homicide, drug overdose, suicide, and street or home violence. More common are illness-related deaths exacerbated by disparities in access to preventative healthcare resources. 

Kars4Kids: You also offer on-site grief support. Can you give us an overview of how this works and why it is a necessary part of what you do? 

Julia Miele: When a school experiences the death of a student, teacher, parent, or other community member, OUR HOUSE provides time-limited grief support on-site, offering quick response services when tragedy strikes. For example, we conducted an on-site grief response at a school after a teenager accidentally shot himself and died. The school asked OUR HOUSE to run a special group for the teachers to express their own grief over the student’s death, helping them process the death and equipping them to support their grieving students. On-site grief responses are free for public schools and are offered on a sliding-scale for all private schools and businesses. In 2020, 16 local organizations received on-site grief responses online, serving 170 grievers, including 48 children. 

Kars4Kids: Tell us about Camp Erin. Who is it named for? What is it like?

Julia Miele: Camp Erin is named in memory of Erin Metcalf who died of cancer at age 17 and who was a friend of the camp’s founders Karen and Jamie Moyer. Erin’s wish was to help other children navigate through their grief. Camp Erin combines traditional camp activities with grief support, education and remembrance projects and ceremonies. Campers swim, navigate a rock wall and rope course, engage in arts and crafts, and enjoy other activities designed to encourage and promote healing. Camp Erin allows children a chance to share their thoughts, feelings, and memories about the person who died with their peers. They participate in memorial ceremonies as well as outdoor activities that allow them to enjoy the freedom of childhood. 

Kars4Kids: This sounds like an interesting event: “From OUR HOUSE to Yours – a Community Week of Wellness.” Can you tell us about it? 

Julia Miele: This was a week-long virtual event we hosted on our website in 2020 as a replacement for our in-person Walk ‘n’ Run for Hope. Each day, we offered daily resources hosted by a different grief expert introducing different activities that encourage wellness, while inspiring hope and healing for grieving teens and adults. Some of the activities we offered were cooking lessons, meditation sessions, arts and crafts, writing workshops, and music videos. 

Kars4Kids: How did the pandemic affect your ability to serve those who need you? 

Julia Miele: Following the COVID-19 pandemic, we reduced the 2020 budget by $663,451 or 23%, including a reduction in staff of five people, a hiring freeze on three open positions, and a decrease in individual staff salaries by 8-15%. Our annual large fundraising events, the Walk ‘n’ Run for Hope 5K and the House of Hope Gala, were both cancelled in 2020 and we haven’t been able to host our Walk ‘n’ Run since. We also converted all grief groups to online formats, re-trained all volunteers to lead online groups, and created new ways to engage with our community, from producing online wellness resources to delivering personalized activity supplies to children and teen group members. To date, 115 unique grief support groups for children, teens, and adults, in English and Spanish, have met remotely.

Kars4Kids: What’s next for OUR HOUSE Grief Support Center? 

Julia Miele: Grief support groups are now back in person at our Woodland Hills and new West Los Angeles centers. We are thrilled to welcome home group members and volunteers! A new, online-only grief support program, informed by our pandemic response, will be launched in January 2023. This expansion will help many grievers with transportation, work, or childcare challenges access our services. A revamped In-House Program for children and teens will give young grievers better tools to navigate their grief, and their guardians will have an easier schedule to help balance after-school activities and transportation. Thanks to a new partnership with the Department of Mental Health, more Spanish-speaking grievers across Los Angeles County now have access to free grief education and support. Finally, we continue to advance our Justice, Equity, Diversity, and Inclusion goals with expert consultants which will help us improve the experience of our diverse community of grievers, volunteers, and staff. 

The Complete Player Charity serves to keep kids off the street in the hours after school. More importantly, TCP Charity is pouring all its love and caring into its participants, while teaching them to lead. This nonprofit devoted to youth empowerment isn’t trying to take over the world—TCP takes only a small number of participants in order to maximize its efforts.

We appreciate this devotion to doing things right and making sure that kids get the most they can get from their time at TCP. Which is why we decided to give them small grant award. We put some questions to TCP Founder and President Andy Schindling to find out more about this work.

Kars4Kids: What can you tell us about your demographic? Who are the children that you serve?

Andy Schindling: TCP Charity serves a diverse population of elementary and middle school youth who live and/or attend school in the northern part of Anne Arundel County, MD. Our Young Leaders and Sports & STEM programs serve low-income youth in Brooklyn Park and Glen Burnie. Our Leaders in STEAM summer camps serve students throughout the northern part of the county, with most of them coming from low-income households.

Based on the latest Poverty Amidst Plenty Needs Assessment, 24.8% of Brooklyn Park and 15.9% of Glen Burnie residents live under the poverty line. These two communities have the first and third largest percentages of households on food assistance programs, the highest numbers of homeless youth, and residents without a high school diploma, with Brooklyn Park and areas of Glen Burnie being designated food deserts.

Kars4Kids: Can you tell us a bit about your background? What led you to found a leadership program for kids?

Andy Schindling: I am a former professional athlete in the Baltimore Orioles organization (’04-’09) and graduate of Anne Arundel Community College and Towson University. I have always had a heart for kids and new that I wanted to give back to the younger generation. In 2014 the path for my life was laid out to me – to serve kids growing up in the poorest areas of the county.

I founded a leadership program for two reasons:

1. I was always interested in leadership and passing on knowledge and wisdom to other people
2. After reflecting on my life and realizing how I gave up living out my dream as a professional baseball player, I realized I lacked the key emotional intelligence and self-leadership skills needed to become successful in life. It hit me hard to know that someone like myself who had everything they needed in life became lost in life, so I committed to educating young people on those key skills, so they don’t have to one day experience what I did – becoming lost in life and giving away the opportunity to live out their dream.

Kars4Kids: TCP is committed to exemplifying “H.I.A.C.S.”: Humility, Integrity, Accountability, Commitment & Service in all its dealings, not just with the kids, and that makes lots of sense. Can you talk about “humility” in this context?

Andy Schindling: Great question! First and foremost, humility for TCP starts with understanding that we are part of something much bigger than ourselves and we need to be the best steward of what we are provided with. Therefore, we must be humble enough to know that we cannot do everything on our own and that it will take a mindset of collaboration and partnership to accomplish what we aim to accomplish. Secondarily, we know it’s not about us. It’s about the kids and their futures. It’s about our partners, donors, and volunteers who enable us to make the impact we make. We understand that it takes a team to achieve success and results and that we are just one piece to the puzzle.

Kars4Kids: The TCP website speaks of establishing win-win collaborations that lead to opportunities for young people. Can you offer some examples of such collaborations and how they benefit both sides?

Andy Schindling: The first collaboration that comes to mind is with Live Water Foundation, Capital SUP, and Oyster Recovery Partnership (ORP). This collaboration brings our participants the opportunity to experience stand up paddle boarding and serve their local environment by building oyster cages to start oyster farms. Most if not all our program participants have never experienced being out on the water in any capacity.  ORP benefits from the oyster cages as their demand for cages exceeds their capacity to build them, so any time they get volunteers to build the cages is a huge win for them.

Another key partnership we have is with the Chesapeake Arts Center, which provides art-related and career exploration activities to our student. In so doing, the center advances its mission of cultivating and delivering innovative arts and education programs within and to the community.

We also have multiple partnerships with local businesses such as The Stone Store, Wagner & Son’s, Titan Hospitality Group, and Skyline Technology Solutions. These companies provide their employees with volunteer opportunities to help educate the workforce as to the importance of community service. A major part of employee retention and acquisition these days is the company’s involvement in their community. Employees love to give back and get involved so we take full advantage of that to engage all parties in a meaningful learning experience.

Kars4Kids: How would you describe your philosophy of leadership? Why did you choose leadership as the main focus of TCP?

Andy Schindling: I believe we are all born to be leaders, because every morning we wake up we must lead ourselves. Which makes my philosophy more on the side of self-leadership or self-mastery. This is something that I take seriously because as I mentioned earlier, I led myself out of my dream job because I could not lead myself effectively. I also believe that we are called to be a positive influence on others and in our community and to do that we must be effective leaders.

Our philosophy is to lead in a way that attracts others to follow us. Not through coercion, pressure, or because they must follow because of our position, but because they choose to follow us because of the way we act and handle our business.

Another reason I chose leadership is because this is something that most schools do not teach. I want to provide students with knowledge and wisdom that they will be able to take with them for the rest of their lives. Something that will empower them to reach their full potential. Something that can truly change their lives.

Kars4Kids: Tell us about your Young Leaders program. What can participants expect to come away with from this 7-month-long program?

Andy Schindling: First and foremost, our primary goal is to lavish love on the kids we serve. Participants can expect TCP to provide them with mentors who will truly care about them as individuals and want to pour everything they’ve got into their mentees. At the end of the program, participants remark that their TCP mentors really cared about and loved them, and treated them with respect.

When it comes to the program itself, participants can expect to be pushed out of their comfort zone on a daily basis. This could be from having to stand and present in front of the group, to self-reflection writing about emotions and feelings they experienced during the day, to having to work in diverse groups with peers they do not already know. Our leadership philosophy is that all people are leaders because every day we wake up we must lead ourselves, and we want our participants to become the best leaders of themselves that they can be.

Participants can also expect to be challenged and held to a high standard, to be uncomfortable (as stepping out of their comfort zone implies being uncomfortable), to be introduced to new ideas and activities, and be expected to participate all for the purpose and intent of increasing their confidence and self-esteem and emotional intelligence skills. They can also expect to receive knowledge, wisdom, and advice they will not learn during the school day that will prepare them for success and living out a meaningful and impactful life.

Participants can expect to leave our program with a greater awareness of who they are as an individual, a greater awareness of jobs and careers, and to make an impact in their community by bringing their own ideas to life.

Kars4Kids: Why is afterschool programming an important part of what you do at TCP?

Andy Schindling: Simple! Because this is when adolescents need positive role model and mentors the most. The hours between 3-6 pm are especially critical in the communities we serve. These are the hours where kids either stay on the right path or not. Research shows that this is when middle and high school youth engage in illegal and self-demoralizing activities that change the course of their lives forever. And I can relate to that.

Kars4Kids: Your summer camp seems to be all about learning. Can you give us an overview of how that works? Does this programming include recreational activities, as well?

Andy Schindling: Just with our afterschool programs, we view our summer camps as another opportunity to learn and grow. As a former athlete I certainly value free time and recreational activities, which we do give to our campers. We give campers an hour each day for recreational activities and then another 30 minutes of free time to end the day.

Our goals for TCP camps are for campers to leave with an enhanced understanding of who they are and an increased awareness of their skills and how their skills relate to career success. We also aim to educate campers on how they can serve their community by introducing them to the needs of their community.

To start the camp day, campers journal about what they are grateful for; emotions they experienced prior to coming to camp; and list three positive things about themselves. Then we jump into a variety of activities pertaining to emotional intelligence and STEAM. Activities range from group activities to individual activities; to watching TED Talks on leadership; to building out STEM kits. And most importantly, field trips to learn about different jobs and careers, and to serve local nonprofits.

Kars4Kids: TCP is about “impact over numbers.” How many kids do you serve, in general? How do you measure impact?

Andy Schindling: Up to this point, we serve between 35-50 students during the school year through our afterschool programs. This past summer we served 53 campers in the summer. We aim to keep our participant/mentor ratio at 6:1 so we can build strong relationships with the kids.

The impact we can make on a child’s life is our main focus. We could easily increase our registration numbers to serve more kids but that would diminish our ability to build relationships with each child. Last summer illustrates our commitment to maximizing our impact. Ninety students registered for one of our camps, but we only accepted 25. For those of us at TCP, relationships with students and campers are paramount. This is what these kids really need. So, we will not sacrifice this just to say we served X number of kids this year.

Kars4Kids: What’s next for The Complete Player Charity?

Andy Schindling: First, we plan on building our organizational capacity. Word of mouth is spreading which is increasing the demand for our programs.

Second, we are adding a robotics program which we are very excited about. Our hope is that we will launch a TCP Robotics afterschool program at the middle school level next school year that will have students building battle bots for competition.

Thirdly, due to the demand at the elementary school level, we are planning on launching the Sports & STEM summer camp for rising 4^th-6^th grade youth this coming summer.

Lastly, we are eager to tackle the math and reading proficiency issue in the schools we are in so we are looking to hire part-time college and high school interns, and build new partnerships with local nonprofits to go into the schools during the school day to mentor and tutor our students.

Doc Wayne Youth Services offers a unique curriculum that uses sports as a therapeutic device to help kids develop resiliency, confidence, and leadership skills. Think about it: spending time with an encouraging coach, revving up your circulation, taking the lead, learning to be fair, learning to be confident, dealing with loss, feeling good about the win—sports really does have everything you can think of to help children proactively improve their mental health and social emotional skills.

Well, while there’s nothing new under the sun, there is no doubt that the Doc Wayne brand of sport-based therapy is innovative and different. And it’s working. This year alone, Doc Wayne students self-reported positive change in key life skills such as critical thinking, reflection, empathy, and learning interest.

The novel approach of Doc Wayne, and its proven benefits, was reason enough to support this youth services nonprofit with a small grant award. What should we learn from the successes of Doc Wayne about sports and youth mental health? We put some questions to Doc Wayne Youth Services CEO David S. Cohen:

Kars4Kids: What was the inspiration behind Doc Wayne Youth Services? Presumably, there is/was a person named “Doc Wayne?”

David Cohen: Doc Wayne Youth Services was founded in 2002 by Susan Wayne in memory of her brother, Eli (Doc) Wayne. Eli was a pediatric physician as well as a tremendous supporter of using sport as a medium for positive youth development. He committed his time to students in the community by volunteering for and coaching youth sports. It began as a program of Justice Resource Institute and focused exclusively on youth in residential treatment programs. In 2010, Doc Wayne became an independent 501(c)(3). We now operate with 25 full-time staff and a 13-member Board of Directors.

Kars4Kids: Doc Wayne operates globally. In how many countries do you operate? What is the common denominator for the children you serve, wherever they may live? Who is most likely to benefit from the Doc Wayne curriculum?

David Cohen: The need for Doc Wayne’s intervention in youth mental health has never been as apparent as it is today and the need to reach underserved communities with effective clinical and support services has never been more intense. Doc Wayne has been improving the overall health of children and adolescents in the Greater Boston area for over a decade through sport-based mental health programming. Over the years, other organizations from around the world have approached us about training them on our model. Our Champions Network™ trainings were born out of this growing interest in our approach, and since its launch, we have trained over 600 individuals who work with youth in a sports or educational setting. We have reached clients in 25 different countries who have served over 500,000 youth worldwide.

Kars4Kids: The Doc Wayne curriculum utilizes four fundamental constructs to promote wellbeing. What can you tell us about these constructs?

David Cohen: Our four fundamental constructs are Teamwork, Communication, Resilience, and Confidence, and they are divided into a total of 30 teachable skills that eventually ladder up to Connectedness. Doc Wayne’s Creating Champions™ curriculum is a sport-based adaptation of common clinical frameworks. The Playbook, available in youth and adult formats, guides a participant’s skill-building journey and provides a visual representation of Doc Wayne’s proprietary curriculum, layering clinical and social emotional learning goals onto an intuitive sports framework.

Kars4Kids: Can you give us an overview of Creating Champions™?

David Cohen: Doc Wayne runs four community-based services; group therapy, individual therapy, Therapeutic Mentoring, and Therapeutic Recess, all guided by our proprietary curriculum, Creating Champions™, which layers clinical and social emotional learning goals onto an easy-to-grasp sports framework. Our curriculum is derived from two therapeutic models: the Attachment, Regulation, and Competency (ARC) Framework and Dialectical Behavior Therapy (DBT).

Kars4Kids: What can you tell us about Chalk Talk®? What are the indications for sports-based therapy?

David Cohen: ​​Chalk Talk®, Doc Wayne’s sport-based group therapy program, engages youth by harnessing the power of sport. Our clinicians lead weekly sessions with students within their schools and communities designed to support them as they process experiences of trauma. They use soccer, basketball, flag football, and other team sports to facilitate talk therapy and help students process and persevere through adversity. Clinical notes are taken after each session to track youth progress over time. Our team sees success as positive changes in youth behavior, such as youth beginning to use healthier coping skills, feeling confident to engage in sport and fitness, and becoming leaders in their school or community. An individualized treatment plan is designed for each youth based on their strengths, needs, and developmental stage.

Kars4Kids: What is Rookie Pride™?

David Cohen: Rookie Pride is Doc Wayne’s curriculum for younger constituents (5-8 years old). Rookie Pride reflects themes from Doc Wayne’s original proprietary curriculum, Creating Champions™, while incorporating language, themes, and characters which are more age-appropriate. The final design of Rookie Pride includes cartoon-like characters (a pride of lions), coloring sections, and stickers. Each facet is intended to make a participant’s time with Doc Wayne more engaging and fun. The addition of Rookie Pride enables our team to address the needs of younger participants with more accuracy. Doc Wayne coaches now have greater flexibility to design group sessions which accommodate the developmental needs of youth in our programs.

Kars4Kids: Can you tell us about your therapeutic recess program?

David Cohen: Doc Wayne launched Therapeutic Recess as an opt-in program for students that provides structure, programming, and oversight during the school day. Through this program, students strengthen their ability to recognize, communicate, and manage difficult emotions while at recess. Our clinicians also help them develop prosocial skills and strengthen their ability to independently manage conflicts with peers. Finally, we work to ensure that students develop trusting relationships with coaches and recess staff. Doc Wayne launched its recess program in 2019 at just one school site, and this year, we are running our program in 7 schools across Greater Boston, reaching over 1,500 children each week.

Kars4Kids: You offer therapeutic mentoring. How is this different than garden-variety mentoring?

David Cohen: Youth in Doc Wayne’s Therapeutic Mentoring program are our highest need youth. These children have been identified by their individual clinician as needing an extra clinical relationship through their Therapeutic Mentor. Each of our mentors meets with their youth clients 1-2 times each week, lasting between 3 months – 1 year. Our clinical focus is on youth who are survivors of complex trauma, youth who have experienced domestic or community violence. Children who are currently working with a mental health clinician, often in-home or in-school, can be assigned a therapeutic mentor as an additional form of clinical support. Doc Wayne currently has 3 therapeutic mentors who work with the rest of a youth’s therapeutic team to support their growth towards treatment goals. These partners vary from in-home therapists to residential clinicians and typically are organized by an Intensive Care Coordinator. All collaborate to deliver consistent and successful therapeutic guidance to the over 20 youth in Doc Wayne’s Therapeutic Mentoring program.

Kars4Kids: What role does telehealth play in your work?

David Cohen: Throughout the pandemic, our team transitioned to working remotely, including performing all of our clinical work through telehealth. Restrictions on group gatherings over the course of the pandemic required us to adapt the focus of our direct services. During lockdown, we delivered over 5,000 telehealth sessions. We have since returned to in-person programming while also maintaining telehealth as an option for youth. This option better meets the needs of some of our youth whose school schedules and access to technology varies.

Kars4Kids: What’s next for Doc Wayne Youth Services?

David Cohen: Our new vision is to maximize the impact that Doc Wayne can have on at-risk youths regardless of where they live. Over the next three years, Doc Wayne’s ambition is to provide one million children access to sports-based mental health support. Our organizational partners have played an essential role in allowing Doc Wayne to expand in the past several years, and together, we are confident that we can achieve this goal.

Page Ahead Children’s Literacy Program is doing something novel, so to speak, to further literacy in underserved Seattle neighborhoods. They have created little “book nooks” for children where they can discover the joy of holding a book; look at the pictures; and if all goes well, eventually read the book to completion. It’s one new way to get books into the hands of those who need them the most.

Our small grant program allows us to lend support to initiatives that fit in well with our own mission. We see literacy as the crucial first step to academic success and a brighter future. Page Ahead is doing something really different and we could easily see how their program could lead to lifelong lovers of books. We put some questions to Page Ahead Children’s Literacy Program Development Manager Rebecca Brinbury to find out how the magic happens:

Kars4Kids: Can you tell us something about your demographic? Who are the children you serve at Page Ahead?

Rebecca Brinbury: We focus on kids’ early reading journeys, with particular emphasis on preschool and kindergarten through second grade, because stopping reading gaps before they start is a really powerful intervention. And we’re doing this work with an eye toward educational justice and more equitable distribution of resources, so we focus on kids in majority low-income communities, who, thanks to entrenched racism and structural barriers, also tend to be from families of color and/or Hispanic/Latinx families. Basically, our community works to get books to kids who could benefit from them most.

Kars4Kids: The Page Ahead website says there are 22,000 children in Seattle who live in book deserts. For the sake of our readers, can you define “book desert” and why such a phenomenon exists? Which leads to the obvious question: can’t children just go to the library if they don’t have books at home?

Rebecca Brinbury: We’re all familiar with the idea of a “food desert,” an area where fresh food isn’t easily obtainable. Book deserts are similar, but for reading material—book deserts are areas where reading materials are hard to get ahold of. The organization Unite for Literacy maintains a map of book deserts that is fascinating to explore, where you can see census data on how many homes have at least 100 books in them. If you look at Seattle on that map, the book deserts are where you’d expect them to be—while the wealthier enclaves have lots of books, those with lower incomes don’t.

The book desert phenomenon exists for the same reason any other resource inequality exists; books cost money; money is inequitably distributed; and many families have to prioritize food, shelter, clothing, and other necessities. Yes, libraries provide crucial services, but they cannot stand in for having books at home.

For example, school and classroom libraries are a big part of a child’s reading journey at school, but I know at my daughter’s school, the younger grades aren’t allowed to bring their school library books home—these have to stay in the classroom. And public libraries are fantastic—maybe my favorite places in the world!—but when you’re seven and you live a mile from your neighborhood library, you need your grownup to go with you, and if that grownup’s work hours don’t line up with the libraries open hours, you’re out of luck.

But say you are able to go to the public library and check out your Pete the Cat books. Hooray! In Seattle, those will be due back in three weeks. And there is a joyful novelty in getting to experience a new story, which is so important. But being able to read and reread the same material is a foundational part of reading fluency, too. So owning your own books, and reading them over and over again, is really important in building your literacy skills.

On Equity in Education

Kars4Kids: Your website talks about the need for equity in education and opportunities. Why are resources distributed in an uneven manner in the public schools? Who is responsible for this situation and how is Page Ahead helping to narrow the gap? Are you working with the parents, too?

Rebecca Brinbury: Ah, if we had an easy answer to this question, Page Ahead could cease operations tomorrow! Unfortunately that is not the case. Smarter people than me have done plenty of research on inequity in public education, but it basically comes down to entrenched inequitable school funding models, which reflect and perpetuate the larger inequitable resource distribution among people and families in our society, particularly along racial lines. In Seattle, for example, the median net worth for Black households is only 5 percent that of white households. And since school funding tends to be tied to local property values, inequitable and racist housing models and gaps in median income and generational wealth make themselves known at the school level too. Plus, in Washington, the state struggles to pay for basic education costs, even though it is constitutionally required to do so, so districts rely on passing levies, which is much harder for districts in poorer areas to do because their voters are less likely to approve “extra” costs.

So the problem is multifaceted and generations in the making and is a legacy of a white supremacist system that has historically centered (if even unconsciously) the needs of white kids in general education. And Page Ahead can’t fix that.

But! There is a ton of research that shows that when you have access to books in the home in childhood, regardless of your parents’ education or income level, you are more likely to succeed in school and in life. Academic success tends to break the cycle of intergenerational poverty. So that’s our focus—equitable book access for ALL kids.

We are a small team (just four employees, plus a couple hundred AWESOME volunteers), so our model is very decentralized. We work directly with schools and organizations to help them get books in the hands of the kids they serve; that means our immediate partners are school librarians, teachers, early childhood educators, and more. We also support family reading time with family literacy nights and prompts for questions to ask during shared reading times.

Free Library “Oases”

Kars4Kids: Talk to us about the Book Oasis project. Can you describe these “oases” for us, please? How did Page Ahead come up with this fantastic idea?

Rebecca Brinbury: Our Book Oasis project installs, maintains, and refills Little Free Libraries in Seattle-area neighborhoods with the most limited access to books. Originally conceived of as a response to the COVID-19 pandemic and how much harder it was for kids to find new books to read with school and public libraries closed, each Book Oasis provides a constantly refilled pipelines of brand-new, high-interest title for babies through young adults from our book stock.

Custom designed for little browsers (including shelves closer to the ground that face book covers out), each Book Oasis is maintained and refilled by Page Ahead volunteers. Located near Seattle schools we already serve with our other programs, Book Oases further expand these students’ access to books, strengthening home libraries and increasing community book circulation.

The first Book Oases were installed in the High Point community in West Seattle in March 2021; we’ve now installed eighteen total Oases in more than a dozen neighborhoods. Thanks in large part to Page Ahead’s amazing corps of Book Oasis restock volunteers, our Oases are now putting an average of more than 140 books a week out into the community!

Combatting Summer Learning Loss

Kars4Kids: How is Page Ahead combatting summer learning loss?

Rebecca Brinbury: I think the first question to ask is why we are combatting summer learning loss. And that’s because it’s where the majority, about 80%, of the “achievement” gap comes from—that is, the gap in testing scores between kids in families experiencing low income and their better-off peers. Even though those kids learn at the same rate during the school year, when the educational “faucet” is turned off, the kids whose families have more resources are better able to keep learning during the summer outside of school, but the others aren’t. So if you can keep kids from sliding back during the summer, you can keep them on even footing all year round, and the “achievement” gap doesn’t get established in the same way.

And we do that through Book Up Summer. Based on a highly regarded 2010 Department of Education-funded study, Book Up Summer gives students in grades K–2 reading material for summer vacation. In late spring, students choose 12 new books from a special book fair at their school. Prior to the book fair, students and their families are invited to a literacy night where they learn about the program and discuss book selections.

Instead of a summer setback, Book Up Summer students experience a boost! According to 2018 Seattle Public Schools test data, Book Up Summer students show an average improvement in reading skills of 2.63 points over the summer for rising first graders and 1.84 points over the summer for rising second graders. To see these students, who would typically slide back, actually gaining reading skill is a powerful endorsement of this summer reading model.

Access to books through Book Up Summer has also functioned as a protective factor during the pandemic, which has knocked students back at all levels. Seattle low-income fourth graders who had participated in Book Up Summer in their K–2 years have slid back nearly four points less in their reading scores than their statewide low-income peers (a drop of 9.7 points for Seattle Book Up Summer students vs. 13.3 points for statewide low-income students).

Since we first piloted Book Up Summer a decade ago, we’ve put nearly 1.4 million self-selected books on kids’ shelves in more than 100 schools statewide.

Pushing Against the Achievement Gap

Kars4Kids: What makes a child “kindergarten ready” and how are you helping to move the children of your community closer to that goal?

Rebecca Brinbury: “Kindergarten readiness” is a measure of how prepared kids are for elementary school. But it isn’t about how many letters or numbers they know. It’s more about how ready they are to learn, and includes everything from motor skills to social-emotional development to persistence capacity and more. One crucial part of that is language and preliteracy skills, which is where our Story Leaders program comes in.

Story Leaders is a reading intervention that trains educators and families in evidence-based shared reading techniques for preschool children (that is, reading stories together, asking questions about the books, and so on). Story Leaders is designed to rapidly develop vocabulary and language skills and provides eight free books that the students have read in class during the school year to take home, building both their home libraries and reinforcing the home–school connection.

Pre-literacy skills like print awareness, self-regulation (the ability to sit still and listen to a story), and exposure to a high number of words are the foundation of later reading success, and shared reading like what we teach through Story Leaders is a proven way to support the development of those skills. And because Story Leaders is offered at government-supported preschool programs that serve families experiencing poverty, we’re giving those kids a leg up on their reading skills before they even get to elementary school, as a preemptive pushback against the aforementioned “achievement” gap that they are statistically likely to encounter.

Are Books Still Relevant?

Kars4Kids: Why is it important to build “joyful” reading habits? Where does technology fit in with all this? Are books still relevant? You offer three programs that specifically address this critical need. Can you tell us a little bit about them?

Rebecca Brinbury: Obviously I am very biased, but yes, books are SO relevant! As any publishing professional will tell you, a “book” is a way for a story to get across, regardless of whether you’re reading it on a page, on a screen, or through an audiobook. And personally, I love my ereader for requesting and checking out ebooks from the library, for example. But “traditional” printed books are still very much central to the learning and literacy process—especially because it is much easier to distribute books than it is to distribute digital devices. Plus, even if they have access to them, kids don’t usually own their digital devices—they belong to the school district, or to an adult in their household, or so on. Kids can own books, and ownership is powerful. (Plus books don’t need to charge, and when they break, they can be fixed with a little tape instead of a support ticket and a Master’s degree!)

We help make those joyful reading connections with books through our Story Time program, in which trained volunteers visit preschool and kindergarten classes to read books, sing songs, and do crafts on themes like “friendship” or “springtime”; we also work with partner schools and volunteer groups to hold one-off reading events, during which kids pick a book to read with visiting volunteers and then they get to take it home and keep it. And in a throwback to the original name Page Ahead was created under—Books for Kids—Page Ahead works with fellow nonprofits and schools to provide books that they can give the kids they serve.

Kars4Kids: Talk to us about your volunteer program. How do you manage such a large team? What kind of role do they play at Page Ahead?

Rebecca Brinbury: My amazing colleague Stacey Lane runs our volunteer program, along with the fantastic Lisa Ceniceros, our literacy programs manager. They train and support our program volunteers, like those who do Story Times or restock Book Oasis. Stacey especially does a ton of work with our corporate volunteer groups, who tend to do project-based volunteering, such as decorating bookmarks or preparing bunches of bookplate stickers.

Last year, we had 187 volunteers who donated 2,332 hours total (pre-COVID, we had closer to 400 and 500 volunteers annually, but of course the volunteer opportunities were more limited last year). The value of a volunteer hour in Washington in 2021 was $34.87; that means Page Ahead volunteers donated the equivalent of $81,316.84! We truly could not get this work done without them. And anyone who is interested in learning more about volunteering can go to pageahead.org/volunteer to learn more!

Measuring Success

Kars4Kids: Do you have a way to measure the extent of your impact and success?

Rebecca Brinbury: We track our numbers internally, of course, about the number of books distributed, kids served, and so on. And we also get testing data from the schools we work with in Book Up Summer to help track reading scores (though of course COVID interruptions to standardized testing has interrupted that for the last couple years).

We also survey our educators and families about the impacts of our programs. 98 percent of teachers responding to our survey in spring 2022 agreed that Book Up Summer helps to build a culture of reading for their students’ families; 99 percent agreed that it makes a positive impact on their students’ attitudes toward reading and fosters engagement with reading; and 100 percent agreed it increases their students’ access to books in the home.

Also in spring 2022, 69 percent of families responded that Book Up Summer would increase their future family time spent reading together; they also reported that their children’s home libraries grew by an average of 62 percent thanks to Book Up Summer.

Kars4Kids: What’s next for Page Ahead?

Rebecca Brinbury: Growth! Book Up Summer is expanding to new schools in Spokane, the Yakima Valley, and Pierce County. Story Leaders is adding a bunch of kiddos in the Highline district. And that’s just for this school year!

As they work to make up for pandemic disruptions to their learning, more kids need more books than ever. So we’re working hard to raise the money and build the systems we need to make sure those kids have plenty of books on their shelves. We’re grateful to Kars4Kids for joining us in this work and invite everyone else to find out how you can be a part of our partnership too at pageahead.org/get-involved.

LaunchPAD Children’s Museum offers children something crucial: everything they need to engage in creative free play. Play is important for a child’s emotional wellbeing and mental health. But at LaunchPAD, they understand that play, without too much adult interference, is also a hands-on learning experience. That is what this Sioux City-based children’s museum has tried to provide for the children of this, the fourth-largest city in Iowa.

At Kars4Kids, we appreciate that learning begins way before a child ever enters the classroom, through the power of play. As the adults in the room, it is incumbent on us to provide the right settings and opportunities for children to explore their world through play. As such, we saw it as our duty to support an initiative that offers exactly that, which we accomplished by way of our small grant program. We had a chat with LaunchPAD Children’s Museum Education Director Sara Bunker, to learn more about this work:

Kars4Kids: Can you tell us something about the community and the children you serve?

Sara Bunker: LaunchPAD is the play destination for Sioux City and the surrounding area. Sioux City is a close knit and very diverse city of 85,000. We also serve families from the Siouxland area in Iowa, Nebraska and South Dakota.

Kars4Kids: When was the museum established, and why? Whose idea was it to create LaunchPAD Children’s Museum?

Sara Bunker: The idea for LaunchPAD Children’s Museum came from a group of moms in 2009. The moms wanted to have a safe space for kids and care givers to play year-round. This dream became a reality in 2016 when we opened our doors.

Kars4Kids: What made you decide to call it the “LaunchPAD” Children’s Museum? Why LaunchPAD?

Sara Bunker: The name was chosen by children and PAD stands for Play and Discovery. The name is also incorporated in our mission of launching a child’s love of learning through play and discovery.

Kars4Kids: How many permanent exhibits do you have? Can you give us some examples of the exhibits and what they teach?

Sara Bunker: We have eight permanent exhibits. Many of the exhibits focus on the development of the whole child where children develop their senses, cognitive, mental, emotional and physical health. We see kids’ imagination and creativity develop in many of the exhibits and hands-on activities.

Kars4Kids: Can you give us an overview of the various camps you offer?

Sara Bunker: We offer after school, summer and winter break camps. In all of our camps children complete many hands-on activities that are open ended. This means that there is no one correct answer or specific finish line that they need to accomplish. Children learn many things by discovering how to complete the activities in the way that they feel is best. All of our camps based on themes chosen by our staff. Our favorite camp ‘Sloppy Science’ that is held every summer with plenty of messy activities.

Kars4Kids: We see you have an initiative called Garden Club 2022 that looks intriguing. What can you tell us about this new offering?

Sara Bunker: This initiative came from two volunteers that are master gardeners that want to inspire children to garden. Kids complete many of the activities virtually and occasionally meet to work in a garden.

Kars4Kids: How did you weather the pandemic? Are there still precautions or limitations in place for young visitors and their families?

Sara Bunker: It was difficult because we focus so much on hands on activities. We were able to make activity kits that were offered to families and kids through community agencies.

Kars4Kids: We like this note on your website: “At LaunchPAD, all children deserve opportunities to learn and play. Support for low-income families is available through our access membership program. These families are asked to stop by the museum in-person to apply.”

What percentage of your visitors fall into the category of needing such support?

Sara Bunker: LaunchPAD serves anywhere from 25-40% of daily admissions at a reduced rate to help families in need.

Kars4Kids: Your call for volunteers is from ages 14-up. What kind of duties do your volunteers perform?

Sara Bunker: Our volunteer duties range from helping facilitate special events, playing with kids, helping in camps, prepping materials and cleaning. We would not be able to do all of our amazing educational programs without the hep of volunteers.

Kars4Kids: What’s next for the LaunchPAD Children’s Museum?

Sara Bunker: The sky is the limit! We will continue to grow programs and extend our reach outside of the museum into the community. We are also getting ready to install several new exhibits in December 2022. We look forward to our continued growth.

Strong Women, Strong Girls (Pittsburgh) has a unique approach to empowering women and girls. SWSG has female college students mentor young girls, while putting career women together with the college students. Hence, women are empowering women, with each group receiving a boost from the others. It makes sense that one woman can offer the truest example to another of what can happen when girls and women gather up their courage and take that next step toward an awesome future.

We like the concept of women helping each other to overcome the obstacles they encounter in life, be it bias, a shortage of self-confidence, a lack of resources, and often all three. Kars4Kids believes that girls and women are deserving of greater support than they now receive to offset these things that get in the way of their success. Our small grant award, we hope, will show the world that this is important stuff, and that they too, should be supporting this work.

We asked Kimberly Baston, managing director of Strong Women, Strong Girls Pittsburgh, to tell us how this organization is working its magic:

Kars4Kids: Tell us something about your demographic. Who does your organization serve?

Kimberly Baston: Strong Women Strong Girls (SWSG) serves three generations of women and girls, and those who identify as such. Our primary focus is on elementary school girls in grades 3-5 who live in under-resourced communities. A majority of our participants are girls of color, and many come from households with income below $40,000 per year. We also work with college students and adult professional women who volunteer with us.

Kars4Kids: SWSG says it connects three generations through mentorship, but apparently grandmothers, mothers, and daughters are not what is meant by “generations.” Can you explain? Why is this aspect of your program important?

Kimberly Baston: That’s correct! Our multi-generational model is our claim to fame versus other mentoring programs. Our three generations are our adult professional women (women in the workforce), college women, and elementary school girls. Professional women mentor our college women through 1:1 mentoring relationships, while our college women mentor the elementary school girls. This creates what we refer to as a trickle-down effect, where each group is pouring knowledge, confidence, and insight into the next. By engaging women at different ages, we aim to build up future generations of women leaders in our region.

Kars4Kids: Strong Women, Strong Girls offers different types of mentoring. Can you tell us how this works? Who are the mentors, and what is the goal of the various kinds of mentorship you offer the girls?

Kimberly Baston: Our core mentoring program consists of college women who mentor elementary school girls. They do this during weekly after-school sessions that follow a lesson plan built on research around the 6Cs of Positive Youth Development and social-emotional learning. The girls and their mentors learn about strong female role models, do fun activities, and journal back and forth to provide the girls with a safe space to share their fears, goals, and triumphs with their mentors. We also have what we call the Strong Leaders program, which is where professional women mentor college women through 1:1 mentoring relationships. Those professional women can also become a real-life role model and deliver a lesson about themselves at a program site with our girls. All of our programs are aimed at building girls’ and women’s self-confidence and empowering them to do anything they dream.

Kars4Kids: SWSG helps elementary school girls to build relationships with “strong female role models.” What constitutes a “strong female role model?” Can you describe some of the role models who work with the girls in this capacity?

Kimberly Baston: Our role models display strength in so many different ways. The role models we feature in our weekly curriculum include a widely diverse pool of women AND young girls who are doing amazing things in the world. We’ve featured everyone from Michelle Obama to the Wisjen sisters – teenage girls who are working to eliminate single-use plastics in Bali! We include people who are local to Pittsburgh, women who were famous in history, and people in current events. Each role model is carefully selected to show our girls a wide variety of not only backgrounds, but also life paths. We want them to be exposed to as many options for their future plans as possible.

Kars4Kids: You work with girls in grades 3-5. What sets this age group apart, and what are the specific goals you work toward with them?

Kimberly Baston: Our organization is founded on the fact that research has shown girls’ self-confidence peaks around the age of 9, or during pre-adolescence, and then drops off – not returning to those peak levels again until she’s in her 30s. We’re seeking to intervene during those pre-adolescent years to build and solidify girls’ self-confidence so they are empowered to build a stronger and brighter future for themselves. We’re an assets-based program, meaning we take an approach of nurturing the gifts and talents our girls already possess in droves, instead of assuming a deficit that needs to be “fixed.” Through lessons and activities that build on those talents, we hope they can enter the next chapter of their lives with higher confidence and big dreams.

Kars4Kids: Your website states that “Strong Women, Strong Girls works to counter the social pressures that discourage girls in under-resourced communities.” In what sense are the girls you serve “under-resourced?” Is this across the board in all three Pittsburgh chapters of SWSG? We wouldn’t have thought, for example, that Squirrel Hill girls would be considered “under-resourced.”

Kimberly Baston: Our primary focus is on under-resourced communities, yes – which often means a community that doesn’t have many enrichment opportunities for girls, is facing other significant challenges like being a food desert, or has a significant population of families that are considered low-income – among other things. But our program is not exclusive – we operate at more than 40 sites all around the city. We recognize the value in exposing as many girls as possible to mentorship and confidence-building, regardless of circumstance. And while folks may have perceptions of various neighborhoods in and around Pittsburgh as either being under-resourced or the opposite, the reality is that each of our program sites houses a diverse group of girls whose various life circumstances could be creating additional barriers for them, and the lines between our many wonderful Pittsburgh neighborhoods are not always drawn in ink.

Kars4Kids: The Pittsburgh branch of SWSG opened in 2006. The Tree of Life synagogue shooting, occurred just blocks away from your Squirrel Hill (Murray Ave.) location in 2018, and left a permanent mark on the neighborhood. Did you see a difference in your young participants in the aftermath of the tragedy, and did you do anything special to help them get through this time?

Kimberly Baston: The Tree of Life synagogue shooting was such a tragedy for our city and for the Squirrel Hill neighborhood. We felt the impacts deeply as an organization – both in our staff team, who exist as part of the Squirrel Hill community, and also in our girls and mentors. We anticipated that our elementary girls would be affected by the shooting, especially at sites in surrounding neighborhoods, so we immediately prepared a toolkit for the mentors who served those sites. We not only provided our mentors with a safe space to talk with our staff if they needed it, but we also shared strategies for navigating difficult conversations, reminded them of the training they receive each semester on taking a trauma-informed approach to working with the girls, and we created a list of activities that could help either focus girls’ emotions in the aftermath of the tragedy, or redirect them, depending on the group. For instance – one of our program sites spent their next session writing sympathy cards that we collected and sent to Tree of Life. Many of our girls knew someone who had either been at the synagogue during the shooting, or who typically attends there. They were confused, scared, and angry – like the rest of us. Thankfully, our mentors were prepared and handled conversations around the senseless violence with compassion and grace.

Kars4Kids: Can you give us an overview of your Campus Discovery Tours?

Kimberly Baston: Yes! Many of the girls in our program have never experienced a college campus or been exposed to what it means to be a college student. While we are not a college prep organization, we find value in exposing the girls to this potential life path. Each spring, our girls get to take a field trip to the campus where their mentors are from and explore the college, eat in the college cafeteria, see classrooms and labs, and engage in fun activities that other on-campus student groups host.

Kars4Kids: Like so many orgs in the wake of COVID-19, SWSG now has some virtual programming. Can you share about these online offerings?

Kimberly Baston: When the COVID pandemic hit in 2020, we spent the summer entirely recreating our curriculum and program model to operate virtually, which we did for a whole school year. Sessions took place on Zoom in a shorter time frame due to screen time concerns, and activities were adapted to be done from home with supplies that we shipped to every girl. This allowed us to have zero gap in our program offerings, and it allowed us to reach girls who may not ever have been able to attend in person due to geographic, transportation, or other barriers. At the same time, there’s no denying the value of in-person programming! Now, we have a hybrid model that means our sites can choose the best way for them to engage with SWSG programs. We’re primarily in-person, but a site that has scheduling or busing issues can still participate virtually so that we don’t leave those girls out. We hope to continue expanding these options to one day let girls enroll in the program without having to be tied to a program site!

Kars4Kids: What’s next for Strong Women, Strong Girls?

Kimberly Baston: We’re in the midst of a 3-year strategic plan that is putting us on an exciting path toward growth and expansion. In the near future, you might see us at more universities and more elementary schools in Pittsburgh, as well as new regions in Western PA where we can reach even more communities!