Thursday, August 15, 2013

Call to Action for Youth

Although Rev. Goode's passionate appeal with an action plan focuses upon our black men and boys, who are unquestionably in need, mentors know it also embraces all ethnicities, male and female for multiple reasons.  We have taken the liberty of underlining excerpts.

A call to action on behalf of our nation’s youth

By Rev. W. Wilson Goode, Sr.

We are in an interesting season of social and political action.  This is our moment to push this movement to the next level and beyond. This is our season to elevate the status of black men and boys. Back home in Philadelphia the National Urban League is meeting. One of the speakers at this conference is the mother of Trayvon Martin. A month from now tens of thousands will gather in Washington DC to push for change in laws.  All of these things are important, but I think much of it lets us off the hook too easily.  A meeting here or a protest there is not going to get us where we need to be. It will make us feel good, but what we need is a continuous set of action steps to help our children achieve their full potential.

We are all potentially Trayvon Martin. We have all had our utter disrespect moment, not as tragic as Trayvon Martin, but we have all had them. But those moments have made us stronger, and the adults in our lives made the difference. I know that because I would not be standing here had some adults not believed in me, supported me, and mentored me. But too often some of us have substituted tables of tens in banquet halls for a series of action steps needed to redirect the lives of our children. Somehow some think that being in the right place with the right crowd will get us where we need to be. It will not.

From the day I left college in 1961 until now, I have seen the value of one to one relationships. I have seen ordinary young men blossom and do extraordinary things with their lives because of relationships — Indeed I am exhibit number one.  So, it is not surprising that 13 years ago after serving in public office for 24 years at the local, state, and federal levels, I chose to devote my final years in an area of mentoring that gave me extraordinary opportunities to serve. So I started the Amachi Program.

By all measures Amachi has been a successful program, but that’s not enough – more needs to be done! And we are the ones to do it.

  • We must keep in front of the nation the plight of our black men and boys. Everywhere we go, we must remind our audience that our black men and boys are at risk. I do not preach a sermon or make a speech unless I remind my audience that we must do more for our children. And, I often do it with the stories like the one related to me by a former teacher in Philadelphia. Most people don’t know what we know. They need to be told. We must be the messengers. We have to sound the alarm. We must shout it from the mountain top that our black men and boys need a community of elders who will love them, teach them, protect them and defend them. Our children must be our top priority. We are too passive about all of this. There is an urgency of now for our children especially our black boys. We must do what is necessary now or suffer the consequences for decades.

  • We need to ensure that all of the programs are evidence based. We should not do programs that we are not certain of the outcome for our black boys. We are in this game to help them, not to create jobs for ourselves. If we don’t know how to do the work and are unwilling to be taught, we should get out of the game. If we don’t know if black men and boys are being helped, we should find out. It is critical to enforce standards for our work. It is critical to find out whether the work we do is helping children. I have worked with more than 1,000 mentoring groups over the past 13 years and for the most part they do good work, but there are too many who are putting our children at further risk by the sloppy nature of their work. I have closed down programs because I will not permit anyone to place children at further risk on my watch. If we take money to help our children, especially black boys, we should help them or give the money back.
  • Our government and private sector leaders need to hear from us. They need to know our narrative. They need to know our stories. We need to tell them about children. We need to let them know we need their help. I know that some will never help us, but there are some who will if we present our case to them. Tell them that what we do makes the education system better because children improve their grades and graduate high school. We are in the education business.
 
 
  • Let’s tell them that we are in the crime prevention business. Our children we mentor commit fewer crimes. We reduce the cost of incarceration because we have redirected lives. Tell them that we save them money and if they invest money in us, we will multiply the return on their investment.

  • Let’s tell them that we are an economic development engine. Our children graduate high school, go to college and contribute to the economic development of our cities, states and the nation. Yes, we are more than mentoring programs — we are a critical part of the fabric of this nation. But, unless we tell our stories, they will never know. I am convinced that if we tell our stories, we will get great responses.

Well, what’s next? Folks, I think we are on to something. What happens next is in our hands. In the last year, I have had half a dozen contacts with the White House around mentoring. I believe that there is openness to mentoring as the critical key issue to so many problems facing the Nation. But, we have to do the heavy lifting. We have to get our act together, however, not as individually funded programs. We have to stop merely competing for funds and come together as a potent force.  We have to tell our stories. Present our narratives. We have to keep our public and private sectors informed and challenged. We do too much talking to one another and not enough talking to those who can become our partners in this journey.

Thirty years ago when I ran for Mayor of Philadelphia, I would challenge the people as I have challenged you and then I would close by asking them to join me in this crusade to save the city. I ask that you join me in the crusade to save our black men and boys.  My question then was as it is now, Will you help me? Will you help build support for our children? This is our moment. This is our time. They are not going to do it. We have to do it. Are you ready to rumble? Will you help?


Published in The Chronicle of Evidence-Based Mentoring

Jean Rhodes, July 26, 2013

http://chronicle.umbmentoring.org/a-call-to-action-on-behalf-of-our-nations-youth/  Ret. 8-13-13

Wednesday, August 14, 2013

Video by CASP Inc., Norman

Brenda Wheelock, the Oklahoma Foundation for Excellence's public relations director, shared this video posted by one of our network programs. She writes,"This was posted on Facebook by Norman’s Community Afterschool Program."

Also Tulsa's Dr. Lester Shaw, Executive Director, UpBeat 360, has youths write, produce, edit and act in videos.  http://www.apocketfullofhope.com/

'Another activity for your mentees and/or mentors?

REt. 8-12-13


When the Alien Comes to Town
 
Published on Aug 12, 2013
This one-act play, including script, acting and production, was a collaborative effort created by CASP kids, with the help of CASP staff. The play was written and filmed during the summer of 2013, entirely on location at the CASP facilities in Norman, OK.

The revenue grossed for this film by far exceeded the production budget. Additionally, film critics around Norman gave this film ten thumbs up.

Special effects done by Amanda Elliott and Sara Weaver
Video Editing done by Andrew and Emma Kelley, Natalia Montelongo, Amanda Elliott and Sara Weaver

See more information at  http://www.caspinc.org/.

From our "Oklahoma Mentoring Programs" online directory at http://www.okmentors.org/:

The Community After School Program (CASP) of Norman provides a safe, supervised before and after school environment for school-age children who would otherwise be left unsupervised while their parents begin or complete their workday. CASP provides before and after school care to more than 700 elementary children in 16 programs in the Norman Public School system.

The Cranium Crew is a tutoring program offered to children in CASP. Tutors are paired one-on-one with an elementary student and meet at the school site twice a week for 30 minutes.
      
Brenda Birdsong is the Director of Child Services for CASP, Inc., which in January 2013 had 92 mentors/tutors. 



 

Tuesday, August 13, 2013

Tech-Learning

If mentors have mobile devices and their mentees do not, mentors can still use them to teach or explore occasionally.  Even utilizing digital technology in a library--school, college or public--has merit. 

Oklahoma City University's Intergenerational Computer Center (ICC) could be replicated through grants in many communities, and its serving the entire community is priceless. 'A follow-up on that model soon.  

Relating to the second report summary:  
To use effectively digital technology in the classroom, Cindi Hemm, former principal of Tulsa's inner-city school, Eugene Field Elementary, developed a system clear to students and teachers. "Red" days, no use; "yellow" days, limited use; and "green" days, full use.  
 

REPORT: EDCATION, TEENS

The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools

by Kristen Purcell, Judy Buchanan, Linda Friedrich 

July 16, 2013


OVERVIEW  

A survey of teachers who instruct American middle and high school students finds that digital technologies are impacting student writing in myriad ways, and there are signicant advantages from tech-based learning. 

Some 78% of the 2,462 advanced placement (AP) and National Writing Project (NWP) teachers surveyed by the Pew Research Center's Internet & American Life Project say digital tools such as the internet, social media, and cell phones "encourage student creativity and personal expression." In addition:
  • 96% agree digital technologies "allow students to share their work with a wider and more varied audience"

  • 79% agree that these tools "encourage greater collaboration among students"
According to teachers, students' exposure to a broader audience for their work and more feedback from peers encourages greater student investment in what they write and in the writing process as a whole.

At the same time, these teachers give their students modest marks when it comes to writing and highlight some areas needing attention.  Asked to assess their students' performance on nine specific writing skills, teachers tended to rate their students "good" or "fair" as opposed to "excellent" or "very good." Students received the best ratings on their abiltiy to "effectively organize and structure writing assignments" and their ability to "understand and consider multiple viewpoints on a particular topic or issue." Teachers gave students the lowest ratings when it comes to "navigating issues of fair use and copyright in composition" and "reading and digesting long or complicated texts."  

View or download the full report as well as read related reports.
 
http://pewinternet.org/Reports/2013/Teachers-technology-and-writing.aspx



REPORT: EDCATION,MOBILE, SEARCH, TEENS, DIGITAL DIVIDE                             

How Teachers Are Using Technology at Home and in Their Classrooms  

by Kristen Purcell, Alan Heaps, Judy Buchanan, Linda Friedrich                              
                                               

February 28, 2013

OVERVIEW                                                                                                                                         

A survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization.  At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. 

Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: 

  • 92% of these teachers say the internet has a "major impact" on their abiltiy to access content, resources, and materials for their teaching 

  • 69% say the internet has a "major impact" on their ability to share ideas with other teachers

  • 67% say the internet has a "major impact" on their abiltiy to interact with parents, and 57% say it has had such an impact on enabling their interaction with students 
The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms: 
  • Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments

  • More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments

  • 62% say their school does a "good job" supporting teachers' efforts to bring digital tools into the learning process, and 68% say their shcool provides formal training in this area

  • Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments

  • Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students 

  • Just 15% of AP and NWP teachers whose students are from upper income households say their school is "behind the curve" in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as "behind the curve"

  • 70% of teachers of the highest income students say their school does a "good job" providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas

  • Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students' lack of access to digital technologies is a "major challenge" to incorporating more digital tools into their teaching

View or download the full report as well as read related reports.
 
http://pewinternet.org/Reports/2013/Teachers-and-technology.aspx 
 

Wednesday, August 7, 2013

Fundraising Social in a Business Area

dailysavings.allyou.com
Occasionally mentoring organizations consider a new fundraiser. This event of the Toby Keith Foundation is fun, family-friendly and also business-friendly. 

Marion Anderson, the Toby Keith Foundation's resourceful development director, has secured free ice cream and a generator! The informative and fun occasion will be held in a shopping district, which will bring more merchant exposure. 'Rather like a mini-festival with children's activities as well as shopping and visiting. Let your imaginations run wild in your own version.

Even if it is not a fundraiser, imagine a slightly tweaked event with grills sizzling, potluck, outdoor games, and homemade ice cream--family reunion-style--a "neighborhood" cookout in a small town square or park.  Have a cake or pie walk.  'Anyone for horseshoes, marbles, bocce? 

Umm, that brings up another post idea, the search for youth and older activities not involving electronics...

From Facebook:

About


The Toby Keith Foundation is excited to announce our newest project...THE OK KIDS KORRAL- a home-like place for pediatric cancer patients and their families to stay while they are undergoing treatments for cancer.
Mission
The Toby Keith Foundation exists to encourage the health and happiness of pediatric cancer patients and to support OK Kids Korral, a home for children undergoing treatment for cancer.
The Toby Keith Foundation          
Would you like to be part of something super cool this Labor Day? We're introducing our newest event Kones for the Korral..... Please contact Juliet Bright at 217-8629 for sponsorship information and help us promote childhood cancer awareness as well as benefit OK Kids Korral! You can find more detailed information on our website:
https://www.tobykeithfoundation.org/assets/files/Kones%20Sponsorship%20Packet%202.pdf


https://www.facebook.com/pages/The-Toby-Keith-Foundation/134177519944698#!/photo.php?fbid=662180740477704&set=a.175115355850914.43776.134177519944698&type=1&theater

Tuesday, August 6, 2013

Fundraising - High Tech & Charming

Mentoring organizations are synonymous with borrowing or adapting. 

The Charity Angels in Action

L.A. glamour goddesses are hired to go to charity events and entice attendees to give more.
Photograph by Angie Smith for Bloomberg Businessweek

Ride along with a gaggle of sexy 'independent women' who charm men into giving more at fundraisers.  (Definitely watch!)

Photograph by Angie Smith for Bloomberg Businessweek

We can learn much from reading through the Charity Angels' website. 
Ret. 8-2-13

Monday, August 5, 2013

Resources for Mentors & Dads

Fatherless.com, a fantastic resource, has one mentoring group called Watch D.O.G.S. (Dads of Great Students), but it offers so much more, e.g., "Hot Topics," "Research," "Your Situation," "Your Kids," "Fathering Court,"etc.  To be a Watch DOG, you only must be male.  'More on this later, however, see:

Fatherless.com
1) Watch the fantastic story about WATCH D.O.G.S. from Matt Lauer and the TODAY Show, 2/11/13, featuring the great WatchDOGS of Martinsburg, WV. And thanks to all the dads and everyone involved in the program who are helping to make it a success!

http://www.fathers.com/content/index.php?option=com_content&task=view&id=21&Itemid=60

2) If you don't read or watch anything else, watch this video about a dad talking to a young man who comes to take his daughter to hang out. What is the young man doing wrong, and what is the father doing right?

Meeting Your Daughter's Date (video)

http://www.fathers.com/content/index.php?option=com_content&task=view&id=1153&Itemid=63

The "Hot Topics" section of the Fathers.com website could be used by mentors to discuss with their mentees, or it can be a lesson for dads in how to handle situations or discuss issues.

More sections of "Hot Topics" include: (Even discuss with girls!)

Daughters (20 items)
Sons (13)
Discipline (15)
Work/Family (21)
Your Dad (17)
Your Marriage (19)
Education (21)
Faithful Fathering (5)
Sex (7)
Money Matters (7)
Holidays/Seasonal (32)

Excerpt from a 2007 Edmond Outlook article about WATCH D.O.G.S.:

"In today's society, unfortunately, not every child has a positive male role model in their lives. Anytime that we can get more one-on-one with children, it's nothing but good," said Jernigan.

"The volunteer might read with the children. They might help them with flashcards or just spend time with the kids in a positive light. We have a set schedule where the volunteers are in different classrooms for about thirty minutes of the day and then on thirty-minute rotations. They also walk the perimeter of the building, and spend time at the cafeteria during lunch to help monitor and supervise the children," said [Cara]Jernigan [assistant principal at Will Rogers Elementary School, Edmond].

http://www.outlookoklahoma.com/archives/m.blog/27/2007-may-watch-d-o-g-s

Excerpt from another 2007 Edmond Outlook article:

"[Dr. Joe] Pierce [principal of West Field Elementary] implemented many programs at Orvis Risner Elementary, some of which were incorporated into the plans for West Field-Watch D.O.G.S or Dads of Great Students, who are positive role models with an extra set of eyes and ears, Reading Renaissance, which stresses the importance of reading independently, and the Fine Arts Institute, which brings art instruction to fourth graders."

http://www.outlookoklahoma.com/archives/m.blog/27/2007-july-a-winning-principal

Thursday, August 1, 2013

Online Degree--New!

A game changer, a degree, not just classes, from a major university...

This is worth sharing with young people as well as adults.  In many jobs, a master's degree is essential.  Imagine the near future if higher-level degrees such as this can be completed online at a significant saving.  Listen to the short segment below.



Georgia Tech to offer online master's degree at bargain price
Georgia Tech announced Tuesday that it will offer an online master's degree in computer science for less than $7,000.  Robert Frank, senior vice president and publisher of the Princeton Review joins "CBS This Morning: Saturday."

Ret. 7-27-13