Team Work Brings Restoration to Jefferson

When I think of the way our INSPIRE teams work together, I am reminded of a television show I watched as a child. Earth! Fire! Wind! Water! Heart! When the five powers combine, they form Captain Planet and save the world! While UrbanFUTURE teams might not be saving the world (yet), when each part of the team works together, they can make quite an impact in the life of a child. Our INSPIRE teams at Jefferson Elementary are making huge strides to restore the bonds between schools, families, and communities!

Through the support of her mother, mentor, and teacher, DeAnyai, a fifth grader, has improved this year, both academically and as a person.

From the parent…

I see more growth in DeAnyai’s academics and participation in class. Mary (the mentor) is wonderful and very informative. I appreciate the program and the very committed teachers and mentors! I pray over my children every day, and I know that UrbanFUTURE is one of God's answers to my prayers.

From the mentor…

I decided to volunteer with UrbanFUTURE because I was looking to get more involved in the community. DeAnyai seems to bring a positive attitude to our sessions every week, regardless of outside circumstances. My biggest success with DeAnyai is the relationship we’ve developed, and because of this, she seems very open to listening, learning, and sharing during our mentoring sessions. We always spend our time working on the UrbanFUTURE character and goal-setting curriculum, but we do it together, making it more enjoyable and exciting.

Ms. Spivey (DeAnyai’s mom) always thanks me for working with DeAnyai and tells me how much she loves and appreciates UrbanFUTURE. She is very trusting of me and open about DeAnyai’s strengths and weaknesses. This past week, I got to go with Ms. Spivey to parent teacher conferences, so I have a better idea of what to work on with DeAnyai. Ms. Spivey not only praises UrbanFUTURE, but also continually expresses her appreciation for what I am doing; my biggest success with Ms. Spivey is that I have begun to build an open, trusting relationship with her.

From the Teacher…

I think that D's relationship with her mentor has started to impact her sense of accountability and her internal motivation. She knows there's someone else she's going to see and tell about her goals and her progress in class, so she's asking questions, and monitoring herself, and will occasionally even say things like "I am going get all of my work finished so I can show her what I did today." Deanyai's mentor just recently gave her a planner, and now Deanyai is writing in her homework assignments and checking them off as she goes. The excitement to engage and improve, knowing she has someone who is rooting for her one on one, is a huge benefit to Deanyai. And because they're working on goal setting together, being very explicit about HOW you set real goals and action steps, I can see Deanyai internalizing that- when she sets goals for herself in class they are concrete, achievable, and meaningful to her.

In UrbanFUTURE tutoring, Deanyai is getting the individual extension work that we don't always get to in class, to help challenge her. I know this is happening because when she participates in class (which is often, and confidently) she offers higher level answers; that is, she explains her thought process and can apply new knowledge more readily, which is evidence of the one-on-one coaching tutoring in which she's asked to do that in depth.

Part of Jefferson's mission (and what's just plain necessary for student success) is greater parent involvement, and UrbanFUTURE really brings that to bear. I think that sometimes there's a sort of divide set up between school and home, or there's communication, but it's needs-based (i.e. only when something goes wrong) and can be less frequent. UrbanFUTURE, with its mentors regularly contacting parents, with parents knowing they can contact Stephanie or a mentor as well as a teacher, with parent chaperoned field trips, and family events (like the ice cream party to celebrate student test scores!) is a very positive, student centric gathering place for all of those who are working towards the success of a student- parents, mentors, and teachers. It's not about the school, or the teacher, or the parent, but about what is happening with the student. I personally have found it easier to get a hold of my parents who are UrbanFUTURE parents, and I think those parents are more actively aware of what is happening with their student's progress, since they communicate with me AND mentors. UrbanFUTURE INSPIRE mentors helped get parents up to school for conferences, and came to conferences to meet with parent's about what students are working on. 

It's reassuring to me as a teacher to know that some of those individual attentions that I can't give to students during the day (enrichment to excelling students, extra support and individual coaching for struggling students) is being given to them after school. EVERY STUDENT at our school needs more positive love and attention, and the fact that 4th, 5th, and 6th graders, who are coming into adolescence, one of the most challenging times for development of self-image and attitude towards school and the future and other people, are getting that CONSISTENT, POSITIVE attention and support (not to mention role models), is hugely beneficial.

From the Student…

My mentor is helpful because she is teaching me how to be more patient. I like my mentor because she’s fun and she helps me with a lot of things, like my self control which I really need to work on. I know she cares about me because when I’m sad or my head hurts, she asks me what’s wrong and lets me take a break. When I wasn’t keeping up with my homework, she bought me an agenda . Doing all of my homework was one of my action steps for my reading goal, so my agenda is helping me reach my goals. My goals are helping me get better as a student, like some of my action steps and goals are affecting my report card and my grades are improving. I know she cares about me because she took me to Crown Candy and we got ice cream and a BLT. My favorite part of UrbanFUTURE is mentoring and the field trips.

We may not be saving the world Captain Planet style, but we are working to change communities, schools, families, and most importantly, the lives of our students!

Define for Mine

Restoration n.  the process of bringing an object back to its original state; the process of restoring something

Since the beginning of my UrbanFUTURE experience; the word restoration, has been used to describe what our schools deserve, what our children will benefit from, and what we, the cast and crew of UrbanFUTURE strive for on a daily basis.  It wasn’t until a few months ago, that we were challenged to contemplate…”What does restoration look like at your school?” This question seems innocent and straight to the point, right? Wrong! It wasn’t until that very moment that I realized that restoration is relative, and what feels like, looks like, and tastes like restoration at one school may not be entirely true for another.  Below you can find students, parents, mentors, that have contributed to defining restoration for Meramec Elementary!

Ruth King (Meramec 2^nd grade teacher), allows UrbanFUTURE students into her classroom to provide “Story Time” and set s aside time for open floor dialogue between UF fifth grade readers and their second grade listeners!

Elizaebeth M. (Meramec Parent of Shontevia), supports her student and UrbanFUTURE by maintaining regular contact with teachers and school staff!  

Shontevia (Meramec 5th grader), made a choice to focus hard on her studies, and has brought her Science grade up from a C to a B!

Terrell (Meramec 5^th grader), has 100% UF attendance, and has worked diligently to bring his Math grade up from a C to a B!

Orlando F. (Meramec Parent of Terrell ), has shown a great deal of support for UF by attending all parent meetings, and maintaining weekly contact with teachers and tutors!

Ryan, Tina (Meramec Parent of T. Ryan), has donated her time and money to support the students of UrbanFUTURE!

Allen, Mya (Meramec Secretary), has shown tremendous daily support for UF students, UF parents, and UF staff, and has volunteered her time after work hours to assist with UF programming!

Tearra (Meramec 5^th grader), made the choice to refine her reading and comprehension skills by providing “Story Time” to second graders!

Isaiah Melendez (Meramec Math Tutor), made and shows his commitment to Meramec students as well as UrbanFUTURE; not only by his one hour weekly commitment, but also by coming in to tutor small groups during his free time!

Oughton, Nick (Meramec Mentor), has shown great commitment and support by maintaining regular contact with parents, UF staff, and teachers!

Nola Lee (Meramec Principal), pushes UrbanFUTURE students and parents to acknowledge and reach their full potential!

A BIG thank you (to those mentioned and not mentioned)...thank you for giving Meramec Restoration its own unique feel…you make the journey of defining fun!

Nearing Our Volunteer Goal

We are so excited to report that we have a total of 450 volunteers so far that have been tutoring and mentoring our UrbanFUTURE students!   Our goal is 500!  Just 50 more to go...We have fulfilled our current tutor needs and are looking for more mentors to complete our need this year 2010-2011!  This week, the Community Outreach Department has been attending various volunteer fairs including Harris-Stowe State University and Webster University High School.  Our volunteers include a diverse population including high school students, University students, retiree's, lawyers, doctors, teachers, community members, corporate sponsors, and many others.  Thank you to our current volunteers for spreading the word and referring their friends and relatives to become UrbanFUTURE volunteers!  

My Own Three 3 Cups of Tea

The following is an account from one of UrbanFUTURE's One on One INSPIRE Mentors (Ayesha Najib).  Ayesha has been volunteering with UrbanFUTURE as a mentor for 3 years now.

Greg Mortenson’s book, Three Cups of Tea, is an inspiring story of one man’s attempt to build schools in rural Pakistan.  Mortenson is a simple man from humble beginnings.  An even simpler man, Haji Ali, befriended him and together they started what is now an astounding project. This book made me think about how much wisdom a Nurmadhar from a remote part of my own country possessed. Although Haji Ali was illiterate, he was wise in the lessons of life.

Three years ago, I joined a volunteer mentoring organization, working with underprivileged children. I felt this was one way to give back to a country that has given me so many opportunities and has become my new adopted home.

I was assigned to a pre-teen African American girl. I was instructed to contact her parents for personal information. I compiled a list of questions, hoping for insight into her study habits, bedroom and a dedicated workspace. When I called her home, the phone was disconnected and there was no way to reach the family. Much later, I discovered that the phone was disconnected due to nonpayment and that this would happen many more times.

When we first met, I saw a sweet girl who was excited to join the afterschool program and work with her own mentor. She was in the fourth grade but reading at only second grade level.  She was one of five siblings, being raised by a single mother. On our first meeting, she volunteered that her father had been killed the previous year. Her eyes filled with tears as she spoke and I was struck by the fact that she would offer such information to a total stranger.   

When I first met her mother, I immediately realized that she did not trust me; she looked disinterested, did not make eye contact and did not speak much. I attempted to call the mother weekly to discuss the child’s progress. This was always difficult, as the family moved frequently and their phone was often disconnected. When I managed to find her, she would be brief and to the point.

Shortly after we met, I dropped my mentee home.  She invited me into her home and I walked into a dilapidated two-bedroom apartment that housed six people. The girls slept in the living room, with two mattresses on the floor and a small bookshelf as furniture. Her mother was in the kitchen with the oven door open, trying to heat the house.  One of her brothers was sitting on the top shelf of a closet strewing paper all over. A cousin had crushed the laptop I had given, while the educational CD I provided was thrown carelessly on the floor.  I suspected that life had dealt her a difficult hand, but had no idea how bad. I was shocked that a child in the richest country on earth could live so poorly.

I was her mentor for a year and a half and had modest success with her. We met weekly and worked on homework, reading skills,  and team building assignments. There were many barriers to her success.  Her family constantly moved from one relative’s house to another. During the winter holidays, her mother transferred the children out of that school. The children were being bullied and she was scared for their safety. She was remorseful that I would not be able to continue to mentor her daughter, but insisted that I continue to be involved.  For the first time, she acknowledged that I was a positive influence and her daughter had blossomed under my guidance. This caught me by total surprise.  All this time, I thought this woman did not care for me; I was always met with a lukewarm stare and minimal eye contact.  Clearly, things had changed.

Now that some time has passed, I have been able to reflect on my interactions with this young girl and her family.  As Haji Ali said to his friend Greg Mortenson, “The first time you share tea with a Balti, you are a stranger. The second time you take tea, you are an honored guest. The third time you share a cup of tea, you become family.”  In my own way, I realize that I had shared three cups of tea with this family.  As I befriended and mentored this young girl, both this girl and her mother began to take me into their confidence. They invited me into their home and when they needed help, they sought me out. Although we never shared a cup of tea, I felt like a family member.   My greatest lesson was that it takes time to build relationships. To do so, you must listen to the other person, spend enough time to build trust and never judge them. I hope that I will continue to have an influence on this young girl, albeit from a further distance now that I am no longer her mentor. In the end, I realized that I learned the most from our relationship, and for this I am grateful. 

Results Speak for Themselves

Darrion proudly displays his 'Science Student of the Week' certificate

Darrion is an optimistic 8^th grader with tremendous potential. However, optimism doesn’t always produce tangible results. Hence, Darrion’s mediocre academic performance.

Fortunately, his INSPIRE mentor, Aaron Adams and Darrion's mother, are committed to Darrion’s personal and academic progression.

Describe your first meeting with Aaron.

He asked me what my favorite things were. He used to play baseball and I played baseball. He actually connects with things like that.  We really hit it off.

How has Aaron’s guidance impacted your performance?

We really focus on goal setting. He told me, he made sure that he did his work and did his sports. He inspired me to do the same thing.  Homework goals – making sure assignments turned in. He helps me with my Communication Arts work. We read a few passages and write about what we’ve read. I’m also reading a lot better. 

Discuss your recent accomplishment.

I recently improved my science grade from an F to B. We talked about science a lot and the experiments I was doing in class.  He could relate since he’d done them before.  Every time I had science homework, we would go over our science homework.   I’ve been doing better in her class.  I was science superstar of the week. I felt like I couldn’t have done it if I didn’t have the help. He has been the only type of mentor who I’ve had that has helped me achieve goals and become a better student. 

With continued work and dedication, Darrion knows he can continue to display academic growth, especially with the support of his INSPIRE team. 

What UrbanFUTURE is Thankful For This Year

With the Thanksgiving holiday upon us, this is a great time to reflect on the past year and share with others what we are thankful for and how much we appreciate them. In spirit of the holiday, here is what we at UrbanFUTURE are thankful for.

• Outstanding volunteer tutors and mentors who spend an hour each week working with urban youth. They play a vital role in Restoration and the success of UrbanFUTURE.
  
• Dedicated teachers who work with UrbanFUTURE staff on a daily basis to help each student succeed academically and grow as a person. Teachers provide us with some of the greatest insight to each student we work with.
• Enthusiastic donors who ensure that Restoration will continue to have an impact for urban youth in St. Louis and share our vision of eliminating the academic achievement gap in urban schools.
• Strong partners who collaborate with us to maximize resources and impact in the lives of students on a daily basis. Our partners include Youth In Need, YMCA, St. Louis Public Schools & Human Development Corporation.
• Corporate sponsors who invest their time, money and leadership in UrbanFUTURE. Our sponsors include Walgreens, Wells Fargo Advisors, Maritz, Kaldi's Coffee and Ameren.
• Engaged parent leaders who are taking charge of their child's education and working to ensure they succeed academically and in life. Our parents are a vital cog in Restoration and are great advocates for UrbanFUTURE.
• Hard-working and dedicated students who show up every day to learn and grow. It's amazing how inspiring our students can be for all of us.
  

We know Restoration only succeeds because of everyone involved and can't thank you all enough for your continued commitment and dedication to helping urban youth see and believe in their possibilities!

Happy Thanksgiving!

Get Involved in Volunteer Recruiting Process

Did you know that UrbanFUTURE will be providing services to 3 times as many students this year? We are excited to be helping more students see and believe in their possibilities, however, we are in need of even more volunteers than ever. This year, we have gotten off to a strong start with nearly 150 active volunteer tutors and mentors already meeting with students at Fanning Middle School and Mann Elementary, and we will be starting at 4 additional schools over the next several weeks.

Our volunteers this year have come from a variety of sources. You may have seen our flyers at Walgreens, or our posters at your favorite coffee shop. We may have met you at one of the many community activities we participate in such as the Festival of Nations, or an outdoor concert. What you may not know, is that while these activities help us meet many of our volunteers, over 60% of our volunteers come from organizations and institutions. It seems that once a member of a company, club, church or school starts working with our students, they share their experience and before you know it we have several volunteers participating from that same location. Maritz, Wells Fargo Advisors, and Ameren are all wonderful examples of companies that support us with volunteerism and funding, while St. Louis University shows how mobilizing the student body can provide much needed tutors for our students. 

In saying this, think about groups in which you belong. Whether it be your place of employment, church, fraternity or sorority, or professional organization, we would love for them to hear our story. Our current volunteers are our best advocates, but we are willing to come to your organization to provide a presentation. The presentation could be as brief or as detailed as your time allows, and we are even willing to provide on-site volunteer training. UrbanFUTURE is excited to have the opportunity to serve more families, schools, and communities, and looks forward to even more volunteer participation.

Fanning Falcons are Flying

UrbanFUTURE at Fanning Middle School is in full swing!  With 62 students fully enrolled in Restoration, afternoons are filled with a buzz that starts off with grade specific homework help.  Students are already taking charge of completing missed assignments, as well as staying on top of current assignments, and are eager to improve or maintain the grades that they received on their progress reports at the end of last week.  

Following homework help, students are engaged in great enrichment classes through the EXPLORE! program.  They are cooking with St. Louis University nutrition students, sculpting with COCA, rooting for the football team through cheerleading, battling in a game of wits during Chess Club, and establishing a student government among other activities. WOW! Enrichment programming runs Monday through Friday so that our students have engaging alternatives to going home every day of the week.  As the EXPLORE! program manager, Jocelyn Peters has gone above and beyond to engage our students in a fun and meaningful way.

The fun doesn't stop there!  Students are also excited about the tutors and mentors that they have the opportunity to work with during the last hour of programming through the IMPACT and INSPIRE programs.  Tutors have begun delving into the curriculum with students in both math and communication arts and already the students are soaring!  Though the academic component can be difficult, students and tutors have been working hard to improve in basic skills and in challenging reading materials.  Keep up the good work!

Keshun Rhodes, a seventh grader pictured above, asks about her mentor every day. Through the INSPIRE program, run by Domnick Hadley, she has found someone that she can talk to about reading, classes, teachers, and just life in general.  Though they have only met with each other once, Keshun is bubbling with excitement to work with Doreen again.  Already, Doreen has met with Keshun's language arts teacher and her mom to talk about Keshun's reading levels and how she can help to improve her grades in language arts!  

In addition to great programming after-school, UrbanFUTURE is also involved with the students during the school day!  On the 8th grade field trip to the Magic House last week, UrbanFUTURE staff helped to facilitate the trip with the 8th grade teachers and had a lot of fun in the process.  Check out some of the great fun the students (and staff!) had in the pictures below!

Ms. Berry, the IMPACT team leader, on the electric ball!  Hair flew everywhere as both teachers and students took their turn!

Ms. Krominga (science teacher) with two UrbanFUTURE students, Porcia and Darrion,  in the Mark Twain exhibit about Tom Sawyer!  Students got the opportunity to dress up like the characters they'd read about in class.

Returning Student Speaks about UrbanFUTURE

Hi my name is Janise and I attend Mann Elementary. This is my second year in UrbanFUTURE. I like it because they teach you a lot and they give you a mentor and tutor. Last year my mentor helped me improve my SRI score, now I’m reading much better. I had a problem with my division and my tutor helped me with it. The next day in class I got all my division right. UrbanFUTURE has done a lot for me. They taught me how to be more responsible too. They take us on field trips to different place so we can learn about careers. We went to SLU medical school last year and learned about doctors and what it takes to be one. My mentor goes to school there and she took us on a tour. It was really cool. They have a fake doctor’s office and they let us pretend to be doctors. For kids just entering UrbanFUTURE I would tell them positive things. I would say, “you made the right choice deciding to come here, they help you with anything you need.” UrbanFUTURE is the Best!