LearnmoreMN Blog

Helping students individualize the college search process

By Adrienne Diercks, February guest blogger

Over the past decade, the number of students choosing to go to college after high school has increased significantly. According to the National Center for Educational Statistics, 21.8 million students will attend college as of the fall of 2013, which is an increase of 6.5 million since 2000. This increased interest in attending college has also created an environment where college is no longer seen as a choice but an expectation.

For the past 21 years, Project SUCCESS has been helping students visualize the future of their dreams and create a plan to get there. As a part of this work, I have seen personally how this new college-going culture has affected the way students and families visualize and prepare for their postsecondary futures. More and more often, students are embarrassed or feel like they are letting people down if they are unsure about going to college. Others are convinced that they should go to college, but are finding that, while college access services help with completing the steps to apply and gain acceptance, those services are not helping students ask and answer the most critical question in the college selection process: Why do I want to go to college?

With all the benefits a college education entails, if a student is not inspired by the why of going to college, then they are more likely to disengage from that experience or travel down a path that will lead them to an outcome they did not foresee, intend or desire. Regardless of a student’s socio-economic background, home environment or level of achievement, if they are not excited and invested in their future direction and actually see themselves in that future, they risk a larger chance of experiencing obstacles and potential failure.

As adults supporting young people, one of our roles is, of course, to help them get them into college. I would argue that another, more important role, is to help them visualize how they will be successful in that experience and to help them access the tools they need to make that vision a reality. When a student sees college as an option, that student should also have a good sense of why they are pursuing that college degree. When that happens, young people are more likely to fully embrace the college experience and be on the right path to creating the futures they have envisioned.

Northfield effort turns to post-college support

By TORCH staff: Kim Horner, Teddy Gelderman and Jojo Schmidt, August guest bloggers

Northfield TORCH (Tackling Obstacles and Raising College Hopes) started with a goal: to increase the graduation rate among Latino students at Northfield High School. Now, eight years later, the Latino graduation rate is consistently over 90%, and the TORCH program has expanded to support all underserved students pursing postsecondary education, including low-income and first generation college-bound students.

TORCH is thrilled that many alumni have now earned AA and BA degrees, as well as acceptance into master’s level programs. Now, TORCH has started addressing new gaps. Postsecondary education is an important step for underserved student populations, however, the ultimate goal is for TORCH students to live meaningful, successful lives after they graduate. Unfortunately, despite on-going support and continued higher education, many TORCH students were falling short of their personal and professional dreams. For example, the TORCH program helped one former graduate find a paid internship — only to have her request an unpaid job shadow because she did not feel she was “qualified enough” to be paid for her work. Though bright and capable, too many students struggle to recognize their own abilities, and accept less than their full potential.

A large factor in students’ struggle to reach their potential is internal barriers, or the restrictions that students place on themselves. These barriers have the power to shape individuals’ lives and prevent them from success because they do not perceive some opportunities as viable options. For many TORCH students, these barriers first stood in the way of high school graduation, then postsecondary education. Now many TORCH students must overcome internal barriers preventing them from seeking opportunities in the workforce. The risk is that students won’t move forward, remaining caught in the cycle of poverty.

To address this trend, TORCH is developing new programming aimed specifically at helping students overcome their own barriers and perceptions about what they are qualified to do in the workforce. Changing perspectives takes time, and requires well-supported programming. TORCH now supports a more extensive mentorship program. By pairing TORCH students with college-aged mentors, students will have role models who are currently exploring and pursuing their own dreams. Again and again, TORCH sees the enormous gains made possible by positive relationships, and we are excited to foster new relationships between TORCH students and the college community in Northfield.

Additionally, a job and internship program for juniors and seniors will begin this fall. With support from Workforce Development, this program will equip students with job skills such as resume writing and interviewing. In addition, in collaboration with the Northfield community, the program will place students in internship positions, allowing them to explore careers in their fields of interest. By engaging students in potential career paths, we hope to make those paths tangible and more viable for students. Students will develop their workplace skills, but also gain an understanding of their own talents and interests.

Despite the many successes of the TORCH program, there is still much to be done. We cannot break down internal barriers overnight, but with supportive relationships, experience with job skills, and exposure to workplace opportunities, TORCH students will have a better chance at personal and professional success. TORCH depends on collaboration with community partners and we look forward to your advice and suggestions. Please don’t hesitate to leave a comment below if you have any thoughts or ideas!

Program helps prevent summer melt

By Sara Dziuk, July guest blogger

A few weeks ago at College Possible we had the chance to connect with Tsai Thao, a recent graduate from Central High School in St. Paul who will be attending Minnesota State University, Mankato this fall. While she mentioned that she was incredibly excited to meet new people and live in a different environment, she is very nervous about new challenging classes, a new roommate and living situation and meeting new professors.

This is why our college team at College Possible leads Summer Bridge sessions — to ensure that these college-bound students will develop the self-advocacy, financial literacy and confidence to navigate their new environment. In these sessions we address many of the factors that lead to “summer melt.”

Summer melt is a phenomenon where low-income students earn admission to college and enroll, but don’t attend in the fall. In a 2011 Harvard study (see this article from Inside Higher Ed about the study) Ben Castleman found that the lower a student’s income, the more likely they were to melt at rates as high as 40%. His research showed that college counseling during the summer before entering college made a significant impact: summer attrition reduced more than 20%, and the impact persisted through the students’ spring semester.

We have learned from our students that this transition to college is particularly challenging. Our low-income students are much more likely to experience summer melt, so they need to know the tools available to them on campus and feel comfortable using them. It’s one thing to know where the financial aid office is, but it’s another to know when and why you should go there. And feeling empowered to actually walk in to address an issue is another thing altogether!

I am already in awe of our students’ achievements: 98% earn admission to college, and they are 10 times more likely to earn a college degree than low-income students nationally. They are graduating from college at a rate that outpaces students from all income levels nationally, effectively closing the achievement gap. These are the students that we cannot allow to melt through the cracks, preventing their opportunities in the first place.

Through Summer Bridge sessions we work to help students like Tsai feel confident that they can succeed by providing lessons on academic expectations, balancing homework and activities, and tutoring resources on campus. We help students navigate choosing a major and practice communicating professionally to help make college processes and lingo feel more familiar.

We do everything we can to help each student by offering encouragement and support, focusing on solutions and reminding them that College Possible will be there every step of the way to help them finish their degree. Our students have the ability and the determination they need to succeed.

How else can we all prepare and support students to face the challenges ahead on their path to college graduation? Please post a comment to share your thoughts.

It takes a village

By Sarah Dixon, December guest blogger

Two weeks ago I shared a model called Response to Intervention (RTI) as a way to eliminate what educators sometimes call a "wait to fail" culture. This culture, where students take one high-stakes test each year to determine their progress, often leaves students too far behind to catch up. RTI uses constant monitoring, instead of that one annual test, and provides struggling students with help (interventions) that have been demonstrated in studies to work. The challenge for schools is to provide extra staff to implement RTI effectively.

"It takes a village to raise a child" is a quote widely attributed to an African proverb. While a child's immediate family members are their first and most important teachers, too many children struggle in school because their family support system is unable to help. This is where community comes in. Go to any school in America and you will find community volunteers. They read to children, provide tutoring, chaperone field trips and much, much more.

Wouldn't it be great to combine the power of RTI with the passion of community volunteers? The Minnesota Alliance With Youth is making this a reality.

The Alliance provides AmeriCorps Promise Fellows to schools. They work with school staff to use data to target the right support to the right youth at the right time. Promise Fellows serve as a bridge between the school district and community organizations to work with students in grades 6-10 who are at risk of dropping out. Teachers use RTI interventions during school hours and community members continue those interventions after school through mentoring, service learning, academic support and family engagement.

Case study
Clare Dudzinski is one of four AmeriCorps Promise Fellows working in the Northfield school district this year. Clare provides tutoring in the core academic subjects (English, math, science, and social studies) to 6th, 7th, and 8th grade students at Northfield Middle School, and helps to coordinate the Middle School Youth Center (MSYC), a free, after school drop-in program aimed at strengthening academic and social skills. Clare frequently partners with the TORCH (Tackling Obstacles, Raising College Hopes) coordinator, who works with students who are low-income, minority, or first-generation college students. These students are already demonstrating improvements this year in attendance, engagement, organizational skills and assignment completion.

Clare is continuing the tradition of AmeriCorps members who are making a difference in Northfield. In 2006, the graduation rate for Latino students in Northfield was 36 percent. By 2010 the percentage rose to more than 90 percent. According to the ServeMinnesota 2010 Annual Report, "the individualized support provided by AmeriCorps members was an essential ingredient of this success."

Community Partners
So, individuals are volunteering at schools nationwide; so too are community organizations. Partnership is at the heart of the Minnesota Alliance With Youth. Collaboration is the key to ensuring young people have the resources they need to be successful.

In Northfield, it's the Northfield Healthy Community Initiative and Northfield Union of Youth/The Key. Dozens of other organizations are partnering with the Alliance, including Big Brothers Big Sisters, Girl Scouts, Wilder Foundation, the 4-H program, and many more. We partner with organizations within the communities we serve and we partner with larger organizations regionally or statewide. These organizations represent the nonprofit, for-profit and public sectors. It is a powerful list of passionate, giving people.

With Youth
We also partner with youth, one of our most precious untapped resources — all of us will benefit from meaningfully engaging young people in our lives. At the Alliance, youth and adults are equal contributors in our work. A diverse group of youth serves on our Minnesota Youth Council to provide their perspective in dialogues with legislators and local officials.

We encourage organizations, adults and youth interested in helping youth reach their full potential to contact us at www.mnyouth.net.

Mentoring for workplace success

By Dolores Fridge, March guest blogger

Helping today's young people succeed in the workplace has never been more important. One way that more mature adults can help is to be a mentor.

There has been nothing more important to me in my various careers in very different organizations than an effective mentor. I credit four such people, who enabled me to move from one job type and organization to another — and be successful in each. In the professional arena, my mentors were David Guyot, Charles Yue, Commissioner David Beaulieu and retired Governor Arnie Carlson.

So, what were the common threads that these four mentors provided for me? Well, each of them provided me with a clear understanding of the organizational culture as well as open and honest feedback on my progress and issues.

Each organization has its own culture and most successful people learn both what it is and how to navigate within its spoken and unspoken guidelines. The culture exists as a result of the ways in which people have conducted themselves in the past and received approval and promotions. Thus, their example becomes the model for success in that organization. Those who "fit," learn and act in ways approved by the group. Operating outside those norms will create conflict and may result in one being seen as "not a fit," for the organization. This invariably ends with the person being isolated and viewed as "not a team player." Usually his or her career comes to a standstill in that particular organization.

A good mentor listens, advises and promotes the positive side of a mentee and encourages him or her to self educate and practice behavior that is appropriate for the organization. A mentor should be available to talk and meet with his or her mentee on a regular basis. These should be regularly scheduled sessions during the workday, on or off the work site. There should be a clear understanding that a mentee will call and ask for immediate help for a potential crisis situation. Mentors should be able to assess a situation quickly and provide concrete and specific feedback.

Each of my aforementioned mentors has provided me with a myriad of support over the years. I thank each for touching my life in such positive ways. Their patience, kindness, information and skill-sharing has enhanced my life and the lives of the young people to whom I have passed along my learnings. Make no mistake, mentoring is work, but it is worth it. Giving back, at what ever point and to whomever has the need, has been one of the most enriching experiences of my multiple careers.

Is there a young person in your organization who would flourish if you took the time to share, teach, listen and sometimes be harsh? You, too, could provide a positive and enriching experience for those who are coming next.

Bridging the generational divide

By Dolores Fridge, March guest blogger

I realize that young people coming into the workplace have lived such a different life than me, as an African-American woman growing up in the 50s. My parents emphasized education and self discipline as the path to a better life. The so-called millennials have grown up in a world of privilege and global exposure. They have great expectations for their future and little patience for our stories and history. As a result they want what they feel they should have RIGHT NOW. This creates a chasm between my generation and theirs.

Young people are accustomed to immediate information and connections to their friends. They are loyal and share everything that happens to them. They use the Internet and cell phones like we used paper and pencils. This results in their ability to create bonds with each other that can be both positive and negative. It increases the possibility that invalid information is spread to hundreds of their peers instantly and that "group think" manifests itself quickly across the nation. Or they post cell phone pictures of themselves that can be viewed by anyone — including future employers.

I remember the elders in my life who told us stories based on their personal history. I also remember thinking "who cares!" Well the wisdom in their stories has served me well over the years. I have found that what you do not know can harm you and that negative information can cloud both your will and desired results.

When it comes to helping kids succeed in college and the workforce, I'm concerned that they're not listening. We must find ways to pass on our lessons learned to those less experienced in such a way that their lives can be enriched and their "group think" can be positive and supportive for their journey through life.

Moving Towards an Equitable Educational System

By Gerald Timian, November guest blogger

Educators and those of us who are working to increase college access and career success for low-income and working-class students need to develop strategies that help these students gain the social skills and institutional savvy to be successful.

In my November post, “When Prometheus’ Fire Isn’t Enough,” I talked about my brother and his struggle to make the cultural shifts necessary to make the most of his college education.

Continuing on that theme, let’s probe deeper to understand what advantages middle-class students bring to their college and university experience that are part of their unconscious social patterns and help them have success in school.

First, let me say that I know that many of my statements to follow are generalizations and there are low-income and working-class students who beat the odds and are successful in college. My use of these generalizations is to illustrate that too many of these students start down the path of higher education and never reach the finish line.

Many middle-class children begin performing for adults outside of their families at very young ages — dance and piano recitals, sports teams, and so on. Participating in these activities teaches youth that what they do is important to adults and that they are entitled to adult time, talent, and understanding.

Low-income and working-class youth often have fewer expectations from adults. They have been raised to listen to adults and not to question their authority.

What impact do these two very different expectations have on a youth’s college education? My children were raised in a middle-class neighborhood with neighbors who were academics. They saw these neighbors mowing their lawns; they played with their children, heard them tell bad jokes and called them by their first names. In other words, they saw them as people and caring adults. When my children went off to college they were not intimidated by their professors because they saw them as caring adults, not unlike their own parents.

Oftentimes, the only interaction low-income youth have with middle-class people is in some type of formal role; this group is usually limited to teachers, police officers, social workers and ministers. The youths interact with this group of people in a formal manner and see them as authority figures.

When these students enter college they see professors and instructors not as caring adults but as authority figures with a great deal of power over their lives. My children wouldn’t give it a second thought to go to a professor’s office and expect to have all their questions answered until they had an understanding of the material. However, low-income students may be too intimidated to ask for personal help and if they do ask for help they listen with respect and do not ask follow-up questions to get the clarity they need to master the material.

How do colleges and universities have to change their approach so low-income students can begin to see their professors and instructors as older colleagues and guides who are involved in similar educational and intellectual pursuits?

Multiple studies show that low-income and working-class students are more confident and comfortable in the company of peers. I know in my own situation that my mentor treated me like a younger colleague, challenging me to take on difficult ideas.

Another advantage middle-class youth have is that their parents are more likely to spend time with them problem solving. A middle-class youth can go to his or her parents with questions and in most cases the parent will answer the question with another question, which helps their child go deeper into the issue. This in turn puts the child in a position to explore the issues from many angles. Eventually children in these situations come to their own solution to the question.

Because middle-class kids have greater odds of participating in performance activities from such an early age they have an understanding of doing and redoing until they have the skills perfected under the scrutiny of caring adults. When they go off to college they have the patience and persistence to work and rework their writing. They understand the concept of the first draft.

One of my biggest frustrations when visiting a museum or art gallery is that the artist’s finished work is on display and you never see the multiple drafts and failed pieces. I wish I could take students to the Van Gogh Museum in Amsterdam. It is a fascinating, multilevel gallery designed to show the works of Van Gogh from his earliest sketches to his later masterpieces. For me, the most interesting pieces in the museum were his early works, which were mediocre, and you cannot imagine that from that body of work a master artist would develop.

To be able to help students understand that their first attempt does not have to be the finished one is one of the great insights of their educational journey.

Given that most professors and instructors come from the upper and middle classes, it is important that we continue to educate them about the needs and perspectives of students from low-income and working-class backgrounds. These are the students they increasingly will be seeing in their classrooms.

I have asked a researcher from the University of Minnesota to begin a series of interviews with low-income and working-class students to get a better understanding of how these students see themselves becoming successful in college and in their careers.

My hope is that this information will give us new insights into how to create a democratic and equitable educational system for the 21st century.

When Prometheus' Fire Isn't Enough

By Gerald Timian, November guest blogger

When Prometheus stole fire from Zeus for humans, he taught humans the arts of civilization — writing, mathematics, agriculture, medicine, and science. In today's society, Prometheus' fire is represented in the education we get by attending college.

Presumably when students have finished college, they have the knowledge and skills to begin a profession or career. But knowledge and skill are not enough to get by the gatekeepers. People must have the other trappings of the middle class to have the door opened.

My older brother was the first in our family to go to college. My father was a foundry worker and my mother was a waitress. They believed in the American Dream and that their boys would go to college.

My brother was a good student who received a teaching degree in History and Geography. He lived at home and put himself through school. Every evening after dinner when he and I were doing dishes, he would give me a lecture on history, geography, or current events. The topics were wide ranging — everything from the Armenian genocide to the history of Bolivia.

My brother was a passionate and knowledgeable teacher, but he was never able to break into the field. He received enough rejection letters to wallpaper a house. Like Martin Luther King Jr. he was able to see the Promised Land but was never able to enter.

When my brother died at the age of 41, he was making $8.50 an hour and working 60 hours a week as a short order cook. He spent his money on classes, books, beer and cigarettes. He was always hopeful that with just the right additional class, he could make another attempt at the Promised Land. Why was it that he was never able to get that career opportunity?

He was smart and well educated in his field. What he lacked were the other trappings of the middle class — he was unable to make the cultural shifts necessary to get by the gatekeepers. His language was not the language of the middle class.

At the University of Minnesota, he struggled to find a mentor who could show him the underlying rules of the middle class. He also lacked the ability to cut the ties that bound him to family, neighborhood and class. These anchors give a young person the stability they need to thrive but they are also a double-edged sword. They can pull you down when you are trying to make the leap to the middle class. The anchor ropes are so intertwined that if you cut one that is holding you back, you damage the others and are not able to return home again. You risk becoming the "other" in your parents’ home.

Unlike my brother, I was fortunate to find a professor at the University who took an interest in me. He invited me to his home to have dinner with his family. He schooled me on the ways of the middle class and invited me to parties to watch them discuss the world. He sent me on endless interviews of physicians, educators, business people and bureaucrats to listen and learn and understand their rules. When the time came to begin a career, I had learned enough about the middle class to fool the gatekeepers and begin a career.

College access programs represent a significant trend in education today. My concern with these programs stems from my own family's experience.

Helping low-income and working class students reach college is an admirable goal, but helping them achieve their full potential while there is quite another. It is not enough just to get young, low-income kids into college. What higher education needs to understand is that more and more students are going to need support systems and relationships with mentors so they can begin to understand how the middle class world operates and how to work toward success.

Historically, colleges and universities have assumed that by the time students enter college, they are young adults capable of managing both their educational and personal lives. However, students need more than a cursory understanding of middle class systems and structures in order for them to be successful in college and in future careers.

How do we identify the types of supports certain students need in higher education and then how do we go about creating the networks of people who can provide those essential supports for students' success?

This needs to be a combined effort on the part of colleges and universities and those programs designed to help low-income students obtain access to higher education. In other words, the supports must continue beyond gaining entrance.

Keeping kids focused on the destination

By Kathleen O'Donnell, July guest blogger

In late June, while most kids were just settling into summer, Destination 2010 students came together to prepare for the final leg of their K-12 journey. Their third annual summer weekend retreat was held at Camp Saint Croix with the theme of Rising to the Challenge and Exceeding Expectations.

Destination 2010 is an initiative of The Minneapolis Foundation designed to help a cohort of students graduate on time (in 2010) and pursue higher education — while sharing lessons learned along the way. Instead of creating new programs, the initiative weaves together existing resources to provide information, opportunities, and support to the students, the majority of whom are low-income students of color, and many of whom will be the first in their families to attend college. The program also conducts campus tours, connects kids with summer enrichment activities (and underwrites the costs), and offers many other activities to keep kids involved, focused, and achieving year round.

It’s an unusual program for its size and scope — launched in 2001, every 3rd grader in seven struggling Minneapolis and Saint Paul public schools was invited to participate. Every student who remained continuously enrolled in the two districts would receive a $5,000 or $10,000 scholarship to pursue post-secondary education. As they prepare to enter their senior year, 185 students remain in the program. This includes 40% of the original 364 students, along with students in another program who merged with Destination 2010 midstream.

The high attrition rate underscores the fact that mobility has posed the same challenges to Destination 2010 as it has to the school system itself. And the effect on the students can be devastating. We’ve witnessed first-hand the corrosive effects of mobility on relationships over time, on access to information and opportunities, and on academic success.

On the flip side, one of our greatest successes has been the ability to keep students on our radar who might have otherwise fallen off. For many students, the identity of being in Destination 2010 has transcended time and place. We’ve been able to maintain relationships with some students through homelessness, multiple moves, family upheaval, and time in the juvenile justice system.

Another significant challenge has been the need to constantly combat the pull of low expectations — both from external sources and within the students themselves — especially among so-called ‘average” students. Generally speaking, high-performing low-income students (those who are “beating the odds”) garner attention. Students viewed as average or underperforming often pass under the radar of efforts to nurture college aspirations. Yet even as Destination 2010’s approach has been to set the same high goals for all students, that vision hasn’t necessarily taken root for every single student or family.

And, honestly, for some students, the barriers can seem overwhelming. It can be very challenging to continue to hold high expectations and demand accountability for our students, when we’re aware of the difficulties and instability in their personal lives. It’s a balancing act for everyone who teaches young people to strive to achieve amid stressful circumstances.

Fortunately, we work in close partnership with the families, community programs, and school leadership and staff. To connect most effectively with the students and their families, a group of Destination 2010 liaisons who reflect the diversity of our students serve as the primary contacts. The liaisons have built relationships that open the door for tough conversations about what it will take to get into higher ed. They work with the students, but also help families navigate the roadmap to higher education (financial aid applications, appropriate pre-college class selections, etc.). They even keep family phone numbers current...not a small task. They keep our students encouraged and connected; keep the families informed, involved, and empowered; and have helped make Destination 2010 a diverse yet cohesive community of students striving to achieve.

Destination2010 student Rakeem has reflected, "I have been through a lot of programs in my life due to certain circumstances, but D2010 is by far my favorite. I look forward to seeing my friends and fellow students doing something productive and so serious about their lives to come. I see so many of my peers throwing their lives away with drugs and what not. I have made the choice to do something better and I feel that the decision I have made is the right one. Well, I am aware of my surroundings and I am capable of getting to my destination, are you?”

Question to readers: What strategies have you found to be successful in keeping students connected through achievement programs that aren’t necessarily focused on a specific school, neighborhood, or activity?

The power of volunteering

By Tiffany Hasbrouck, February guest blogger

Last spring, a few individuals at Deloitte & Touche LLP, including myself, got together to commence a volunteer program to help students with areas such as resume writing, interview skills, and college and career searching (you know, items you need to know, but not necessarily “subjects” in school). After months of tweaking the curriculum, we had established what we thought would be a segway for students about to enter the “real” world.

You see, I came from a volunteering background. Meals on Wheels, Canned Food Drives, and Halloween Parties for the little kids were second nature growing up. I love to help people in any way I can. However, I was a bit nervous, as to how individuals (some older than myself) were going to perceive random people coming into their classroom to teach them “life skills.” This was new to me.

How WRONG I was!

My most memorable experience with teaching our curriculum was week six “College & Job Search.” I entered the first MN school, noting students were very diverse. In fact, for the most part, English was possibly the third or fourth language spoken. We proceeded to teach the students how to use the MCIS program, which was a segway to learning all about how interests translated to majors, careers, salary, and success. Most of the students were very responsive! They couldn’t believe how helpful and interesting this was.

However, there was one student who didn’t perceive this well. You could see that “Johnny” thought all of this was irrelevant to him. He thought he didn’t like anything that would translate into a major or a career. So I approached Johnny. After taking the time to sit and talk with him, I learned that he loved music, cars, and working with his hands. But what he didn’t understand, prior to our talk, was that there were MULTIPLE successful majors and careers for him. Yes, he might not have been the type that was going to sit at a desk job from 9-5, but that’s OKAY! I told Johnny about my close friend who reminded me exactly of him. He wasn’t very interested in a desk job, but when he found that a school close to Minneapolis was a place for majors in auto mechanics, with specialty in car detailing he was set.

Johnny and I searched the MCIS system for interests of his, in which he noted over 5 different majors and schools that would allow him to work in a field he had a passion for. What a crazy thought to him! The hour that we had together seemed to put a spark in Johnny's attitude and a skip in his step. How could this be? There WAS a place for him out there? What I was delighted to learn was that Johnny even applied for one of the schools that we had found that day!

It never ceases to amaze me the power that volunteering has to help others. I think it is so positive that our MN schools are allowing organizations and groups to come into the classroom and try to further enhance and help students one at a time.