Article done by: UWGB’s Inside http://blog.uwgb.edu/inside/index.php/featured/close-ups/10/13/video-firsts-phuture-phoenix/
Each fall, UW-Green Bay gets a little younger for a day or so as local fifth-graders visit campus on Phuture Phoenix Day for a look at college life.
The fall 2010 edition was special for its record turnout, gorgeous weather and the fact the program is now old enough that “alumni” — students who toured campus themselves as fifth-graders — help as mentors and tour guides. As always, it’s a fun experience.
“It was pretty cool to come here and see real classes studying and the view up in the library tower,” said fifth-grader Brooklyn Oleck, West De Pere.
For the students, it’s an opportunity to get a glimpse of college life.
“Went to the library, saw the Winter Garden, went on an elevator,” said Daniel Fiscal, a fifth-grader from Fort Howard Elementary School in Green Bay.
For the University, it’s a chance to reach out to at-risk students.
“It helps the University connect with the community in a very tangible way,” said Stephanie Cataldo Pabich, associate director of the Phuture Phoenix program. “It brings students, who might not ever have an opportunity to ever walk on a college campus, out here and meet a very welcoming campus community that really enjoys engaging with 10-year-olds for one day out of the year.”
Cataldo Pabich says this is a record-setting year for the program. More than 1,400 fifth-graders from 16 schools took part in the program. There were so many students, in fact, that for the first time they had to sit in the balcony at the Weidner Center.
This year, 91 faculty participated in the program, by far the most ever.
It’s also the first time former Phuture Phoenix students who are now students at UW-Green Bay, are giving the tours.
In 2003, Ka Vang was a fifth-grader at Danz Elementary School in Green Bay. She was among the first students in the Phuture Phoenix program.
Now, she’s a UW-Green Bay student and is giving tours to fifth-graders from her old school.
“I’m the first to go to college in my family so I never really knew about college until Phuture Phoenix actually. I never knew that there was school after school,” Vang said.
2010 also marks the third time Phuture Phoenix has been replicated. Representatives from Silver Lake College in Manitowoc came to campus to observe the day and get ideas for the soon-to-be launched Look Ahead Lakers program.
“Manitowoc is a factory town. It has always been a factory town where the expectations were that children would move into work in factories and on farms and many of those jobs are not going to be there for them and so we want to encourage them to consider higher education,” said Carol O’Rourke, project director for the program at Silver Lake College.
Silver Lake College joins Western Washington University and UW-Eau Claire in replicating the Phuture Phoenix program.
Cataldo Pabich says the continued replication showcases the success of the program.
“I think it says that this program is able to touch students and that’s the whole goal,” Cataldo Pabich said. “We’re able to help other people in other areas do the same for students that are at-risk in their communities.”
5th-graders visit UW-Green Bay for ‘Phuture Phoenix’ program
Program brings kids to campus, fuels ambitions
Taken From the Green Bay Press Gazette: http://www.greenbaypressgazette.com/article/20101013/GPG0101/10130686/Photos-Phuture-Phoenix-5th-graders-visit-UWGB
October 13, 2010
Fifth-grader Alexandra Williams said she wants to be an artist and may some day attend the University of Wisconsin-Green Bay after graduating from high school.
“It’s really great,” she said about the college campus.
Williams, who attends Green Bay’s Beaumont Elementary School, joined hundreds of other local fifth-graders Tuesday as part of the Phuture Phoenix program to get a taste of college life at UW-Green Bay.
Phuture Phoenix is a program aimed at raising college aspirations for students from low-income schools. The program includes a campus tour as well as classroom visits and mentoring sessions to encourage students to do well in school and attend college.
More than 900 students from Green Bay, West De Pere and the Oneida Tribe of Indians schools visited the campus on Tuesday. The program on Thursday will welcome about 500 students from other districts, including Sturgeon Bay and Oconto.
“This gives them a sense of why they’re in school and gets them thinking about ‘What do I want to do?'” said Sheila Reynolds, a fifth-grade teacher at Keller Elementary in Green Bay. “We also have professionals come in to the classroom to talk to the kids about their jobs and what they studied in school. We’ve had someone from the FBI, a district attorney and a chef. The kids get really excited.”
Students wore neon green T-shirts with a Phoenix logo on front and the words “College Bound” on the back. They were escorted through campus by UWGB student mentors and visited art classes, chemistry classes and toured the student union, residence halls and more.
“It’s great that they get to see the options out there for them,” said UWGB student and mentor Emily Walker, who is studying education. “It’s great to see how excited they are.”
Phuture Phoenix, which began in 2003, has connected with more than 10,000 students, according to UWGB. The University of Wisconsin-Eau Claire started a similar program last year, and Silver Lake College in Manitowoc plans to replicate the program as well.
“We know a college education helps to break the cycle of poverty and that’s critical to (a student’s) future,” program Director Kim Desotell said .
Linda Acevedo, a teacher’s assistant at Howe Elementary in Green Bay, said the experience is good for the fifth-graders.
“It’s great they get to experience what college is,” she said. “They’re at that point in life where they at least start thinking about what they want to do in life. This is the first time on a college campus for most of them. They get to see how busy and big a college campus is, they’re learning a lot.”
Howe fifth grader Ricardo Perez appeared ready to sign up.
“It’s awesome,” said Perez, who plans to study science in college someday. “They have everything here. I love it.”
Editorial: Area’s need for Phuture Phoenix continues
Taken from the Green Bay Press Gazette: http://www.greenbaypressgazette.com/article/20101013/GPG0602/10130675/Editorial-Area-s-need-for-Phuture-Phoenix-continues
// The University of Wisconsin-Green Bay’s Phuture Phoenix program is welcoming its largest-ever class of fifth-graders to campus this week, marking yet another milestone for this impressive initiative.
Co-founded in 2003 by Cyndie Shepard, wife of former UWGB Chancellor Bruce Shepard, the effort to raise college aspirations for our area’s young people has evolved from a beneficial but limited partnership to a large-scale community program. Three other college campuses — Western Washington University, the University of Wisconsin-Eau Claire and, most recently, Silver Lake College in Manitowoc — have launched their own programs modeled after this phenomenal initiative.
Phuture Phoenix Day activities that began Tuesday and continue Thursday will have drawn an estimated 1,400 students from 13 Green Bay School District elementary schools and nine other area school districts. More than 250 UWGB students will have served as tour guides and in other roles to assist the fifth-graders, who come from low-income schools, and more than 90 UWGB faculty members will have opened their classrooms to students during the campus visit, Phuture Phoenix Director Kim Desotell said Monday.
This week’s activities are the most visible part of what the award-winning Phuture Phoenix program does to raise college aspirations for these students, many of whom would be the first in their families to attend college. Ongoing mentor relationships and tutoring offer the chance for UWGB students to further connect with the children involved in the program and build lasting relationships.
We are impressed with the way Phuture Phoenix has evolved, continuing its steadfast focus on helping our area’s young people — many of whom have never before set foot on a college campus — envision their future as students of higher learning. The program could have become less of a priority after Cyndie Shepard’s departure in 2008 — she’s since begun one of its spinoffs at Western Washington, where Bruce Shepard is president — but its champions at UWGB and throughout greater Green Bay ensured it remained strong and vibrant.
The first fifth-grade Phuture Phoenix class graduated high school in June, and more than 10,000 fifth-graders have been involved with the program to date. Also during the last school year, Green Bay’s Jefferson Elementary School — where 90 percent of students are economically disadvantaged — started a school-wide program in conjunction with Phuture Phoenix, aiming to reach kids even earlier than fifth grade.
Convincing youth to pursue higher education, whether at UWGB or elsewhere, is more important than ever as Wisconsin is at an economic crossroads and has a percentage of baccalaureate degree holders that lags behind neighboring states. Just more than a quarter of state residents ages 25 and older have a bachelor’s degree or higher, about the same percentage of degree-holders we have in Brown County. That compares with about 31 percent in neighboring Minnesota and 27 percent nationwide, according to the U.S. Census Bureau.
We applaud the success of this program and encourage its leaders to continue to think big about helping the children Phuture Phoenix serves. It truly is a model for the kind of collaboration and innovation our community needs to help foster a brighter tomorrow for us all.
For Immediate Release: 7 October 2010 Contact: Robert Hornacek (920) 465-2526; firstname.lastname@example.org
Silver Lake College selected to replicate Phuture Phoenix
GREEN BAY – As the University of Wisconsin-Green Bay prepares for its annual Phuture Phoenix open house for fifth-graders, steps are underway to replicate the pre-college access program at Silver Lake College in Manitowoc.
Silver Lake College was selected to receive funding under the Wisconsin College Access Challenge Grant to support replication of the innovative Phuture Phoenix program that serves low-income, underrepresented or at-risk populations, inspiring them to seek the benefits and values of higher education.
“We see this as a valuable addition to our program, allowing us to extend our pre-college mission throughout Wisconsin,” said Phuture Phoenix Director Kim Desotell.
The Wisconsin College Access Challenge Grant is a two-year $1.63 million grant from the U.S. Department of Education administered by Great Lakes Higher Education Guaranty Corporation, which will contribute an additional $819,999 in matching funds this year. Funding from the grant will be provided to both UW-Green Bay and Silver Lake College.
Phuture Phoenix brings area fifth-graders from Title I elementary schools from throughout Northeastern Wisconsin to spend a day on campus as a means to envision themselves as future college students. Phuture Phoenix mentors — UW-Green Bay student volunteers — continue contact with many of these students in Phase II of the program. The mentors work closely with students in grades 6-12, tutoring and mentoring them.
Since its inception in 2003, Phuture Phoenix has connected with more than 10,000 students, encouraging them to do well in school and dream of a future that includes higher education. The program was designed because Northeastern Wisconsin has a lower percentage of students in the state graduating high school and going on to higher education.
This year Phuture Phoenix Days will be held Oct. 12 and 14. On Oct. 12, UW-Green Bay will host students from Green Bay, West De Pere, Oneida Nation. Two days later, the Phuture Phoenix program will welcome students from the Sturgeon Bay, Oconto, Oconto Falls, Bonduel, Bowler, Suring and Menominee Indian school districts.
The Phuture Phoenix program was replicated last year at UW-Eau Claire with Blugold Beginnings using funding from the Wisconsin College Access Challenge Grant, and with the Compass to Campus Program at Western Washington University in Bellingham, Wash.
With this grant the Phuture Phoenix program is committed to providing support to the selected campus during the 2011 and 2012 school years. That support will include face-to-face visits between campuses, and mentoring.
“When Phuture Phoenix was created in 2003, Cyndie Shepard and I only dreamed of the possibilities this program could make in our local community,” said Phuture Phoenix co-founder Ginny Riopelle. “Now, with another replication, the program continues to impact youngsters across our state and beyond. We are thrilled to be opening more doors to higher education.”
For additional information contact: Phuture Phoenix Program Director Kimberly Desotell at (920) 465-2992; email@example.com.
Article from the Green Bay Press Gazette-September 22, 2010
Collaboration and innovation are among the qualities that make greater Green Bay deserving of its most recent honor as one of the country’s 100 best communities for young people.
This is the third time in as many tries the Green Bay area has received the designation from America’s Promise Alliance, a national nonpartisan advocacy group dedicated to improving the lives of children and youth. Officials on Tuesday announced our area’s inclusion on the 2010 list, a designation greater Green Bay also sought and achieved in 2005 and 2008.
Our area’s extensive application shows numerous reasons this community is deserving of the “100 best” honor. It outlines a variety of innovative programs and initiatives for children from birth on up, showcasing the depth and breadth of our commitment to the children of Northeastern Wisconsin.
“Through its innovative and far-reaching programs, Greater Green Bay is taking bold and effective steps to help their young people graduate and lead healthy, productive lives,” Marguerite W. Kondracke, America’s Promise Alliance president and CEO, said. “Greater Green Bay serves as an example to inspire and educate other communities across the nation to tackle the challenges facing their city and children, and to implement initiatives that give them the essential resources they need to succeed in life.”
Green Bay was recognized for collaborative efforts such as Partners in Education, an initiative of the Green Bay Area Chamber of Commerce that pairs business and educational partners throughout 10 area school districts. Such cooperative endeavors are part of what makes the Green Bay area a great place for kids, said Nancy Schopf, vice president of education and leadership for the chamber.
Initiatives such as the University of Wisconsin-Green Bay’s Phuture Phoenix college readiness program also exemplify the kind of collaborative spirit that makes Green Bay shine. Phuture Phoenix will serve some 1,400 students from low-income schools in area districts this fall, thanks to the help of more than 250 UWGB students who serve as mentors, tour guides and in other roles, said program director Kim Desotell.
These are just two of the numerous educational, private and community-based programs and services that make our community great. Each is worthy and deserving of recognition.
This designation is a meaningful honor for our area, and we are heartened to know those who work on behalf of children will continue their steadfast efforts moving forward. The Green Bay Press-Gazette is contributing to this critical community focus, partnering with business, education and other sectors throughout our community for an effort we’re calling “Greater Green Bay: Where Kids Count.” This initiative seeks to raise the healthiest kids in America through a forward-thinking approach to the childhood obesity epidemic.
The “100 best” designation means something to all of us, whether or not we have children of our own. A vibrant, family-friendly community is good for attracting and retaining businesses and talented employees, and for overall quality of life.
Today’s kids are tomorrow’s work force, and it behooves us all to ensure they have a solid start
Eleven educators receive professional development certification from UW-Green Bay
GREEN BAY – Eleven area educators from four school districts have been awarded Professional Development Certificates by the Institute for Learning Partnership at the University of Wisconsin-Green Bay.
At an award ceremony held Sept. 21 in the University Union, Derryl Block, interim dean of the College of Professional and Graduate Studies, congratulated recipients and told them and their guests that completion of the PDC program marks an individual milestone in an educational journey that will benefit students and other educators, too.
“The PDC was the proper path,” Block said acknowledging the sacrifice of time and effort that was required to complete the rigorous program. “All of you will apply what you’ve learned to encourage learning.”
The PDC is a unique, self-paced, and individualized professional development program. The focus of the experience is based on student learning as well as professional growth for educators. The Department of Public Instruction recognizes the PDC for five-year re-licensure of educators in Wisconsin.
|From left to right: Deborah Bria, Christina Gingle, Amy Olson-Guillen, Kelly Rowe, Mark Romatowski, Meghan Damsheuser, Barbara Staude, James Kampa and James Haese. Missing from photo: Scott Jansky and Joelle Bomski|
The eleven educators recognized for PDC completion are:
Joelle Bomski – special education teacher, Preble High School, Green Bay Area Public School District
Deborah Bria – first-grade teacher, Fort Howard Elementary School, Green Bay Area Public School District
Barbara Staude – elementary general music teacher, Madison and Stangel Elementary Schools, Manitowoc Public School District
Kelly Rowe – attendance intervention specialist, school social worker, Preble High School, Green Bay Area Public School District
Meghan Damsheuser, eighth-grade history and communications teacher, De Pere Middle School, Unified School District of De Pere
Christina Gingle, school social worker, Preble High School, Green Bay Area Public School District
Mark Romatowski, ninth-grade American History teacher, Washington Junior High School, Manitowoc Public School District
Amy Olson Guillen, bilingual school psychologist, Preble High School, Green Bay Area Public School District
James Haese, K-5 ESL teacher, Anne Sullivan Elementary School, Green Bay Area Public School District
Scott Jansky, physical education teacher, Two Rivers High School, Two Rivers Public School District
James R. Kampa, school counselor, West High School, Green Bay Area Public School District
The Institute for Learning Partnership was founded in 1997-98 to focus on educational excellence with special attention to the PK-16 learner. The Institute brings together the resources of the University of Wisconsin-Green Bay and northeast Wisconsin’s school districts, businesses and community leadership.
It was the first PDC to be endorsed by the Professional Development Academy of the Wisconsin Education Association. Eight northeast Wisconsin school districts currently offer recognition and compensation for the PDC. These districts are De Pere, Sheboygan, Pulaski, Green Bay, Manitowoc, Two Rivers, West De Pere and Kiel. With the completion of this newest class of PDC recipients, there are now more than 230 Accomplished Educators in these eight districts.
University of Wisconsin-Green Bay Chancellor Tom Harden and his wife Cathy share a passion for education that goes beyond profession. In this interview they share their observations and vision for education in Northeastern Wisconsin. View an online biography of Chancellor Harden at www.uwgb.edu/chancellor.
Q: You’ve been at UW-Green Bay for more than a year. What are some of your observations about education?
Chancellor Harden: Our impression was that the educational systems were very good. We’ve found that to be true. Historically there is a great amount of support for education among the citizens here, and that is what it takes to have a great school system and provide real opportunities for the students. Having said that, I think we can anticipate some challenges and position ourselves to address them. As in higher education, there is a challenge among area schools to have adequate resources to do the job that needs to be done in educating children.
Q: What is your relationship with local schools?
Chancellor Harden: I’m active, along with the presidents from St. Norbert College and NWTC, in Partners in Education. This is an opportunity to work with superintendents on a monthly basis and that is a great asset to sit down and have a discussion to really look at what the PK-12 needs are and what we can do to assist them in solving student needs.
Q: What can the Institute and the University do in partnership to help narrow the achievement gap?
Chancellor Harden: I think we need to understand how we are defining the achievement gap, and to understand why it is widening. The University could be very helpful in defining what the problem is. Once defined, we could address the issues. I think we have a faculty here that is very attuned to the issues. We have an education program that has done excellent work to become more integrated into the schools, with the intent of improving PK-12 education. We have great teachers and great leadership locally. I think working cooperatively with them can yield some positive outcomes, not just in research, but also in practice. I would like to encourage our education people to be more and more active in the classroom. The more active we are, the more we have the opportunity to help, and the more we can learn, as well, and consequently do a good job of preparing prospective teachers.
Q: Northeastern Wisconsin is becoming more ethnically and economically diverse. What leadership can the University provide to ensure that the community successfully adjusts to the challenges diversity brings?
Chancellor Harden: As a university we have a responsibility to put into practice methods and policies that enable us as an institution to become more diverse and deal with student diversity better. And we have an obligation to make an earnest effort and a successful effort to attract more diversity among faculty and staff. I think it is very important we continue to encourage the discussion of this question.
Q: Is your own Midwestern and working class background an asset for leadership within the community?
Cathy Harden: Yes, and we have enjoyed getting to know the people and organizations of this community.
Chancellor Harden: In addition to our Midwestern roots, we bring a perspective that might be helpful, in that we have lived and worked in an area (south of Atlanta) that experienced a tremendous demographic change in a decade. While we were at Clayton State, the University went from about 30 percent to 72 percent minority. There was a similar shift in the population of the area, but not quite so drastic. We were able to witness the richness that was achieved at the University. Part of that was we expanded the curriculum, but we have to attribute a great part of that improvement to the impact of greater diversity in the classrooms and on the campus and it was really a wonderful place. Consequently the University became the shining star of the region.
Cathy Harden: It is especially a great benefit for students. It is amazing that you could see students from all different backgrounds get to know one another and learn more about other cultures and other families. You could just see how they came together.
Chancellor Harden: Green Bay is not the Deep South. So the number of African-American students we can attract will be on a smaller scale. But we have diversity in a great number of groups. The African-American student demographic is not well represented. Approximately 50 African-American students in a population of 6,500 students is very small. But our diversity in general has really increased over the years to where we are approximately 8-9 percent. As a University we have to do all we can to make sure all students can integrate into the mainstream of higher education.
Q: What can this University do to help teachers be at their best in light of the difficult economic issues?
Chancellor Harden: The best thing we can do is ensure that our students, including our students in our education programs, get a great education here. Because the ability to change, to adapt, the ability to transfer knowledge from one methodology to another, or from one field to another, lies heavily on the ability to know enough and accept enough to change. So the thing we can do best is to help our students acquire a world-class education. I don’t just mean training in educational methodology, but I’m talking about a breadth of education that creates richness in a person’s life that allows them to have an open-mindedness and to approach problems in ways that those who are not broadly educated might not have the tools to do so.
Cathy Harden: It is not just educating prospective teachers, but also future parents who are going to have their children in the schools. They need to understand the importance of an education, be supportive of the institution, be involved, and be lifelong learners themselves and model that for their children.
Chancellor Harden: Absolutely. Where the schools are the best is where the parents are involved, where they care about the lives of their children and the education they are receiving, and where they are willing to work with the teachers to make sure that things are right in the schools.
You’re both former teachers. Do you ever find yourself yearning to be back in the classroom?
Chancellor Harden: I would say we are both still educators. I taught junior high and high school and Cathy taught, too. Occasionally now I think about what it might be like to teach in middle school or high school. I think it would be different. I feel like I have the opportunity to teach on a daily basis in what I’m doing. Although it’s not in front of a class most of the time, I frequently have the opportunity to be in groups to spread a message about something I think needs to be understood. So some of the skills I used in the classroom a few years back, I still use. It’s a different audience, different topic, but it’s not that different. There are parts of getting in front of class and teaching and working with individual students more regularly than I do now, that is appealing. On the other hand I really like what I’m doing now, too. I think that there is value in leadership and leadership in higher education is a worthy endeavor. I don’t think I’ve gotten out of education because I’m not teaching in the classroom.
Cathy Harden: Education of children has always been dear to my heart. I used to teach first grade, until our children were born. I felt I could serve them best by raising them well. When they went to school I went back to graduate school and determined that when I went back into the classroom I wanted to know more so that I could help students who were having difficulty. I went to graduate school and studied school psychology. I went back into the workforce and was a school psychologist and really enjoyed that because I felt like I was making a difference. When I first left the classroom I must say that in the fall in the stores when Elmer’s Glue and scissors and tape would come out, you would have that little heart tug and I would miss my kids in the classroom. But as you change jobs, or levels of jobs, you can help more students in different ways. As a school psychologist you’re helping families and teachers deal with students, and if you make a positive change in the classroom then that may affect their teaching for years to come; or if you work with parenting and parenting classes, it may make a significant difference in their children.
Chancellor Harden: It has worked out really well in our lives that we’ve been able to work in higher education and K-12 education. I say “we” because Cathy works many unpaid hours for this University. A lot of it is in support of my particular role. She’s a very busy person.
Cathy Harden: I’ve just recently joined the board of the Neville Public Museum and I’m really looking forward to being involved with that. I feel that’s an area in the community that serves to preserve the history that goes right along with knowledge and learning and is especially important as the area diversifies for people who come to the area to understand the history and what made this area so strong. I’m really looking forward to the education component of the Neville. There are many, many opportunities for students. And the Learning In Retirement group holds many of their classes at the Neville Museum.
Q: So you’re lifelong educators and lifelong learners?
Chancellor Harden: I don’t think you sit still. You either go forward and learn more, or you don’t, and you go backwards. You strengthen the interests you already have and develop new interests. And there are just dozens and dozens of ways to do that. Lifelong learning is not a new type of thing but we all recognize the need to grow. For me, that is one of the reasons that I agreed to leave where I was and come here. It was the challenge to do it again, in a different setting, different environment, different issues, and some different problems. The challenge to grow and learn different things, to some may not seem like lifelong learning, but it really is to me. This is a small community in many ways, but there are a lot of opportunities that a person can participate in, and continue to learn. This is an exciting region with a lot of vitality, and a person who wants to learn has many opportunities.
GREEN BAY – Fostering a bond between schools and families will be a focus of the 12th annual Institute for Learning Partnership’s Fall Conference, Oct. 7-8 at the University of Wisconsin-Green Bay.
Gwendolyn Webb-Johnson, a nationally recognized expert on culturally responsive instructional leadership, community partnerships and multicultural education will be the keynote speaker for the conference, which will be held in the Phoenix Room of the University Union, 2420 Nicolet Drive.
The conference will open at 5:30 p.m. with a showcase by educators who will display their classroom research. All events, including the keynote speech, are free and open to the public.
“I think it’s important to emphasize that these presentations are not just for educators,” said Institute Director Richard Schaal. “The keynote topic for the conference is Connecting Schools and Families: Culturally Responsive Parent and Family Involvement. That is a subject that is important to the entire community.”
An associate professor in education administration and human development at Texas A&M University, Webb-Johnson has been a professional educator for nearly four decades and is a frequent consultant to schools across the country. She was the keynote speaker at the 2009 Wisconsin Promise Conference.
“A Family Re-union: Culturally Responsive Engagement” will be the topic of Webb-Johnson’s keynote speech, which will be held at 6:30 p.m. on Thursday, Oct. 7. She will share research-supported strategies to engage families as true partners in children’s education.
At 8 a.m. on Friday, Oct. 8, Webb-Johnson will open a workshop for educators, students and others with a presentation on “Building Community: A Journey of Purposeful Family Engagement.” She will share methods for effectively involving families in the education of their children.
At 9:45 a.m. there will be several breakout sessions that participants are welcome to attend. Among the sessions:
Race-ethnicity – Gwendolyn Webb-Johnson facilitator
Instructional leadership – Joanne Metzler, Jefferson-Elementary School, Manitowoc, facilitator
Community and business partnerships – Jennifer Grenke, CESA 8 parent educator, facilitator
Following a lunch break Webb-Johnson and Carl Hasan will lead a parent panel who will share their own challenges and successes in working with their children. Parents from urban and rural communities will discuss how schools, communities and non-profit agencies can better support parents and children.
For more information about the conference contact ILP Associate Director Juliet Cole at (920) 465-5094; or at firstname.lastname@example.org.