George H. Moses, Executive Director Ryan Van Alstyne, Associate Director

Community Organizing

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R.I.C.E R What are the Realities? Assess current situation Poverty

Past experiences

Lifestyles, Jobs, Social Obligation, Data, Data, Data

I Interests – (WIIFM- What’s In It For Me)

C Concern – Listen, Listen, Listen to what they care about

E Leads to Engagement (mutual interest)

Tan Lai Yong Ph.D National University Singapore 2

“People don’t care how much you know, until they know how much you care”. Theodore Roosevelt

R.I.C.E. Reality

Interest Engagement Concern

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Project L.E.A.P (Case Study)

NEAD 21st Community Century Learning Center (CCLC) Project LEAP: Literacy Engagement and

Achievement Program is a many-pronged program that aims to build the capacity of our community

in Rochester, NY to support its children’s success in school. The target population begins with primary

school (K-3) males at the John James Audubon School No. 33 in the Rochester City School District and

their siblings. School 33 is an urban elementary school with a population of approximately 1200 Pre-K

though six grade students. It is within the Beechwood Neighborhood, an area supported by NEAD.

Project L.E.A.P

The mission of the Project LEAP: Literacy Engagement and Achievement Program is to apply a holistic approach that provides engaging opportunities outside of the school day for students and their families to improve quality of life, increase academic success, and decrease negative behaviors leading to suspension and crime. Integrated Frameworks Heritage Knowledge framework A positive self-concept Self-knowledge Cultural excellence Effective navigation of the social system Goal-setting Being mentored and mentoring others Leadership Experiences Knowledge acquired in literacy Community engagement in curriculum and instruction Socio-cultural areas of learning CDF Freedom Schools 5 Essential Pillars Integrated Reading Curriculum Intergenerational Servant Leadership Civic Engagement and Social Action Parental Empowerment Nutrition, Health and Mental Health

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At the core of the program is the Children’s Defense Fund Freedom Schools® Model 1 Further, the program aims at intentional inclusion of the full community – neighborhood families, community elders and school staff. An essential part of Freedom Schools’ philosophy is the development of an environment that is supportive of the community and its children, through the following five components 2

1. High-quality Academic Enrichment 2. Parent and Family Involvement 3. Social Action and Civic Engagement 4. Intergenerational Servant Development 5. Nutrition, Health and Mental Health

1 Children’s Defense Fund (CDF) website: http://www.childrensdefense.org/programs/freedomschools/

2 http://www.childrensdefense.org/programs/freedomschools/five-essential-components-of.html 7

RESULTS!!!! Recruitment: Exceed goal of 210, Actual 220

Increased Parent Engagement: Recognized Internationally & Nationally Practices

Increase Academic Achievements – 100% increase in reading gains

Increase Community connectiveness: Freedom Experience- natural ways of gathering, Beechwood Greenhouse Collaborative

Constance Flahive, Ph.D. Division of Research and Evaluation Center for Professional Development and Education Reform. Warner Graduate School of Education and Human Development, University of Rochester

“People Knowledge is much more important than mere Product Knowledge” John Maxwell

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Questions to Consider

What will we do to change how we can

Understand others Reality?

Show genuine Interest? (Beyond our needs)

Concern (Have we met their concerns)

Engaged ( Win, Win Situations)