Kevin Doerfler, Principal, Maple Street Magnet Center for the Arts
Anyone who knows Kevin Doerfler, the Principal of Maple Street Magnet Center for the Arts knows that whether it’s 7am or 7pm, he can be found with a cup of steaming black coffee in his hands. Perhaps that is the secret to his success. He never sleeps.
When it comes to implementing the CIS model of Integrated Student Services, the role of the Principal can not be underestimated. The Principal helps us identify and prioritize school needs, shares what types of partnerships are necessary to meet the needs of students on the Site Coordinator caseload, engages teachers and other staff in the process and acknowledges partners. Small gestures like saying hello and thanking partners raise spirits and send the message to partners and school staff alike that this CIS partnership, this individual is of value to the school.
The demands on a Principal are great and yet Kevin does this and more. He fully supports CIS events. When students asked CIS after-school staff if they could write and produce a play, Kevin arranged to be present for each one of the Lorax productions, welcoming parents, students and community members alike.
His mantra is “What do you need from me?” He wants the students in his building—and he knows each by name—to be successful. In order for them to succeed, he gives generously of himself to the adults who are working in partnership with KPS to surround students with support.
Site Coordinator Katie Prout attests to his vital role. “Kevin is unfailingly helpful and supportive of CIS. He makes himself available—whether it’s just to listen, share a funny story or offer sound advice on handling issues when they arise, be they staff, student or parent.” I could not,” she says, “have done my job without him.”
Mrs. Kelly Killen, Teacher, King Westwood Elementary School
We were going to tell you that Kelly goes beyond her call of duty as a KPS teacher at King Westwood Elementary, that our staff consider her to be an “angel” as she seems to show up at just the right time, offers good advice and is ever looking out for the best interests of children—whether they’re her students or not. We were also going to tell you that both the Site Coordinator and Americorps Vista say that Mrs. Kelly Killen is one of their biggest advocates for Communities In Schools. About how she supports the JP Morgan Chase Publishing Centers.
But we’re not going to do that. Because when King Westwood elementary students learned of their 5th grade teacher’s Champ award, our staff received pages of handwritten letters and instead, we thought we’d share their thoughts with you…
“My role model is my 5th grade home room teacher, Ms. Killen,” writes Magnallia Kittel. “She is smart, wise, caring and she loves her students. This year she has taught me many, many lessons. Ms. Killen helps her students to love, write, read and taught her class that there are no accidents, just like it was no accident that we were put in the class together. There are tons and tons of reasons why Ms. Killen is my role model. But, one of the main reasons is because I love her.” Besides being “cool and wise” Blake Thomspson appreciates her love of nature. “When she sees a cricket she doesn’t freak out. She picks it up and throws it out the window instead of killing an innocent creature.” He is also impressed that she “wakes up and comes to school on time. Always. Plus, she told me that there is nothing wrong with being old. We just better hope we become old,” he adds. Aidan Merritt writes that “many people inspire my choices, but I’d have to say that Ms. Kelly Killen is my TOP role model. Ms. Killen is definitely the best teacher in the universe. She inspires me to do a great job, or at least do my best. She inspires me to always be as helpful as one can be, and to be as loving as possible. I want to be as funny as Ms. Killen, and as wonderful as she is. Ms. Killen can always change from fun, to serious, which I love about her. She is prepared for anything, always up for any challenge. Everyone goes to her for advice and everyone trusts her. Ms. Killen may not be 100% perfect, but she’s pretty close. Ms. Killen is the best role model you can find!” Russell January writes that Ms. Killen inspires him by how she handles challenges. “Every day,” he writes, “Ms. Killen has to put up with kids that upset her…She is not the kind of teacher who just reads from a text book, but she makes learning fun. We learn through doing fun activities, reading, and telling stories. Ms. Killen goes through so much to help us. Whenever I see her, she’s always doing her work, helping a child, teaching or trying to each her lunch.” Ms. Killen has inspired Russell to do his best in school because, as he sums it up, “Teachers go through so much to help you and don’t get paid enough for it.”
“My role model is my 5th grade home room teacher, Ms. Killen,” writes Magnallia Kittel. “She is smart, wise, caring and she loves her students. This year she has taught me many, many lessons. Ms. Killen helps her students to love, write, read and taught her class that there are no accidents, just like it was no accident that we were put in the class together. There are tons and tons of reasons why Ms. Killen is my role model. But, one of the main reasons is because I love her.”
Besides being “cool and wise” Blake Thomspson appreciates her love of nature. “When she sees a cricket she doesn’t freak out. She picks it up and throws it out the window instead of killing an innocent creature.” He is also impressed that she “wakes up and comes to school on time. Always. Plus, she told me that there is nothing wrong with being old. We just better hope we become old,” he adds.
Aidan Merritt writes that “many people inspire my choices, but I’d have to say that Ms. Kelly Killen is my TOP role model. Ms. Killen is definitely the best teacher in the universe. She inspires me to do a great job, or at least do my best. She inspires me to always be as helpful as one can be, and to be as loving as possible. I want to be as funny as Ms. Killen, and as wonderful as she is. Ms. Killen can always change from fun, to serious, which I love about her. She is prepared for anything, always up for any challenge. Everyone goes to her for advice and everyone trusts her. Ms. Killen may not be 100% perfect, but she’s pretty close. Ms. Killen is the best role model you can find!”
Russell January writes that Ms. Killen inspires him by how she handles challenges. “Every day,” he writes, “Ms. Killen has to put up with kids that upset her…She is not the kind of teacher who just reads from a text book, but she makes learning fun. We learn through doing fun activities, reading, and telling stories. Ms. Killen goes through so much to help us. Whenever I see her, she’s always doing her work, helping a child, teaching or trying to each her lunch.” Ms. Killen has inspired Russell to do his best in school because, as he sums it up, “Teachers go through so much to help you and don’t get paid enough for it.”
Dan Renstrom, Vision Counseling Services
Dan Renstrom, therapist and owner of Vision Counseling Services, has a special gift for working with high school students. Like many other therapists who counsel students, Dan is consistent, conscientious and professional in his interactions with students. But he brings something extra to the table. According to our Senior site coordinator Artrella Cohn, the Kalamazoo Central students are always asking “When is he coming?”
Why that sense of anticipation? Trella says that Dan—who provides 12 hours a week of counseling services out at the school--sees the whole student, is interested in aspects of their lives beyond counseling and is able to convey that sense of personal investment in the students’ lives to them.
Recently, one student was discussing an academic assignment with Trella when Dan arrived. He chatted about the project with the student, then he followed up with the student the next week, asking how the project had gone. That sends a message to students that there are adults who take an interest in their work and who celebrate their success.
Another student who had been having emotional difficulties resulting in self harm has made significant progress since beginning treatment. The student’s mood and behavior has changed and now has a plan in place to deal with negative feelings. As Trella has since noted, “I’m seeing that student with such a positive energy now.”
Deb Faling, our Director of Integrated Student Services at the secondary level, appreciates the fact that, for Dan, academics are a key focus. “He is very sensitive to that,” Deb said. “He works to schedule sessions so students have the least amount of disruption to their class schedule.”
Deb also said that Dan has a great way of following up with families of the students he sees. He puts a lot of effort into making and maintaining contact with the families so they can become involved in supporting their student.
Loretta Clemmens, lead night custodian, Washington Writers' Academy
As the lead night custodian at Washington Writers’ Academy, Loretta Clemmens cares for the school building. But she also cares for the people who move within the walls. Loretta is considered by many to be the “mother” of the school. As Site Coordinator Larry Manley Jr. says, “Her heart is one of the biggest I have ever seen.”
Hers is a heart that is in tune with the little things of life that make all the difference. When each holiday approaches, she rolls up her sleeves and begins to create for others. For instance, when St. Patrick’s Day was coming up, she posted little shamrocks-having written the names of each teacher, our site coordinator and each one of our after school staff. When it was Valentine’s Day, hearts with everyone’s name appeared. You get the picture.
John Wooden once said, “It is the little details that are vital. Little things make big things happen.”
It’s not in her job description to do these little things and yet, they make a difference, offering others bursts of tiny joys which can not be contained and must be passed on along throughout the school day--to our children.
Loretta’s actions remind us that it is good to savor the small.
John Block, Senior Services Volunteer, Spring Valley Center for Exploration
While you still might miss reading his sports coverage in the Kalamazoo Gazette your loss became the gain of the elementary students at Spring Valley Center for Exploration.
A solid fixture at the school for the past three years, John Block has been writing success into the hearts and minds of young students. Two days a week, John arrives at Spring Valley to tutor. John is one of seven volunteers who come to us through Senior Services. We are thankful for our partnership with Senior Services, who, over the years, has steadily been sending us strong volunteers to place within the schools.
Having a one-on-one relationship with a caring adult, one of our 5 CIS basics, can make all the difference.
Site Coordinator Martha Serio recalls one occasion when one of John’s students was having a particularly rough day. He came down to her office and asked to talk with Mr. Block. Problem was, John wasn’t due in the school that day. “I just need to talk with him,” the student said. And Martha, sensing the student’s desperation, arranged for him to speak with John.
After several minutes of talking on the phone with John, the student visibly relaxed. He was able to focus and return to his class, where he successfully finished out his day without incident.
5th Grade Teacher, Michelle Larson says that John always shows up with a smile on his face and a patient attitude. The boys he worked with this year, she shared, were just below grade level and John was able to give them exactly what they needed: one-on-one time to work on math concepts that needed to be a bit more solid before they were off to middle school. “The boys bonded with John and looked forward to his visits. His gentle style and kind heart won them over! So many of our male students do not have a male role model in their lives…..John is an awesome example of how men speak to and treat others.”
John Block may be helping students with their math, but he is supporting them in so many other ways, like teaching them how to hang in when things get tough. By John’s own example he is showing them how to be a man.
Vanessa Hayes, teacher and Instructional Lead, Milwood Magnet Middle School
To assure that core academic strategies from the day are carried over into after school programming, our organization relies upon the critical role of Instructional Leads. This position was built into our 21st Century grant because we need the eyes and ears of educators to help us align the work we and our partners do outside of regular school hours with KPS goals.
As a KPS teacher at Milwood Magnet, Vanessa Hayes also serves as the Instructional Lead. She’s perfect for this as she has just the right combination of skills and knowledge. Vanessa knows the middle school curriculum. She helps us and our partners incorporate the school’s science and technology magnet theme into our after school activities.
When it comes to carrying out the district’s PBLS—positive behavior learning supports—Principal Kevin Campbell and his team are impressive. We want to be as good as KPS is in supporting students in a positive, constructive environment. Vanessa Hayes helps us do that. Behavioral expectations are understood by students during the day and she helps us carry these into after school…so that we can be consistent and seamless for students. She is an invaluable resource, observing our work and helping us grow so that we can offer the best support to students possible.
Site Coordinator Marla Rogers says that Vanessa is “hands on and invested in the success of the students as well as the program. She is always in constant communication with other teachers and parents and uses that knowledge to help monitor and adjust the progress of students.
Always willing to lend a helping hand, she is a forward thinker, already sharing ideas as to how we can improve the academic component of our programming come fall.
First Congregational Church of Kalamazoo
It was our own board member, Ed Gordon who helped pave the way for our partnership with First Congregational Church. It officially began in March of 2009 at Arcadia Elementary School with Dianne Roberts, FCC’s volunteer coordinator, helping us meet the school’s long-standing request for lunch-and-learn programming during recess. She offered a basic knitting and embroidery class for small groups of students in different grades. This required a good deal of patience on her part, observed Site Coordinator Gulnar Husain, since the students did not know even how to hold the knitting needles. Very soon, however, students were knitting on their own.
Dianne recruited more volunteers from the church to offer additional learning opportunities during recess, like a bird house-building class. Yes, bird house-building. Not only was this fun for the students, but it incorporated math. Bob Morris had students measure sides and angles and calculate the size of the home they were building. Another church member, Sally Kowalisyn, tutored a group of third graders in math through flash cards, in a way that lets them learn at and have fun at the same time.
As the volunteers who designed and ran these activities spoke of their positive experiences with other members of their congregation, more volunteers stepped forward to provide academic support to students in reading and math. As a result, this year we have seen several of these students move from “strategic” to “proficient.”
This partnership continues to grow as FCC has been highly responsive to helping us meet level one, school-wide and level two, one-on-one needs at Arcadia.
In addition to providing academic support and helping students explore hobbies and hone new skills, FCC volunteers assist with the publishing center and some, such as Barb Sauer provide general classroom support. “It is a win-win situation,” says Site Coordinator, Gulnar Husain. “The FCC volunteers love working with and watching each student’s progress, the teacher is grateful for the many hours contributed and, most importantly, the students are making significant progress as a result of this collaboration.”
During National Reading Month in March, eight members of FCC read to Arcadia’s second graders at our Bagels and Books event. And, when several students needed snow boots and local stores were sold out or didn’t have the right sizes, FCC ordered them on-line. This school year, 7 regular and dedicated volunteers have provided 100 hours of support each month.
Ms. Gant, a 3rd grade teacher at Arcadia, summarized the importance of this partnership in an email to the Site Coordinator:
I wanted to let you know how much I appreciate the "Lunch and Learn" activities that your volunteers provide for my third graders. My students are experiencing the joy of learning fun activities that they will be able to participate in for the rest of their lives, and that is great. I have however, seen many more positive benefits from this interaction. The "Lunch and Learn" groups have reinforced the social skills I have been teaching in the classroom. The small group setting is wonderful, and allows the adults to model cooperation and teamwork. This has had an extremely positive influence on my classroom. Students now work in small groups, at literacy stations and with partners, in a very cooperative manner. They have learned to appreciate each other, and that kindness and caring has carried over into the classroom setting. I have seen students grow in many ways. Conflict between students has been greatly minimized due in part, to the "Lunch and Learn" program. They feel comfortable complimenting and encouraging each other, knowing that they too, will receive the same care from their peers.
I wanted to let you know how much I appreciate the "Lunch and Learn" activities that your volunteers provide for my third graders. My students are experiencing the joy of learning fun activities that they will be able to participate in for the rest of their lives, and that is great. I have however, seen many more positive benefits from this interaction.
The "Lunch and Learn" groups have reinforced the social skills I have been teaching in the classroom. The small group setting is wonderful, and allows the adults to model cooperation and teamwork. This has had an extremely positive influence on my classroom. Students now work in small groups, at literacy stations and with partners, in a very cooperative manner. They have learned to appreciate each other, and that kindness and caring has carried over into the classroom setting.
I have seen students grow in many ways. Conflict between students has been greatly minimized due in part, to the "Lunch and Learn" program. They feel comfortable complimenting and encouraging each other, knowing that they too, will receive the same care from their peers.
We thank Ed Gordon for planting this seed of partnership, the constant efforts of Dianne Roberts, the support of Pastor Matt Laney and the willingness of dedicated FCC members to share their time and talents.
Get on FCC’s website and you will read: “We take involvement in our community very seriously. Social justice is not a product of the Christian life, but central to it. We are committed to loving and serving our neighbors downtown and throughout Kalamazoo…” FCC, like our other faith-based partners, are truly living out their faith.
Judy Gaspar, tutor
Tutoring students can be rewarding and even fun but experienced tutors know that it’s not always a bed of roses…students might be absent, move without warning, or be having a difficult day. But for the tutor the act of just showing up, time after time, is how you succeed.
Judy Gaspar has been tutoring for many years, but it was only when she began volunteering through us three years ago that she began tutoring children out at Parkwood Upjohn Elementary School.
Says Site Coordinator Jody Sikkema, “She is consistent, reliable and creative. She figures out different ways to engage kids in math. She explores what they like and weaves their interests into her sessions. This keeps their attention. She comes from a real strength-based approach.”
Two years ago Judy tutored a young man who was having significant difficulties at both home and school. She showed up every week, working with the student and keeping in close contact with the teacher. As summer approached, Judy provided the family several no or low cost suggestions for summer programs not only for the student she was tutoring but also for his younger sibling.
Last year, when our Site Coordinator connected Judy up with a child that was homeless. they quickly developed a special bond. Yet, week to week Judy didn't know if it would be the last time she would see him. And then he moved in the middle of the school year. Judy might have given up then but instead, she took on another student. Again, she showed up week after week to tutor. She made such an impression on that student that he wanted her to come to middle school with him.
This year Judy has tutored yet another student. She also took advantage of CIS-KPS tutor training. She has been excited about being able to use what she learned from the training to support her student. The student has moved from strategic to ‘very close’ to proficient, having greatly improved in math.
Judy’s other passion is gardening and she sees strong parallels between the growth in her garden, because of the attention she gives it, and the progress made by her students, because of the care and time she gives to them. Judy has patience, is willing to listen, and is willing to help make the lives of these students better. She loves the moment when the student grasps a concept and looks at her with bright eyes and delight in finally understanding. So although it might not always be a bed of roses, Judy has what it takes to make students bloom.
Jarvis Birl, Student and Volunteer
An opportunity to give back to peers and the community. That is one of the 5 basics of Communities In Schools. On a daily basis, Jarvis Birl is living out this basic.
What began as helping out at one CIS school event his sophomore year at Lincoln Elementary School snowballed. As a student of Phoenix High School, service learning is part of the school’s curriculum, it’s a graduation requirement. But even after he had “put in his time” at Woods Lake, he continued to volunteer.
Jarvis was responsible for taking snack reports to the cafeteria supervisor, checking mail throughout the day, helping out in whatever way he was needed. And if he completed all his tasks, he wouldn’t just sit there or leave. He would ask, “What can I help with next?”
Jarvis Birl takes initiative. There was one occasion when three students were being disruptive during homework time in the after-school program. Jarvis was asked by staff to accompany the three students down to the Site Coordinator’s office. Turns out, the Site Coordinator was handling another situation at the time. So Jarvis sat those students down. He talked with them. He listened. He worked with them in a respectful manner and the students listened. They calmed down, completed their homework assignments and Jarvis then returned all three back into the classroom.
And there was that other time, too. Woods Lake was deep into preparing students for the upcoming Black history quiz bowl with Milwood Elementary. When both quiz bowl coaches were unavailable one day, Jarvis stepped in and coached all 13 students.
As Woods Lake Principal Mitch Hawkins says, “Jarvis was an outstanding asset to the Woods Lake community. He went above and beyond my expectations and made Communities In Schools and Woods Lake an effective team for children.”
Jarvis Birl has just successfully graduated from Phoenix High School and is planning to attend Alabama A and M this fall.
Mrs. Mara Garza, Secretary, Lincoln International Studies School
The role of the school secretary is key not only to the overall functioning of a school, but to the success of our community partnerships. The secretary is that first stop for a volunteer or partner. The secretary can literally be the “face” of KPS and CIS for those entering a school. For the past two years, Mrs. Garza has been the CIS ally and “go-to person” for Lincoln International Studies School. As School Secretary she acts as the eyes and ears for CIS. If a student has any need, she is quick to see it and connects them with us,” says Site Coordinator Julia Dean. “She is always there to help us communicate, in dual languages, with teachers and students—whether through announcements, emails, or the school newsletter. She plays an instrumental role in what we do and helps us to better serve the students of Lincoln. Mrs. Garza has encouraged, guided and teased our Lincoln Site-Team; showing how sometimes a little bit of humor is all you need!”
Earlier this school year, Coco Cook, our Director of Mentoring & Tutoring showed up at Lincoln’s office with a box of books in tow. “Mara was so warm and welcoming,” she says. “She has this way about her, makes you feel as if you are the one person she has most wanted to see all day. It was like she had waited all day…just for me to show up and dump a bunch of books on her desk.”
We all work together—KPS, CIS and our community partners to give our students a better education and it just wouldn’t be the same without Mrs. Garza in the mix.
Tom Newhouse
When Tom Newhouse, a retired engineer from John Deere, met our Director of Mentoring and Tutoring, Coco Cook, at the KVCC Employment and Volunteer Fair, he confided that he had always been interested in the idea of helping students but wasn’t sure he had the proper training, but was willing to give it a try.
This past fall, thanks to a collaborative effort between CIS, KPS, KRESA, SLD, KYDnet, and Big Brothers and Big Sisters, trainings were offered to our volunteers in Positive Behavior Support, grade level Math and English and Language Arts workshops, and other areas.
Tom took advantage of this support and attended the first Math training – offered by KPS’s middle school math coach, Susan Riker. Now, with the KPS training he took advantage of, he felt qualified to tutor. He reached out further to prepare himself by connecting with another math tutor that Coco put him in touch with, past Champ recipient, Steve Terrenella. Tom also attended the "Positive Behavior Support" training led by April Goodwin which he found invaluable.
Tom Newhouse sees himself as we all should, as life-long learners. He is, shall we say, the tutor’s tutor. He has taken all of the trainings offered to volunteers. And this year, whenever possible, he increased his weekly support to twice a week. The Linden Grove Middle School students have benefited from Tom’s support during homework sessions. He is innovative in his approaches, has exceptional patience and is, according to Site Coordinator Anissa Griffin, a favorite with the students. “Mr. Tom,” as the students call him, has become a highly anticipated tutor by the students.
Tom regularly communicates his successes, challenges and insights via email with CIS. Says Anissa, “I love receiving his emails after his tutoring experience. They are filled with warmth and discovery. He has gone above and beyond the call of duty as a volunteer.
Teresa Denton, Volunteer, Kalamazoo Central High School
Behind every great initiative, every new project is usually a great woman. Behind AMIGOS—which began back in 2001 at Kalamazoo Central—was Teresa Denton. Kalamazoo College students, in partnership with Communities In Schools joined together with students in Ryan LaBudda’s bi-lingual class to mentor. This program has since expanded to Maple Street Magnet School for the Arts.
Those of you who know Teresa, know what kind of boundless enthusiasm and dedication she has brought to the program. From getting just the right college students to support the bilingual students, to bringing hoagies to team meetings with K Central and Communities In Schools staff she has been the constant thread that ties together this diverse group of people.
She makes programs work. Take, for instance, the innovative Eaton tutoring program that was initiated just this past January thanks to a grant from Eaton Corporation.
Math Aides were recruited with a goal of placing at least one tutor in each ninth grade, Algebra 1 class. The idea is that if students can have immediate access to a knowledgeable college student, they can reinforce what they are learning during the lecture portion of class. The trained math teacher can be available to work with the students who require the most help, while other students can be supported by the trained tutors. Because this program takes place within the classroom setting—we call it “push-in-tutoring”—the tutor benefits from observing the skilled classroom teacher. They have found they are becoming even better tutors.
Teresa has been key to this program’s success. Present from its infancy when we received the Eaton grant, Teresa has met with us to help brainstorm on the program design, offering considerable expertise with her past work with high quality math enrichment programs, such as the Keeping Doors Open program which is offered at Kalamazoo College. Through her expertise and support in both recruiting and nurturing the math aides, high school students have access to 175 hours a month of consistently high quality tutoring assistance. In May alone, these Math Aides, collectively, made around 800 connections with students.
Site Coordinator Artrella Cohen says of Teresa, “You name it, she does it. She is always touching base to assure things are running smoothly, stepping in when needed.” She is a woman fully engaged.