GLOBAL WIZARDS teaches geography, a subject currently often ignored in elementary schools. Global Wizards takes children on world adventures, learning how to use maps and find latitudes and longitudes; what is meant by a hemisphere; and how to predict hot and cold climates depending on specific latitudes. After this tour, students know about continents and oceans. Then they take a special look at one particular continent.
Students enroll voluntarily in this after school enrichment program, and meet after school one hour per week for eight weeks during the fall, winter, and/or spring terms. Older adult volunteers work with 2-4 students in small groups each week, with an Interages staff member providing materials, a brief lesson, and overall facilitation.
The National Geography Standards (NGS) were established in 1994 to serve as benchmarks to teach geography, and Global Wizards uses these standards to develop its curricula. In addition, the curriculum also closely aligns with the Maryland Voluntary State Curriculum (VSC), the guidelines utilized for teaching social studies in Montgomery County schools. A chart summarizing the overlaps between NGS, VSC, and Global Wizards provides necessary documentation to school staff or PTA members who wish to add Global Wizards at their elementary schools, and who need to demonstrate the commonality of the underlying basis for the program.
MAJOR ACCOMPLISHMENTS: Since its launching in 2003 with curriculum for one continent, the Global Wizards program has expanded continuously. This year staff created and added materials for two more continents—Asia and Europe—to the curricula on North America, South America and Africa.There is growing interest in Global Wizards. Volunteer enrollment increased this year. Interest from students at one site exceeded our capacity, with 25 students wishing to enroll in the program.
We made headway toward expanding our program sites into new/more schools. The MCPS Bulletin (the public school system’s weekly publication) featured an article on Global Wizards in its March 26, 2007 edition. Global Wizards was also featured in the school system’s annual report. These pieces generated interest in the program from 5-10 school officials. Also, we sent information packets to 35 potential schools.
INTERGERATIONAL BRIDGES - is an after-school mentoring program for recent immigrant students in English for Students of Other Languages (ESOL) programs. Meeting weekly for 60-90 minutes in elementary, middle and high schools, Bridges pairs each student with an older adult mentor (age 50+) to achieve three objectives: to help students acclimate to life in the United States; to develop students’ English skills; and to boost students’ self-esteem. Three "traditional" program sites bring adults into elementary and middle schools to meet with students. A fourth program site brings high school students to a senior citizen apartment building to meet with adult residents for shared activities.
MAJOR ACCOMPLISHMENTS: We consolidated the Arcola Towers/Northwood High School program as a viable intergenerational model for language enhancement and service learning. This site offers high school ESOL students the opportunity to visit older adults in their apartment building, and earn service learning credits for their participation. This year, adult and student attendance stabilized, and the SaYes Foundation (part of the Corporation for National & Community Service) awarded Interages a small grant to purchase engaging ESOL materials, sponsor a field trip during fall 2007, and conduct outreach to share the site’s success with potential future sites.
Experienced, energetic volunteers accepted increased responsibility by sharing site coordinator responsibilities with our staff at the two elementary schools, allowing more programming without increasing staff time. In one case, this was the volunteer’s third and final year in this expanded role. In the other case, the volunteer expressed interest in expanding her coordinator’s role in the coming year.
PROJECT SHARE (Students Help and Reach Elders) enriches the lives of health-impaired seniors in nursing homes, assisted-living facilities, and adult day care centers by linking them with children from pre-school through high school in a number of interactive ways. SHARE focuses on what people can do rather than on their limitations. The program works towards dispelling negative age-related myths and stereotypes and raising the self-esteem of both young and old participants.
MAJOR ACCOMPLISHMENTS: The program succeeded in getting the students to feel comfortable engaging in conversations with the seniors. The students became more confident and the level of sharing grew considerably through shared experiences and the numerous tasks that the students and seniors were asked to do together as a team. Many became free with their hugs for each other.
There was steady attendance throughout the year for many of the seniors. As compared with last year, the overall number of senior participants remained constant, but overall participation hours increased significantly (from 728 in 2005/06 to 880 in 2006/07). The adults really looked forward to being with the children and made an effort to be present.
We added a new SHARE program site through a successful pairing between a private school and an assisted living facility within walking distance of the school. Kindergartners and middle school students alternated making weekly visits.
Interages’ MAKEOVER MADNESS program matches older adult "clients" with cosmetology students, who are able to practice their skills in real life situations and gain proficiency in this field. The older adults benefit from individual attention and human touch, while receiving a haircut, manicure, and other cosmetic services. The students improve their skills in shampooing, haircutting, and manicuring, while they are also learning and practicing techniques to work efficiently and effectively with frail or disabled senior clientele.
MAJOR ACCOMPLISHMENTS: Students and seniors were paired successfully so that the needs of both were met. Students had an opportunity to service senior clientele and learn about how to do this, while senior participants received cosmetology services and individual attention that they enjoyed.
In all, the students completed 88 senior "makeovers," with many of the older adults returning multiple times to receive hair and nail care from the students. In many cases, the same student/adult pairs worked together, developing ongoing relationships over these multiple sessions.
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