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From YouTube: Parent Connection - November - 2017
Description
Teresa Speaks with Tom Hooe and Kathy Mogelinski about
For-One-Child, A Local Non-Profit that Helps Students in Annapolis with School and Life Choices.
A
B
Was
the
fall
of
2015
and
we
have
been
engaged
in
the
clay
Street
community,
the
Old
Fourth
Ward
of
Annapolis
for
about
10
years,
and
one
of
the
single
moms
in
that
neighborhood
had
begun
to
notice
the
number
of
children
waiting
on
school
buses
that
were
kind
of
unsupervised
and
and
had
this
desire
to
see
kids
connected
with
with
adults
and
people
that
would
walk
alongside
them.
So
she
had
an
idea
to
go
and
meet
with
the
principal
and
the
guidance
counselor
of
Annapolis
elementary
school
to
set
up
a
meeting
to
begin
that.
B
A
B
One
of
one
of
the
greatest
needs
that
we
see
in
that
community
is
just
children
really
having
someone
for
encouragement,
support
kind
of
speaking
into
their
lives,
giving
general
guidance.
You
know
about
life
skills
and-
and
we
also
see
a
number
of
single
mom
or
single.
Let
households
in
in
the
community
and
fatherlessness
is
absolutely
one
of
the
biggest
issues
that
we're
seeing
and
it
is
really
crosses
all
cultures,
socio
and
economic,
economic
boundaries
and
so
forth.
C
Also
I
think
one
of
the
goals
of
the
program
is
a
consistent
mentor,
not
somebody
who
comes
in
for
just
a
couple
of
months
or
a
week.
Somebody
that
consistently
show
up
in
the
lives
of
these
kids,
because
that's
something
they
really
lack
they're
in
and
out
of
households
moving
around
constantly
people
in
and
out
of
their
lives.
So
having
a
consistent
mentor
in
their
life
is
really
important
and.
A
I
think
that's
something
that
lots
of
people
don't
understand
the
difference
between
like
just
going
in
and
working
with
students
or
what
a
mentor
is
and
really
that
is
what
the
difference
is.
Mentoring
means
an
ongoing
relationship.
You
are
in
that
child's
life
ongoing
you're,
going
to
be
there
for
them.
A
C
B
A
I
know
our
Blue
Ribbon
Commission
on
equity,
one
of
the
things
that
they
recommended
to
our
superintendent
and
our
Board
of
Education
was
that
in
our
County
we
have
a
lack
of
mentors
and
mentoring
programs
and
that
they
saw
it
as
something
that
was
really
needed
and
something
that
they
felt
would
be
one
of
the
big,
significant
things
that
would
change
a
child's
life.
That
would
really
have
a
big
impact
and
that
would
affect
their
student
achievement.
A
B
Yeah,
you
know
it's,
it's
so
vital
for
these
children.
I
can
just
remember
as
a
child
myself
growing
up
and
how
significant
it
is
to
have
someone
in
your
life.
That
just
says
you
matter
to
me,
and
that
is
really
what
we're
striving
for
is
is
people
that
are
just
consistently
showing
up,
and
you
know
that's
a
part,
one
of
our
main
goals
that
we
stress
with
any
mentor
coming
in.
C
Have
them
we
started
Annapolis
elementary,
so
we're
there
we
and
about
halfway
through
the
year
last
year
we
added
Georgetown,
East
and
Hills
Mir,
and
then
we're
hoping
to
move
into
we've,
made
connections
and
hoping
to
move
into
monarch,
school
and
rolling
knowles,
and
then
we're
also
working
kind
of
on
a
very
standardized
document,
because
it's
various
it's
very
simple
program.
We
want
anybody
to
be
able
to
do
it
anywhere
in
the
county,
but
we
don't
have.
The
resource
is
to
do
it
everywhere.
C
A
I
think
that
that's
significant
to
have
that
handbook,
because
sometimes
people
want
to
do
it.
They
just
don't
know
what
to
do.
Sometimes
schools
want
it,
but
they
don't
know
what
to
tell
the
mentors
they
should
be
doing
when
they
come
in
right.
We,
you
know,
we
might
have
caring
adults
come
in,
but
they
if
they
don't
know
exactly
what
sometimes
it's
that
nervousness.
They
don't
know
what
to
do
or
maybe
starter.
You
know
what.
B
Yeah
right
yeah,
one
of
the
things
that
we
feel
that
helps
this
program
to
stand
out
is
is
the
ease
at
which
it
places
on
the
mentee
and
the
mentor
for
getting
connected,
some,
which
I
think
we
really
enjoy
about
this
program
and
what
we
why
we
found
it
to
be
so
successful
is
because
of
the
ease
at
which
mentors
can
get
connected
with
their
child,
because
it's
done
on
a
kind
of
an
equal
playing
field.
It's
done
in
a
safe
environment.
B
They
don't
have
to
take
that
big
leap
into
meeting
with
the
child
in
the
community.
It's
done
at
the
school
and
it's
a
very
controlled,
safe
environment,
for
both
the
mentor
and
the
mentee
and
it's
kind
of
their
they,
the
child
feels
safe
there,
and
so
it
just
eases
that
relation.
You
know.
Building
that
relationship
right.
A
C
We
have
lots
of
sources.
Actually
we
have
our
own
church.
We
have
Rockwell
Collins
that,
where
I
work
we
have
a
lot
of
mentors
from
there.
We
have
other
churches
and
partnerships,
and
then
we
put
it
in
the
Anne
Arundel
County
volunteer
portal.
We
got
lots
of
responses,
so
we're
connecting
people
that
way.
C
C
Let's
do
it
tonight,
let's
sign
up,
and
they
have
time
to
get
on
board
with
the
program
and
then,
if
they're
interested,
then
we
have
them.
Do
the
background
check,
that's
required
and
then
I
work
with
the
counselors
at
the
various
elementary
schools,
and
they
will.
They
have
a
kind
of
a
list
of
growing
list
of
the
kids
that
they
think
are
the
neediest
for
Mentors.
And
so
we
match
up
girls
with
female
mentors
and
boys
with
men,
Mentors
and
the
schools
send
home
from.
C
They
have
to
get
permission
from
the
parents
of
the
children
that
it's
okay,
that
they
have
a
mentor
and
what
this
mentor
is
going
to
be
doing
the
relationship
that's
going
to
be
built
and
and
then
we
we
have
all
kinds
of
stuff
going
on
during
the
year.
But
I
can
get
into
that.
If
you
want
but
sure
yeah.
B
One
of
the
things
that
we're
striving
to
do
is
make
sure
all
of
the
mentors
are
on
the
same
page
with
what
we
are
and
what
we
are
not
and,
and
so
we
do
quarterly
kind
of
meetings
for
all
mentors
where
we're
doing
lungo
and
training
kind
of
hearing.
What's
working,
what's
not
working,
what
might
need
to
be
changed
which
has
been
you
know
very
helpful.
B
I
think
it
helps
for
mentors
to
hear
from
other
mentors
what
they're
doing
with
the
children
we're
recommending
that
the
mentors
start
out
by
simply
meeting
at
the
school
for
at
least
six
months
just
to
build
that
relationship
before
they
even
begin
to
consider
moving
out
into
the
community
and
meeting
with
them
individually.
We
also
provide
around
every
quarter
of
different
opportunities
for
mentors
and
mentees
to
come
together
as
a
group,
so
we've
done
Bowie
Baysox
game
outings
and
we
did
a
an
all
day.
B
C
A
C
B
B
A
B
C
And
we
want
them
to
understand
it's.
Not
it's
not
going
to
be
necessarily
easy.
This
kids
not
going
to
like
bond
with
you
right
away.
It
might
take
a
year
right.
Might
you
know
because
we
don't
you
don't
know
their
background,
you
don't
know
their
family
situation
and
they
might
trust,
could
be
an
issue
you
know
and
building
that
relationship
takes
time.
So
we
want
them
to
be
prepared
for
the
good
and
the
bad
of
these
being
a
mentor.
You.
B
Well,
I'll
just
speak
to
that
a
little
bit,
because
it's
very
simple
and
it's
four
things
and
we
we
try
to
keep
it
very
simple
purposefully,
and
so
the
four
things
are
that
you
would
have
one
child
and
you
would
meet
with
them
for
one
hour
a
week
and
it's
for
a
minimum
of
one
year
and
there's
one
purpose,
and
that
purpose
is
to
just
show
up
in
that
child's
life
and
showing
up
can
look
many
ways.
So
one
of
the
ways
is
that
you
go
every
week.
You
can.
B
The
mentor
can
pick
which
day
of
the
week,
there's
flexibility
there
around
the
lunchtime
or
recess
hour
to
start
and
your
meeting
with
your
child
during
their
lunch
and
just
beginning
to
build
that
relationship
with
them
and
then
there's
also
other
ways
of
showing
up
in
a
child's
life.
If
a
mentor
is
not
going
to
be
there
for
a
week,
that's
okay
and
but
you
can
show
up
by
sending
a
card
to
the
child.
You
know
saying
something:
giving
them
words
of
encouragement,
saying,
hey
way,.
D
B
You
did
well
on
that
English
test
I
heard.
Congratulations,
keep
up
the
good
work,
so
there's
we
talk
about
the
many
ways
that
you
can
be
present
and
show
up
in
the
child's
life
and
and
so
that
that's
worked
very
well
for
folks
and
we
do
require
for
a
minimum
of
one
year
and
one
of
the
things
that
we
highly
stressed
with
any
incoming
mentor
is
that
they
seriously
consider
that
commitment.
We
don't
want
someone
starting
thinking
that
they're
going
to
be
able
to
do
it
and
then
have
to
stop
after
a
month
or
two.
B
C
B
B
B
A
B
B
A
C
Work
with
the
guidance
counselors
at
schools-
and
they
have
mean
they're
great-
they
know
these
kids,
they
know
their
families
their
situations
and
they
know
the
ones
that
they
feel
would
benefit
the
most
from
a
mentor.
So
when
I
get
say,
female
mentor
or
a
male
mentor,
I
will
tell
the
guidance
counselor
at
the
school
I
have
someone
it's
a
male
or
female
and
she'll
say:
okay.
C
This
is
who
I'd
like
to
match
them
up
with
I'm,
going
to
send
up
home
a
permission
slip
as
long
as
the
parent
agrees,
then
we'll
match
them
up
and
then
I
go
in
with
that
new
mentor
to
the
school
we
meet
with
the
guidance
counselor,
and
they
have
to
do
an
orientation
with
the
school
that
they're
going
to,
and
then
we
introduce
them
to
the
child
and
they
start
showing
up
it's
very
simple
lunch
or
recess.
One.
B
Of
the
things
that
we're
also
working
on
and
would
be
included
in,
the
handbook
is
a
questionnaire
for
the
mentors
what
their
interests
are,
what
their
hobbies
are,
what
their
activities
are
and
so
that
it
it'll
inform
the
guidance
counselor's
of
the
school
hey.
This
is
kind
of
a
brief
little
inventory
of
the
interests
of
this
mentor.
Is
there
a
child
there
that
you
think
that
would
match?
You
know
really
well
right.
C
Meet
with
the
different
guidance
counselors
as
you're
growing
in
these
schools,
we're
getting
some
great
ideas
from
them,
because
each
school
is
a
little
different
on
how
they
want
to
handle
it
and
so
forth.
But
we
get
some
great
ideas
like
the
questionnaire
was
something
that
I
think
the
guidance
counselor
Hills
Mir
wanted
to
do.
Yeah.
B
C
B
A
B
I
see
it
is
just
continuing
to
grow,
and
what
we
see
happening-
and
it's
already
happe
happening-
is
that
it's
changing
the
culture
of
the
schools
and
I
say
that,
because
of
the
feedback
that
we've
gotten
from
several
of
the
schools,
when
you
have,
for
instance,
at
Annapolis
elementary
20
adults,
showing
up
for
an
hour
each
week
during
a
free
kind
of
time
for
these
children
when
they
normally
it's
getting
later
in
the
day,
there
may
be
more
behavioral
issues,
and
you
have
these
adults
coming
in.
It's
really
helping
to
change
the
whole
culture.
B
The
teachers
are
absolutely
loving
it
and-
and
that's
part
of
this
thinking
in
this
program
also
is
its
it's
for
the
students
and
it's
for
the
child,
but
it's
also
for
the
educators
and
the
teachers
in
the
school
system
coming
alongside
them
and
and
really
help
them,
because
you
know
we're
part
of
a
Leyland
Community
Church,
and
that
word
a
ley
line
means
one
another,
and
so
we're
all
about
one
another,
and
it
takes
all
of
us
together
to
be
present
in
the
life
of
these
children
and
the
life
of
the
community.
So.
C
B
B
A
We
have
a
model
that
people
can
see
and
they
can
come
and
visit
how
it's
going.
You
talked
about
how
the
teachers
respond
at
the
schools
that
they
have
it.
One
of
the
things
that
we
know
as
the
school
system
is
when
we
have
a
mentoring
program
going
on,
and
we
have
other
adults
coming
into
the
school
the
day
that
the
mentor
is
going
to
show
up
our
students
of
those
met.
The
mentees
they're
at
they're,
not
absent
right.
B
A
Absentee
rate
goes
down
that
day
because
they
want
to
make
sure
that
they're
there
they
feel
very
special
that
day,
somebody's
coming
in
just
to
meet
with
them,
they're
gonna
get
to
talk
to
just
them
and,
like
you
said,
it's
mentoring,
it's
friendship.
They
just
come
a
friend
to
this
person.
They
can
share.
You
know
some
of
their
problems
with
them,
but
they
can
also
share
their
successes.
Yeah.
B
B
A
B
You
you
see
these
children
just
there,
they
just
brighten
up
when
the
mentors
walk
in
there
and
they're,
given
hugs
and
they're.
You
know
just
really
enjoying
the
extra
attention
that
they're
getting,
and
you
know
that's
really
why
we
stress
that
it's
all
about
presents
and
all
about
showing
up,
and
we
we
also
say
we're
that
we're
not
there
to
be
the
parents,
we're
not
there
to
be
there.
B
You
know
educator
necessarily
in
terms
of
you
know,
making
sure
that
their
grades
absolutely
improve
we're
making
sure
that
if
there
were
not
their
counselor,
you
know
and
we're
not
their
babysitters.
And
so
you
know
we,
we
kind
of
stress
that
with
the
children
and
we
encourage
the
mentors
to
set
those
appropriate
boundaries
from
the
very
beginning
and
when
you
do
that
and
go
in
right
away
and
said
this
is
who
I
am.
B
A
Right,
it's
perfect
I
know
that
that
basically
is
suggest
of
the
mentoring
program
and
we're
just
thrilled
to
have
for
one
child
in
our
school
system
and
we're
really
hoping
that
people
are
listening
and
we'll
contact
you
all
and
get
more
information.
But,
along
with
that
Indianapolis
area,
you
all
also
do
community
things
just.
D
B
That's
every
first
Sunday
of
the
month
and
we'll
see
anywhere
from
you
know,
30
to
80
people
there
on
a
given
first
Sunday
we're
also
doing
what
we
call
freedom
gardens
in
the
communities
where
some
of
the
folks
are
going
and
planting
sustainable
vegetable
gardens
in
the
communities.
We're
also
partnered
with
Annapolis,
green
scape
and
we're
doing
plantings,
and
these
are
opportunities
for
the
mentors
and
the
mentees
to
come
and
be
together
outside
of
the
school
and
to
actually
have
their
the
mentor
and
mentee
begin
doing
some
service
in
the
community.
B
C
One
thing
I
just
wanted
to
add
is
that,
even
though
we
have
the
one-year
commitment,
our
real
hope
is
that
the
mentor
stays
with
that
child
from
second
grade.
If
that's
where
they
met
all
the
way
through
high
school.
My
mentor,
my
mentee,
alas,
me
she's
gonna,
help
me
with
homework
when
I'm
a
senior
and
I'm
like
yes,
I'm
we're
going
to
do
that,
we're
going
to
hang
out
right.
So
we
hope
that
you
know
help
them
grow
up
and
stay
and
help
them
learn
to
serve
the
community
and.
D
A
B
A
B
B
Yeah
absolutely
what
we're
we're
very
concerned
and
intentional
about
how
we're
investing
our
lives
in
the
lives
of
others,
and
that
we
do
this
together
and
kind
of
the
little
saying
that
we
have
for
that.
Community
meal
is
bringing
communing
unity
to
the
community,
and-
and
so
it's
not
about
us
serving
them.
It's
all
of
us
serving
together
we're
about
empowerment,
not
enablement,
giving
people
a
sense
of
purpose
looking
at
what
people's
gifts
and
their
assets
are
not
going
into
the
community
and
saying
what's
the
problem
and
how
can
I
fix
it?
A
I
think
we
all
know
that
if
people
are
part
of
the
solution,
then
they're
going
to
buy
into
it
more,
it's
going
to
be
more
successful
and
I
really
hope
that
we
have
people
out
there
today
that
are
listening
to
this
program
and
that
want
to
become
involved
want
to
become
a
mentor.
We
need
more
and
more.
We
thank
you
so
much
for
what
you're
doing
in
the
Annapolis
area,
and
we
hope
that
it's
really
going
to
spread
yeah.
B
D
Today,
I
come
to
you
with
exciting
news
about
school
meals.
School
meals
offer
students
a
healthy
school
breakfast
and
lunch
every
day.
Students
are
offered
unlimited
choices
of
fresh
fruits
and
vegetables.
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
each
day
at
lunch
from
our
unique
salad
bars.
You
may
also
monitor
your
child's
school
meals
online.
D
At
my
payments
Plus,
this
is
a
convenient
tool
we
offer
to
all
parents
to
make
managing
your
school
meal
accounts
a
simple
process
to
learn
more
about
my
payments
plus
simply
visit
WWF
a
means
plus
calm
or
call
eight
seven,
seven,
two:
three:
seven:
zero:
nine:
four:
six:
each
year,
families
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
a
CPS
org.
The
process
is
fast,
easy,
convenient
and
it's
accessible
from
any
computer.
D
Remember
if
you
receive
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
Thank
you
for
this
opportunity
to
provide
you
this
valuable
information
pertaining
to
school
meals,
school
meals,
fuel,
your
child's
brain
and
body
for
academic
excellence.
If
you
have
any
questions
regarding
the
healthy
school
meals
offered,
please
contact
me
at
4:10
to
2
to
5,900
hi
I'm
Jeannie.
E
When
a
school
bus
stops
to
load
students
as
a
driver,
this
is
what
you
will
see
at
150
feet.
The
bus
will
activate
hazard
lights
at
100
feet.
The
bus
driver
will
activate
the
amber
lights,
they
will
start
slowing
down
at
10
feet
before
the
bus
stops.
They
will
turn
on
the
red
bus
lights.
There
stop
sign
will
come
out
and
students
will
begin
to
load
once
all
students
are
on
board
safely.
The
bus
driver
will
turn
off
red
light
and
move
forward
at
this
time.
It
is
safe
for
the
motorist
to
resume
movement.