Be The Change!

Arlan Berglas, the Director of Global Development @ We, The World www.WeTheWorld.org a 501 (c) (3) nonprofit organization would like to help raise money for a qualified foundation to fund the Pass It On Student mentoring Program which will be an after school program.

We are initially targeting approximately schools in greater Los Angeles, California and eventually schools nationwide. We wish to give every student the opportunity to have a mentor and to be a mentor.

Currently, Community Matters has established relationships with over 650 schools and have produced over 25,000 Safe School Ambassadors. Arlan would like to help Community Matters establish relationships with the other 82,350 schools from the Pass it On Student Mentoring Program.

Arlan is proposing a new mentoring program called the Pass It On Student Mentoring Program. Through my work experience, I possess unique skills to be able to bring all the necessary associates together. Utilizing the resources of these associates, I can demonstrate competency in all aspects of implementation. More details are available in sections 9-12.

I am passionate about working to help our youth so that each child has a mentor and has the opportunity to mentor a younger student.

My education includes a BA degree from San Diego State in 1975. Over the last three years I have mentored Executive Directors of numerous nonprofit organizations. As a Charity Consultant I help take nonprofit organizations to a much higher level. I do this by empowering new volunteers, and raising money for the nonprofit at the same time.

My work experience with We, The World includes responsibility for web-site design, implementation and maintenance. Over the past three years We, The World has been able to raise money from unique fundraising programs that you will find on www.FundraisngForABetterWorld.org My consulting service requires specialized knowledge in all aspects of managing people and raising money. Additionally, I am a member of the Association of Fundraising Professionals.

The Safe School Ambassadors (SSA) programs (elementary, middle and high levels) are built on a solid foundation of research, including the work of three pioneers in the field of bullying prevention: Dr. Wendy Craig, Dr. Ron Slaby and Dr. Dan Olweus. A review of published literature on bullying, conducted in 2004 by Denver-based Omni Research & Training, found that the core principles of the SSA program are completely supported by precedents and research.

Currently, the SSA program has professionally trained over 22,000 students in over 650 schools that engage a diverse group of socially influential students to intervene with their peers to prevent and stop the bullying and other forms of mistreatment they notice. This program has amassed concrete evidence of positive impact on school climate and on the Ambassadors themselves.

WTW will nominate the existing SSA’s for the following awards: The Alec Dickson Servant Leader Award, the Kind Student Award, and the Global Youth Award and others. Additionally, WTW would like to be able to provide each Ambassador with their own web page (http://www.aunitedworld.org/ysm.asp) acknowledging their acts of kindness. If the SSA ultimately becomes a mentor, that ambassador will then be additionally nominated for the Excellence in Mentoring Award and the Mentors Spotlight Award.

“The Safe School Ambassadors program has made it possible to create a culture of caring and respect for our students and faculty” says Bill Zambelli the Principal at Kathryn Senor Elementary School in Colorado.

It is my intent that Community Matters eventually gives Ambassadors an opportunity to mentor another student in a one-on-one basis through this mentoring program. If an ambassador is given an opportunity to realize that they have actually made a positive difference in another person’s life it could be a rewarding experience that could last a lifetime.

I plan to help Community Matters work on a business proposal to help put the Pass it On Student Mentoring Program in all 83,000 schools nationwide. However, the Pass it On Student Mentoring program is a stand alone program and really has nothing to do with any other programs Additionally, I am looking to help a qualified foundation work on a business proposal to help put the Pass It On Student Mentoring Program in all schools nationwide.

The amount of money or the cost per month is irrelevant as I am taking responsibility for all of the bills that I incur. Most of my networking is done over the internet and that is primarily my time and not a monetary expense.

For the next one to two years I will personally handle marketing. But I will not be able to grow with only myself in a sales capacity. As the Pass It On Student Mentoring Program matures, I will bring in other charity consultants to expand sales activity. However, the incentive compensation plan for my business will not be on a commission basis but will depend on the overall profitability of each assignment. I want my consultants to be motivated by Passing It On rather than on overall company performance.

Better World http://www.betterworld.net/ Bob Silverstein, President (609) 443-5786

Association of Fundraising Professionals http://www.afpnet.org/ John Kelleher (661) 251-7753

All new or existing Safe School Ambassadors interested in possibly mentoring a younger child are asked to submit a one-page paper detailing how they may be of value to that student. Could it be about conflict resolution? Their homework? Teaching a musical instrument?

Once the mentor and proteges are matched up a permission slip will need to be signed by the school, mentor & parent, protege & parent.

For the purpose of this proposal, we are presenting a program that will be primarily administered by college students at Community colleges in Los Angeles. Three pilot schools will consist of 3 elementary schools, 3 middle schools and 3 high schools. Each college intern is responsible for the required time for school credit. This proposal is based upon the average intern putting in a minimum of 150 to 200 hours of service for the school year.

The College Internship Program for EmpowerLA provides college students with an opportunity to earn college credit for 150 - 200 hours of community service. As a college intern, the student will have the tasks of both supplementing the Pass it On Student Mentoring Program as well as implementing a program or programs in order to ultimately benefit a school.

Interns will supplement the PIO Student Mentoring Program by meeting with the school’s principal, vice principal, PTSA president and or parent center president to discuss and promote the PIO Student Mentoring Program. It is vital to meet with all of these people in order to avoid any confusion and prevent hindrance of the program.

College students with an interest in becoming an EmpowerLA college intern will be required to attend training sessions on a Saturday from 9:00 a.m. to 2:00 p.m.

EmpowerLA is looking for college students who are not just interested in gaining college credit, but who also have a fundamental interest in volunteering to help out the greater good of schools and ultimately, Los Angeles. Prospective EmpowerLA College Interns should also be able to channel their creative ingenuity and combine it with their own skills to help promote and assist with the EmpowerLA movement

EmpowerLA District (ELA) Directors are to coordinate the ELA Program in the schools within the district and to be the liaison between the ELA teams and the district. These Directors will work directly with the Superintendent of the district along with the superintendent’s team.

B) Meet with Principal, Vice Principal, Parent Center President and or PTSA President to establish school wish list.

C) Create and implement a questionnaire based upon the above wish list for all the teachers and their students.

F) Help Classroom volunteers conduct Action Groups with the mentors and proteges.

A) Attend all meetings and document and draft the business plan or the plan of action for the school.

B) Coordinate the programs created by the school’s wish list as well as with the teacher’s list.

D) Help classroom volunteers conduct Action Groups with the mentors and proteges.

B) Coordinating all mentoring agencies working with youth to help in our schools.

D) Help classroom volunteers conduct Action Groups with the mentors and proteges.

The training of the following Career Dreams process can only be used with the express written permission of Career Dreams, Incorporated.

Train the executive team to work with their specific school and help fulfill the schools wish list without adding to the schools workload.

The executive team will learn to implement the Pass it On Student Mentoring Program and will be the leaders of the PIO process within their respective school. The team will be inspired to create a relationship with the school staff to fulfill their wish list.

Training will take place locations with the support of Greg Braendel from Career Dreams, Rick Phillips from Community Matters, and Daphna Ziman from Children Uniting Nations along with a collaborative of other organizations working towards helping schools with mentoring programs. A one-on-one pre training interview one of the above mentioned individuals will take place within one week prior to the beginning of the group training session. This interview will engage each intern in a 20-30 minute one-on-one interactive exercise that is at the core of the program.

The School Executive Team will continue to have bi-monthly training programs throughout the school year. Other approved organizations will be participating in these ongoing sessions. These sessions will include topics such as healthy lifestyles, conflict resolution, core principal development, along with evaluations and assessments of each schools progress.

The exercise is designed to help the student discover his or her unique talents and passions and to begin the process of identifying his or her dreams. This will prepare the mentor for the PIO training by the acknowledgment of their unique talents, brilliance and dreams that they will be able to bring to the mentor/protege experience.

The growth and self-discovery experienced through the training process by all participants is what makes this program unique and truly successful.

There will be a consistent follow up and evaluations throughout the year as each stage of the process unfolds. For more information go to evaluations and testimonials.

The content of the PIO training program is based upon the following basics of the Career Dreams “Seven Principles of Success.”

Talent-Based Learning and Leadership System (TBS) is successful in helping individuals and helping all types of organizations because of adherence to the following seven principles of success. These principles build a foundation where all stakeholders work together creating true, long-term teamwork to develop whatever is needed to enhance the value of education.

The essential first step in building a successful team is for each individual to respect themselves and others.

Participants in the Pass it On Student Mentoring Program learn that a true team environment leads to a secure place where they can share and create together regardless of job description or title.

Each member needs to understand the direction, vision, and mission of the team and how each individual contributes to the overall achievement of their mutual goals.

The team builds trust with each other through group activities and continual communication.

Participants gain self-respect and discover their efforts are vital to the entire team’s success.

With No Negatives and No Limits, everyone on the team
is free to share their creative ideas free from any restrictions.

Dreams are essential for success. They help identify the path and set a course for one to follow. These programs enable each individual to identify his or her career dreams and goals.

The Pass it On Training Program (PIO) is based on the unique philosophy and techniques of the Talent-Based Learning and Leadership Systems.

Talent-Based Learning and Leadership Systems (TBL) is the key to the Career Dreams Educational Foundation (CDEF) programs and services in which this training program is derived. It is the primary mechanism, the “catalyst,” for achieving the dynamic and innovative results with individuals and groups that have made this system nationally recognized.

Every one of us is brilliant at something! Brilliance is directly related to the talents with which we were born. Re-discovering and unleashing our talents and our own personal brilliance is the cornerstone for building individual competence, confidence, and self-respect. Every one of us is unique and brilliant at something. We should take that basic truth into our families, schools, communities, work environment and into our hearts.

Brilliance is the combination of one’s natural talents, creativity, passion, dreams, and learning style. Utilizing one’s own brilliance is the cornerstone to success and the fulfillment of dreams. It is difficult to be creative when one does not use their natural talents. When our natural talents and creativity are restricted, we are locked “in the box”

that characterized the industrial revolution. That revolution is over. We are now in a “Creative Revolution” and our natural talents and creativity are essential for success.

The aim of the Pass it On Mentoring Program is to come into the school with a plan to enhance and embellish with a “Dreams Become Realities” philosophy. The Pass it On process will be specifically developed to not interfere nor add to the existing workload of school staff and administration. The schools know better than any outside source ever could. That is why the emphasis of this PIO mentoring program is on self-discovery, self-direction and dreams through establishing a wish list involving all classrooms, teachers and students. This program allows for schools to revolutionize from within in a powerful, positive, and joyful way.

The approach to learning is through self-discovery. Participants engage in the learning process and draw their own conclusions under mentor guidance. The effects of the program on participants are much more powerful and long-lasting when answers and discoveries come from within the participants themselves.

This program uses a learning process of experience, action, and reflection; in respect to a model known as the Honey-Mumford Learning Cycle where as First individuals have an experience. Then they take action, reflect on their experience, and take action again. This unique process assures a continued growth and success through renewal, recharging and reaffirmation of the aim of the PIO Student Mentoring Program.

The approach to learning is through a combination of individual learning and then learning through group interaction and experience. By listening, participating, creating, and reflecting in a group, the learning process becomes a much more powerful, dynamic experience.

Each participant both mentor and protege will learn to understand the importance of being 100% responsible for their actions, dreams and success. We can no longer wait for others to provide opportunity and success for us. We must discover for ourselves. We must take the responsibility for our own learning, our own education, our own dreams. Accountability matters and is what makes the difference in what makes this program work.

The only way to dissipate fear is to take action. “Get out of the way of the speeding car!” Do what you know must be done! Take personal responsibility! Do it Now!

A founding principle of this program is that negatives are not acceptable. A zero-tolerance policy exists with regards to airing “negatives.” This training program provides the mentor and protege with proprietary tools and a unique environment that allows you to focus on the positive and those things that YOU CAN CHANGE within yourself and within education for your school. Our “NO NEGATIVES” policy consistently turns negative situations into positive, action-oriented environments. Progress and productivity in education increases dramatically when everyone speaks and acts with a positive attitude. It’s a simple concept. But, it’s powerful and it works.

A very critical element to the training system is the elimination of the ceilings and the limits that individuals have artificially placed upon themselves and the educational process. Such limits stop innovation, creativity, productivity, and dreams for all of us within our schools, teams, and organizations. These self-imposed limits, thus, ultimately restrict our success.

Motivate and inspire so that the mentors and the proteges both have fun and benefit from the experience.

Application:

1) Mentors will have access to our Pass it On library of activities that will be supplied by the three executive team members on an ongoing basis.

2) Mentors will have access to what the school already offers the students regarding tutoring, after school programs, etc.

3) The executive team will conduct an action group once a month in groups of 10 or fewer for all mentor/protege teams.

4) Every mentor/protege will have a workbook that will document their progress in each of their meetings.

5) Mentors will work with student’s one grade or below within their school. All of the senior grades (5^th, 8^th & 12^th) within each elementary, middle and high school will be mentored by an EmpowerLA PIO college intern.

Growing up today, it seems that if you want to be popular, you need to either be smart, attractive, or athletic—natural abilities or gifts that not everyone is blessed with. If you’re not in one of those categories, you most likely will not be one of the popular kids. We know how tough that can be on a young psyche.

A national student mentoring program scheduled to launch in September 2008, is hoping to create a fourth category for popular kids—those participating in acts of kindness. The goal of the Pass it On (PIO) Student Mentoring Program is to empower children by helping them realize that they can make a positive difference in the lives of others. As a participant in the program, students are able to help and get help from fellow classmates in academics, extra-curricular activities, or with many other challenges facing young people today. Organized by the global development firm We, The World (WTW), the mentoring program is being implemented by schools and non-profit organizations and funded by corporate sponsors. The goal is to have the program operational in 83,000 schools nationwide.

All students interested in participating in a Pass it On Student Mentoring Program will be asked by a classroom volunteer (or Ambassador) to submit a one-page paper detailing how they may be of value to a younger child or classmate. Maybe it’s helping with homework, or a certain sport, or musical instrument. Or maybe it’s helping with conflict resolution. At the same time, students will be invited to write a paragraph about an area they’d like to be mentored in by an older child. So some students will participate as both mentors and proteges. Ambassadors will match the students together, and supervise the after school mentor and protege encounters. The ultimate goal of the PIO Student Mentoring Program is to have the relationship between the older student and the younger student will grow to a higher level with each encounter, whether they meet for five minutes after school or for a few hours.

Determined to help children realize they can make a difference in the world, the program will invite kids to participate in global competitions, entering essay, poetry, photo, and video contests. There will also be a contest involving the creation of a world logo and/or flag. Additionally, the Ambassador in each classroom may ask the children in the class to write a program that will have to do with making the classroom a better place. Under certain circumstances, the students may be able to implement their program once it is approved by the school administrators.

To help the students stay on track and ensure success, PIO is incorporating a board game called The Mentoring Connection to be played at each mentor-protege session. Originally conceived from a board game called The Family Connection, it was designed by four young parents desirous of building self esteem and enhanced communication with their children. It provided a fun way to achieve communication between parents and children, and proved to create a generation-bond rather than a generation-gap. Further, it tended to enhance each child’s ability to express feelings, knowing their impressions and reactions were worthwhile. Each time a family played the game, it was easier to explore and express feelings.

The Mentoring Connection game transfers the focus from parent/child to mentor/protege, but the goal remains the same, encouraging positive communication through questions asked in a number of categories (Friends, Self, Mentor-protege, Situation, School) which must be answered when the player lands on the appropriate space. The questions run the gamut from “Talk about the last time you felt proud at school,” to “What do you want that you are willing to work for?” Asking and answering questions in the game format is mutually beneficial for the student pairs—educating while building character and self-confidence during the formative years.

This type of positive reinforcement is crucial to the development of young minds. But as statistics reported by the Family Development Institute indicate, a child in the average home receives only one positive response for every twenty-one negative responses. In school the ratio is estimated to be thirteen negative to one positive.

What’s more, because of our busy lifestyles, the average child over ten years of age in a two-parent home in the U.S. shares approximately fourteen minutes of direct communication with his or her parents in a twenty-four hour time span. Twelve minutes of this time is spent issuing warnings or correcting things that have gone wrong, leaving only about two minutes of “open time” per day of individual communication.

While it won’t replace parent/child time, the PIO Student Mentoring Program will help turn each mentor-protege session into quality time, hopefully building confidence, and self esteem. In fact, I personally realized the value of the PIO program when I asked my own nine year old protege Carlos how he would feel about mentoring a seven year old? Carlos’s eyes lit up as he asked, “You mean I can do what you do?” The idea that he could make a difference in another person’s life was especially appealing to him since he has no younger brothers or sisters.

It will be cool to be doing nice things for other people! Which “A” were you as a child? Were you Academic, Athletic, Attractive or Average? When we were in school it wasn’t cool to be average. As a teen growing up it would have been easy for guys to meet girls if being a nice guy was cool. We were all afraid to do acts of kindness, for if we did we would be considered nerds. There is a shift in consciousness going on in the world right now and the world is changing. The new cool “A” will be Accepting. If you are a student that is accepting of others, you will become nicer and more compassionate. If a student is placed into a mentoring position there will probably be a 98% chance that the older mentor will tell the younger protege all the reasons not to join a gang.

Our mentors in the Pass it On Student Mentoring Program are going to help each child realize that they are brilliant. Everyone has a gift and everyone has talents. PIO mentors will help the proteges find their purpose, develop their talents and put their brilliance into action.

When we praise our mentor students and nominate them for mentoring and humanitarian awards you will see a complete change in consciousness. Mentors will receive their own websites (free of charge) talking about all of their acts of kindness. Yes we are on the verge of a whole new group of students, and we are now at the forefront of a new movement called “Passing It On.” Move aside gang bangers, there’s a whole new group of popular kids about to arrive!

The Pass It On (PIO) Student Mentoring Program is about empowering kids and helping each and every one of them realize that they can make a positive difference in others lives. Children in the classroom will also have an opportunity to take part in a global competition involving creating a world logo and/or flag (We, The World Contests). A We, The World Ambassador for Peace in each classroom will implement this program.

All students interested in participating in a PIO Student Mentoring Program are asked by the WTW Ambassador to submit a one-page paper detailing how they may be of value to a younger child or classmate. Could it be with their homework? Could it be with a certain sport? Conflict resolution? Musical instrument? At the same time, students will write a paragraph stating in which area they would like to be mentored by an older child.

This WTW World Peace Ambassador is a volunteer and will be responsible for collecting the entries for the world flag/logo contest, and submitting them for the competition. Additionally, the WTW Ambassador in each classroom may ask the kids in the class to write a program that will have to do with making the classroom a better place. Under certain circumstances, a student may be able to implement their program once it is approved by by a WTW Ambassador (volunteer). This Ambassador is an adult volunteer that will be trained , fingerprinted and TB tested prior to starting.

The Ambassador will help form multiple PIF student mentoring programs for those interested in participating. Mentors and proteges are then matched up with students and corporate sponsors. Many students will participate as mentors as well as proteges.

Statistics reported by Dr. Stephen Glenn of the Family Development Institute indicate that in the average home, a child receives only one positive response for every 21 negative responses. In school the ratio is 13 negative to one positive. “The Mentoring Connection” turns every session into quality time. It provides meaningful togetherness and a setting for verbal exchange which will build confidence and self esteem while expressing feelings and past experiences.

Questions below have been developed to help ensure a positive encounter between the mentor and the protege at each and every session. The result will be to create a contagious creative environment for both the mentor and the protege to motivate grow and learn from one another. Both parties will be excited about each experience and will look forward to coming back for more. Game

In addition, both the mentor and the proteges self esteem will be enhanced at each session. This will result in an increase in attendance, higher test scores, and lower the disciplinary problems within the school. Participants communication skills have proven since 1989 to build character and self confidence to last a lifetime.

Players roll a die and move around the board answering questions in one of the five categories listed below. For more information see the Pass It On Student Mentoring Programand the Pass It On Business Plan or contact aunitedworld@gmail.com

2. Each player chooses which category that day that they will play. After 5 sessions both players will have played all five.

3. Each player rolls a die. The highest number will go first. The highest number on the dice is a three.

4. Players roll a die and advance around the category chosen, (for example: Red is Situation) by moving the number of spaces shown on the die. Once you land on a square, take the top card of that category and answer the question. When finished answering the question, place the card on the bottom of the stack.

5. Should you land on a space that places you on a heart virtue, you will go to the page # on that heart virtue in your workbook and follow the directions. Then your turn is over.

Section 16: PIO Connection Questions

FRIENDS

SELF

SITUATION

MENTOR & PROTEGE

SCHOOL & WORK

Discuss a time you recently tried to help a friend?

What was your proudest moment recently?

Discuss a recent situation in which you expressed your feelings.

Complete the sentence:

The three things in my life today that I am really grateful for are: ________

Discuss the last time that you felt proud at school/work.

Talk about a time you recently expressed your feelings to a friend

What physical exercises did you do today?

Discuss a situation that happened recently where you were asked for help?

What did you recently do with your mentor/protege that was creative?

Discuss a project that you recently completed.

The last time someone thanked me was________.

Explain.

What worthwhile task or duty did you perform today?

Discuss a recent situation where you thought about another person’s feelings.

Complete the sentence:

I really admired (person)

today because___