Tag Archives: Lee Middle School

Lee Middle School partners with Affinity Mentoring, provides youth safe, inclusive space

Lee Middle School has rekindled their partnership with Affinity Mentoring in a recent ribbon cutting ceremony at their newly renovated mentoring space (Courtesy, Deborah Reed WKTV)


By Deborah Reed

WKTV Managing Editor

deborah@wktv.org


South Kent Chamber of Commerce presents Affinity Mentoring with a certificate at the ribbon cutting ceremony (Courtesy, Deborah Reed WKTV)

“I see you, I hear you. You are valued, and I know things you have to say right now are things that need to be heard by all of us.”

This is the value Affinity Mentoring provides youth in our local schools, says Lauren Enos, Affinity Mentoring Program and DEI Director.

Lee Middle School in Wyoming has rekindled their partnership with nonprofit Affinity Mentoring after a two-year hold due to necessary school roof renovations.

Focusing on schools facing disadvantages, Affinity supports students in K-8th grade by matching them with a caring adult role model and striving to create a safe space for local youth to utilize their voice.

Small commitment = big impact

Affinity mentors journey alongside students for one hour each week.

“All of our mentors have said it’s the smallest commitment they’ve ever made for the biggest impact on their life,” says Enos. “We have a 90% retention rate. Mentors come back year after year to work with the same student because they become friends. It’s a true relationship.”

Affinity Mentoring Executive Director Rocio Moreno (left) talks about their partnership with the Godfrey-Lee School District (Courtesy, Deborah Reed WKTV)

Holly Kroeze, mentor and Mars Hill Bible Church staff member, is entering her seventh year mentoring Lee Middle School student, Eternity. During that time, Eternity was adopted by her foster mother – and Kroeze has built a relationship with Eternity’s entire family.

“I have found that developing a relationship with [her] mom has been helpful because she gives me insight into things that are going on in Eternity’s life,” says Kroeze.

Kroeze went on to say that she has enjoyed partnering with other adults in Eternity’s life to give more extensive care and support.

“It’s fun to see kids like Eternity get care from multiple adults,” says Kroeze, adding that kids need support from five adults in order to thrive. “I’m grateful I get to be one of those people for her because she has grown a lot. It’s been so fun to watch her journey.”

Lee MS Principal Adrianne Rose speaks at the Affinity Mentoring ribbon cutting ceremony (Courtesy, Deborah Reed WKTV)

Lee Middle School is Affinity’s third partnership in the Godfrey-Lee School District (also Godfrey-Lee Early Childhood Center and Elementary), and their sixth school partnership overall (Burton Elementary, Burton Middle School, Southwest Elementary – Academia Bilingüe).

“We’re really excited to be back in Lee Middle School,” says Enos. “We’re now able to follow the kiddos from early childhood into middle school.”

Lee MS Principal Adrianne Rose echoes Enos’ enthusiasm.

“We wanted to rekindle that partnership because this is an incredibly important piece to the whole child in our academics,” says Rose. “Our 6th graders, they’re excited to see their mentors. They ask about them, they want them to be here, and that to me tells me the mentors are doing what they’re here to do.”

A safe and inclusive space

While Affinity’s mentoring program has seen positive results such as increased school attendance and class engagement from students and a decrease in truancy, bullying and behavioral concerns – there are also personal benefits.

“We really hone in on our mentor centers to be a safe, inclusive space for our mentees to be able to share their difficulties,” says Rocio Moreno, Executive Director at Affinity Mentoring. “Some of it might be home-related or life-related, and we can tailor our program to that.

“Behavioral concerns tend to decrease because they’re able to engage in those hard topic conversations with their mentor as to why they might have made a particular choice throughout that time.”

Staff and mentors are excited for this opportunity to support Lee Middle School youth (Courtesy, Deborah Reed WKTV)

An overall improvement in self-esteem comes from knowing that one-on-one support is available.

“[Students] feel more confident,” says Enos. “They’re willing to take risks and make mistakes because there’s someone there to say, ‘I was in that same place, and I made those mistakes too,’ normalizing all the everyday things they go through.”

That support can often go both ways.

Since beginning her journey as a mentor, Kroeze and her husband became foster parents.

“Eternity was the first person to give me the best advice about what to do and what things she liked,” says Kroeze.

“Our relationship has been mutually beneficial because I’ve learned a lot from her. Learned how to be a good parent, and learned how to relate to foster kids. For Eternity, she’s [gained] some stability and accountability in her life.”

100+ students are waiting…

Affinity Mentoring is always in need of new community volunteers who are willing to donate an hour of their time once a week.

“One hour a week eating your lunch, hanging out and making slime will go by so fast,” said Moreno with a smile. “But the need for volunteers is high as we currently have over 100 students on our waitlist that desire a mentor.”

Kroeze recommends joining the mentoring program with a spouse or partner.

“My husband and I do it together, and we’ve done it together since Day One,” says Kroeze. “It’s fun to put faces to names when you talk about what your day was like with your mentee.

“Mentoring together makes things a little bit crazier – but a lot of fun.”

Eventually, Moreno would love to expand Affinity’s mentoring program to Lee High School as well. “Because this is a middle school-high school, it would be an easy transition to continue for the students we currently work with.”

For more information about Affinity Mentoring services, click here.

School News Network: ‘It’s good to save a friend’s life’

Lee Middle School eighth-grader Arturo Fierros-Cervantes, left, used the Heimlich maneuver on his friend and classmate Edgar Vazquez, who was choking

By Erin Albanese

School News Network

 

A recent emergency response training, during which Lee Middle School students learned the Heimlich maneuver, paid off when an eighth-grader saved the life of another who was choking.

 

Shortly after lunch in early May, Arturo Fierros-Cervantes noticed his friend Edgar Vazquez was bent over in the hallway and not breathing. Edgar was choking on a piece of bread for about 30 seconds when Arturo took action, using what he had learned during training to dislodge the food.

 

“I was I scared I was going to die,” said Edgar, expressing his thanks to Arturo.

 

“I’m glad because he’s my friend,” Arturo said. “It’s good to save a friend’s life.”

 

In January and early February, 140 middle school students were trained in emergency response including CPR, response to choking and how to use an automatic external defibrillator, or AED. History teacher Michael Donovan requested the training, which was led by Kevin McGraw, head safety officer at Amway, who started the School Emergency Response Coalition.

 

Donovan said the incident between Arturo and Edgar happened so seamlessly that few people knew it happened.

 

“Arturo’s non-assuming personality and belief in doing the right thing without fanfare or recognition also played into the day, and both students went about their business,” Donovan said.

 

Edgar, however, mentioned it to the school liaison officer, Pam Keen, who let Donovan know about the incident.

 

“I hope no one ever needs to use the CPR training again, but statistics show that many of our students will use it at some point,” Donovan said. “We may never know the real impact this training had on others, but we know that at least one life may have been saved.”

 

Check out School News Network for more stories about students, schools, and faculty in West Michigan.

DRCWM wins $50,000 Steelcase grant for Wyoming schools Restorative Circles project

By Victoria Mullen

victoria@wktv.org

 

adam bird photo of Chris Gilman
DRCWM’s executive director, Christine Gilman (Photo by Adam Bird)

Thanks to a $50,000 grant from the Steelcase Foundation, the Dispute Resolution Center of West Michigan (DRCWM) will further develop its Restorative Justice Program for Lee Middle School in Wyoming, Kelloggsville Middle School and Wyoming High School over the next two years.

 

Spearheaded by its executive director, Christine Gilman, DRCWM began its restorative justice program at Lee Middle School in the fall of 2013. The services target students, staff and the community.

 

The Steelcase grant will also provide funding to have the three current facilitators become licensed by the International Institute of Restorative Practices (IIRP). Once licensed, the facilitators will be available to train “Introduction to Restorative Practices” and “Using Circles Effectively” to school administrators, teachers and others who wish to invest in the training so that they can join the paradigm shift away from punitive methods of discipline and towards restorative solutions to problematic behavior.

 

Chris and kids courtesy of Godfrey Lee Public Schools
Christine Gilman leads a restorative circle. (Photo courtesy of Godfrey Lee Public Schools)

Why restorative justice?

Bullying and out-of-control conflict at home or school have far-reaching consequences, with negative effects on communities and society. Without intervention and support, such negative exposure can inhibit youths’ emotional and cognitive development, prohibit healing, lead to serious health issues later in life and may perpetuate the cycle of violence.

 

“If you just get suspended, the fight is still going to be going on in your head,” said Gilman. “When you come back to school, you’ll probably be 10 times angrier than when you left.

 

In addition to quelling disputes and developing proactive plans to address misbehavior, restorative practices positively influence the school environment by teaching effective, non-violent ways to handle anger, frustration, and conflict. Restorative practices foster the development of empathy, which creates a more caring and safe environment.

 

According to the Council of State Governments, during 2012-2013, Michigan students with disabilities lost 190,036 days of instruction due to suspensions and expulsions. Students who are removed from the classroom as punishment are more likely to repeat a grade, drop out or enter the juvenile justice system. In monetary terms, every student who drops out is estimated to lose $250,000 in lifetime earnings, according to the Michigan Student Advocacy Center.

 

adam bird photo of circles
Photo by Adam Bird

What restorative justice does

 

A school-based restorative justice program provides an early intervention for youth who are beginning to demonstrate problematic or delinquent behavior. When students are suspended, they are not learning, and they are not resolving the issues that led to suspension.

 

Often the issues that led to suspension are exacerbated during the student’s absence from school. Further, students who are harmed by others are not typically addressed in school disciplinary measures; whereas in circles they can express their feelings, make suggestions for reparations, and learn more about why the incident occurred. Additionally, circles allow students to take responsibility for their actions, face up to what they have done, apologize and make amends—actions which are likewise not part of traditional discipline.

 

Restorative practices (including facilitative conferences and circles) offer a holistic approach to school discipline and problem solving. These practices been proven to decrease the number of suspension/expulsion days and disproportionately higher suspension days for non-white students and special education.

 

Circles are used in a wide variety of instances, including threats of fights; social media issues; bullying; vandalism; and to help restore relationships after suspensions. Circles can be used instead of suspension, to complement a shorter suspension, or to help reintegrate students into the school community following suspension.

 

better DRCWM logoRather than look at which rule was broken and then doling out traditionally prescribed punishment, at-risk students may be sent to a circle for resolution. During a discussion led by the circle facilitator, the students come up with solutions to the issues raised. Circles help students look at what happened, determine the harm done, talk about how the harm can be repaired, and discuss how future harm can be prevented.

 

The facilitator draws up the restorative agreement in the students’ own words. When the students are satisfied with the content of the restorative agreement, they sign the document.

 

“Accepting an apology is almost as good as giving an apology,” Gilman said. “When you see that empathy, it’s really cool. I have seen the light go on. The best thing is while I’m typing up the agreement, they’re giggling, laughing and talking,” she said.

 

For more information on Restorative Practices, visit DRCWM’s website here.

 

Additional reporting from School News Network.