Profile: Matthew Wheelock, founder of Live It Learn It (Washington Post: Schools Insider): “A decade ago, the next logical career move for Matthew Wheelock was to head overseas to work in his law firm’s Tokyo office. Instead, aiming to make a difference in the city where he grew up, he became a fourth-grade teacher at the District’s Walker-Jones Elementary School …” Looking for new ways to motivate students, many of whom were living in poverty, Wheelock found the answer outside of his classroom. Three years later, Wheelock founded Catalogue nonprofit Live It Learn It — “a nonprofit dedicated to making sure disadvantaged kids get access to hands-on field trips [...], a model that draws plaudits from teachers and principals.”
Oxon Hill town meeting focuses on financial literacy (Gazette): “Financial literacy and investment experts stressed at a meeting last week the need for Prince George’s County residents to have access to financial training, but added that perhaps even more important is the need for teens to get the same education.” At a town hall meeting last week, John Hope Bryant (chairman of the Underserved and Community Empowerment Subcommittee) pointed out that “financial literacy courses are key to encouraging teens to aspire to be entrepreneurs and small business owners;” however, not all schools offer such courses. You can explore Catalogue’s life skills and employment-focused nonprofits here; for example, at Cakes for Cause, youth learn to work in a bakery and handle their own earnings.
Helping Children Soar With Educational Advocacy (Huffington Post): “As the country and the District debate what goals we should set for student achievement, [10-year-old Sky Stringer] reminded me that a failure to invest in all of the children in our community will rob us of the talents and skills of those we leave behind,” writes Judith Sandalow (executive director, Children’s Law Center) Two years ago, Sky was diagnosed with ADHD and dyslexia. However, “the school didn’t want to give Sky special education services;” so the Children’s Law Center took her case to court to see that she received an “individualized education program (IEP), and intensive services.” Considering this case, how else can we ensure that children (in all grades and schools) have an advocate when they need one?
