However, one of the difficult things about growing up in poverty is that it is easy to learn dependence on government programs and the generosity of others.  To counteract that effect, we decided to focus our winter break camp on teaching students to give to others.  Sandy Thomas, Positive Tomorrows volunteer coordinator, developed a few ways our students could learn the benefit of giving. 

First, our students learned about a small school in Peru where the children are poor and starving.  They decided to write encouraging letters to the students and packed stockings with some of our school supplies and trinkets.  “Watching the children write their letters and pack their stockings was truly something,” said Sandy Thomas.  “They were concentrating so hard and wanting everything to be just perfect.”   Derrek, one of our campers who participated said, “I really hope they smile when they read my letter.” 

Along with this activity, our students visited a local nursing home.  They came back feeling like they were on top of the world.  Another student developed a strong connection with a resident who gave him a piece of art she had made.  “When Braden came back with that piece of art, he was all smiles,” Sandy said.  “I think they all were smiling and learned something about giving that will stay with them for a while.”

Nathan, one of our oldest students, struggles to read.  He struggles with many things in the school day, but reading is one thing he actively protests.  “Why is it so important?” he’d say.  His chaotic home life and his mother’s struggle to find shelter and food put education and reading low on the priority list.  For him, a story at bedtime does not exist.

Nathan is not so different from other homeless children his age.  Homeless children nearly always exhibit poor performance in school due to the stress they face each day.  Our teachers, of course, think reading is highly important and work throughout the day teaching reading and writing skills, knowing they are critical to future success. 

Enter the Cat in the Hat.

One normal seeming day, the storybook character Cat in the Hat visited Positive Tomorrows with his friend Oklahoma author Meredith Garrett.  He told the fascinating story of Dr. Seuss and read excerpts from some of his books, including his very first book, “And to Think I Saw it on Mulberry Street.”  The students, including Nathan, were entranced by this funny cat and listened on the edge of their chairs as they learned about the writer and the difficulties he faced in his early career.  It was a visit to remember.

Afterwards, as part of the weekly routine at Positive Tomorrows, Mrs. Orser and Mrs. Baumeister took the 3^rd, 4^th and 5^th graders to the Oklahoma City Metropolitan library.  Little Nathan, who felt reading was not so important, headed straight for the Dr. Seuss books.  He found a giant collection of Dr. Seuss’s work and went through it quickly looking for all of the stories he had heard about from his new friend, Cat in the Hat.  At the end of the day, Nathan asked his teacher if he could take the book home so he could read all of the stories with his mother.  Looks like storytime has come to Nathan after all.

Jonathon is one of our kindergarten students.  He and his mother are homeless due to domestic violence.  Academically, he is extremely-well prepared.  He can read and write at an advanced level for his age.  However, his health is a different story.

Jonathon suffers from a number of health issues including asthma, severe allergies and sleep apnea.  He has severe separation anxiety, probably related to trauma earlier in his young life.  Some days, Jonathon does well in class; participating openly, laughing and playing.  Other days, his anxiety is so over-whelming that it is difficult for him to re-gain composure.  

Jonathon, more than anything, needs to feel safe.  The flexibility of Positive Tomorrows is the perfect setting for him.  He is able to be in class with his peers, make friends and learn.  When his anxiety becomes an issue, a patient, nurturing teacher sits with him until he feels safe again. 

His story reminds us of another student we met last year at Positive Tomorrows.  An older student, Justin, has similar health issues but also struggles with weight.  At age 9, he weighed well over 250 pounds. 

Justin’s mother, teachers and our case managers worked together as a team and by the end of school, Justin had lost weight, gained control over many of his health issues including his sleep apnea and was beginning to blossom.  He began openly singing in music class and our music teachers found him to be extremely talented.  He was invited to attend the Canterbury Chorale Society’s summer youth camp. 

Justin is a returning student this year.  His teacher, Kelly Orser, says that he is a changed young man.  He used to be shy and now is showing signs of leadership.  He feels better and his improved health is highly evident in his behavior in school.  All of the investment in Justin last year paid off with improved emotional and physical health. 

This year, Justin can focus on his academic development, so he is well on the road to success in school and in life.  Jonathon is just beginning his journey, but thanks to our donors and friends, Positive Tomorrows will be here to help.

“Approximately 90% of our families came to the event, which is an incredible response,” said Susan Agel, President of Positive Tomorrows.  “Open house is one of those experiences that most homeless families miss out on.  They rarely get to be involved with things like PTA or volunteering as a homeroom parent so we try to find creative ways to get them involved.”

Positive Tomorrows case managers and volunteers worked together minimize some of the obstacles that prevent homeless families from participating in school events.  Staff members provided a meal and additional transportation in order to make sure parents who don’t have vehicles or who live in shelters could attend. 

“We believe it’s important to teach parents how to be involved in their child’s school,” said Agel.  “It was obvious that the children treasured their parents’ participation and we want that to continue when the students eventually transition into public school.
During the Open House, teachers met with the parents and discussed classroom rules and curriculum.  Case managers introduced the parents to services available to them through our family support programs. 

“It’s really exciting to begin a new school year filled with great students and parents who are ready to work for their children’s futures,” said Agel.

 In 2008, Edwin was about to enter the 6^th grade and his parents were very concerned about his emotional, social, and academic skills. Lisa Perry, Edwin’s mother, knew that Edwin “couldn’t handle a regular classroom” due to the number of students and the lack of individual attention. Lisa and her husband decided to call Positive Tomorrows, hoping that they might enroll Edwin for the 2008-2009 school year.

 One of the criteria for enrollment at Positive Tomorrows is that a student is struggling  academically and/or socially as an outcome of homelessness, and staff determined that Edwin’s situation was directly related to that issue. At Positive Tomorrows, Edwin received much needed individual attention with reading and math, but also benefitted from counseling and diagnosis of medical issues that had previously gone untreated.

At the end of the school year, Edwin was transitioned to Roosevelt Middle School entering on grade level as a 7^th grader.  Halfway through the school year, Edwin’s teachers believed his maturity, effort and skills indicated he was ready for the 8th grade. At the end of that school year, Edwin’s teachers agreed he would be an excellent candidate for Oklahoma’s Promise, a scholarship that awards students, upon high school graduation, college tuition for up to 5 years.  For students to qualify, they must exemplify leadership qualities in both academics and behavior and attend school regularly.  The teachers submitted his application and he was awarded the scholarship! 

 Edwin is considering the culinary arts as a career, or perhaps studying video game design. Edwin said his time at Positive Tomorrows helped prepare him for public school. “Being in a small classroom, receiving individual help, and making friends easier helped me focus and gain confidence,” he said.

 Lisa Perry said sometimes “kids get lost” and that the commitment   Positive Tomorrows has to helping the whole child, both emotionally and academically, helped Edwin realize his own potential. School is still not easy for Edwin, but he understands that he is capable of success and has the ability to overcome obstacles.

 “We’re so proud of Edwin and his success,” said Positive Tomorrows President Susan Agel.  “We’re also very grateful to our donors and friends who make successes like this possible.”

It is hard to imagine children who do not look forward to summer break, however, as Positive Tomorrows’ school year ended, our students were not as thrilled as one would think.  At first thought, the idea of not having school work was exciting to them but as they began to realize their only source of stability was going away, anxiety took over.  One child, Cecilia, said, “I wish school could go on forever.”  Chris, a 4^th grade boy, said, “I think school is the best part of my day.”  These are not sentiments often expressed by 3^rd and 4^th grade students.

 It is important to recognize what Positive Tomorrows provides for our students.  Many of these children live in constantly changing home environments.  Those who live in shelters find unsettled conditions with new individuals coming in and out.  The children who lack even the stability of a shelter are constantly moving themselves.  They aren’t certain where they will settle down and because of the constant change, they learn not to attach to any other children or adults. 

 But these children do find stability at Positive Tomorrows.  Regardless of how often they move, they always have friends, familiar faces and a schoolhouse that does not change.  They know food is there when they feel hungry and that clothing will be provided if they need it.  They count on the care and stability we provide in their lives, so we make certain to be available year-round. 

 Positive Tomorrows partners with Camp Fire USA to provide 7 weeks of summer adventure.  Campers have breakfast, lunch and many activities that inspire and educate young minds.  They go to museums, go swimming, go ice skating, visit the outdoors, learn about theater and participate in character building.  More importantly, they have a familiar place to be each day that does not change, has structure and rules where they fit in and flourish. 

 “Positive Tomorrows provides homeless children activities they traditionally miss out on like field trips, family experiences and summer vacation,” said Susan Agel, president of Positive Tomorrows.  “It is a wonderful thing to provide—a summer adventure they will remember for the rest of their lives.”

Since camping and fishing tend to be structured family outings, it is generally one of the experiences that homeless children miss.  Here at Positive Tomorrows, we attempt to re-create these experiences so our students have the same access to knowledge and information as other children.  Inevitably, they become inspired by something as miraculous and breath-taking as a caterpillar turning into a chrysalis, then turning into a butterfly.

At the end of their day at outdoor school, the children filed back down the hall, worn out but content from their outdoor adventures.  The kindergarten students were not immune from telling fish stories.  One kindergartner told us his fish weighed 100 pounds.  When asked how many fish they caught, stories ranged from 1 to 100 fish.  Even the quietest student, Isaac, cracked a smile when his classmate yelled, “I caught the biggest fish of all!”

Mrs. Strobel had a similar idea for our 1st and 2nd graders.  Her students created beautiful paper flowers out of tissue to brighten our halls.  As they were learning to make their flowers, the children also learned a wonderful poem, which begins “Five spring flowers, all in a row, the first one said, ‘we need rain to grow…’”  As they continue saying this poem together, the children get more and more excited to reach the end when the flowers reach success with the help of the sun.  

For our students, Positive Tomorrows acts as stable soil, thirst-quenching water and energizing sunshine.  We help them grow into the beautiful flowers hidden deep inside their young personalities.  For some of them, dreaming big is difficult and they most desperately need someone to believe in their possibilities.  Other children need additional structure and guidance.  We provide that too.  We teach them they are important and can make a difference. 

Each day, along with the Pledge of Allegiance to the U.S. flag, our students say a pledge to themselves.  It begins “I am a Positive Tomorrows Star.  Who I am makes a difference…”   

So how do homeless children participate in science fairs?  Homeless children don’t have a place to work where they’re staying, no crayons or scissors, and no money to spend on project materials.  The science fair is just another example of the many childhood experiences homeless children miss or fail in due to their transitional, impoverished lifestyle.  Children who have the best motivation and innovation find little resources and support to help them succeed.    

Here at Positive Tomorrows, we provide homeless children with diverse experiences where they can participate regardless of money, space at home or time.  Mrs. Ferguson created a terrific opportunity this year for our 3^rd, 4^th and 5^th grade students to implement a science experiment, adjust variables and create a final presentation. 

These students taught their pet rats, Francis and Shadow, to maneuver through a labyrinth.  They built the mazes themselves and watched as food stimuli motivated the rats through the labyrinth.  Shadow learned really quickly but Francis was not catching on.  The students adjusted her motivation but still she could not finish.  It finally took Shadow leading Francis through the maze for her to finish. 

After their experiment ended, the students were divided into teams to create a poster presentation for a Professor from the University of Central Oklahoma to review.  He plans to teach them about scientific method and provide feedback on their work.  This is a fantastic way for them to experience competition appropriately, feel proud of their work and learn scientific methods in the process.

The tooth fairy often misses homeless children.