LODS Updates

This page reports updates from the League of Democratic Schools

(Posted 7/9/11)

Jim Strickland, Marysvilled Washington teacher shares the following:

It always excites me when I run across someone who really "got it" when it comes to education, but who has been forgotten or neglected over time.  Earl Kelley was a student of John Dewey and a great practitioner of progressive education.  He's also a lot easier to read than Dewey!  I'm just finishing rereading his Education and the Nature of Man, published in 1952 with Marie Rasey.  Here are a couple of good quotes:
* The reason for doing anything should lie in the value derived from the doing.  In other words, the reward should be intrinsic to the task.
* Uniqueness, communication, cooperation form the basis for human development; any practice which limits these is encouraging growth in abnormal and inhuman ways.
* Activities can be judged by observing whether they bring people together or drive them apart.
 * The way to learn how to live well is to live well; the way to assure ourselves that people will choose democracy with its inherent freedom is to give them chances to live democratically.  We cannot expect people to choose the democratic way if we continue to indoctrinate them for autocracy.
* We have been too fond of standardized tests... [even back in 1952!] We now know that all IQ tests are related to culture and that one's intelligence in large degree is a product of the life one has led.  We know that rich environments tend to produce intelligent people and starved environments are likely to produce dull people.  We know that life is growth and that, when conditions for this growth are good, people grow and become more adequate to cope with life's problems.
* What we need is not a lowering or a weakening of standards, but a new set of standards to uphold.  These new standards would not be oriented to subject matter at all, but rather to human growth... We might call them human standards, and hold them high.
* The importance of method can be seen when we realize that the method used controls what is taught.  What the teacher does largely determines the kind of people he will develop.  The authoritarian teacher will develop one kind of person, the democratic teacher another.  Human growth takes place in one direction when the learner is having things done to him and in another when things are being done with him.  He tends to grow in human ways under a human method, and in inhuman ways under an inhuman method.
Hope that's enough to whet your appetites!  Kelley also wrote In Defense of Youth (1962) and a great pamphlet called Humanizing the Education of Children (1969), both of which are really worth checking out.

(Posted 5/22/11)

What are examples of ways in which NLODS Schools connect with their communities?

Jamal Fields (Junction Ave K-8 School, Livermore, CA) reports that:

At Junction Avenue K-8 School one thing that we are doing to connect with the community is to hold showings of the movie Speaking in Tongues at the public library and facilitating a discussion afterward regarding the value of being bilingual. These showings have provided a venue to get the word out about our Dual Immersion program and provide an opportunity to hear from the community and engage in conversation about public schooling and specifically our school. These events have been very effective in raising awareness about our school as well as enlightening for us to hear what the community thinks about learning in both Spanish and English and about our school

Jim Strickland (Marysville High School, Marysville, WA) reports that:

Here's a community connection that has been a really great experience for my special education Leadership class. We have hooked up with a local group that feeds the homeless -- Marysville Community Lunch -- and the kids make peanut butter and jelly sandwiches for the lunch guests every Monday. We deliver the sandwiches to our local food bank in person, and then spend an hour volunteering our time there. The kids are proud of doing something to help others. They are also learning valuable work skills and making lasting connections with our community. It's win/win all around!

Dianne Suiter (Central Academy, Middletown, Ohio) reports that:

As part of their eighth grade graduation requirement, each fall our eighth grade students must identify a local agency or business in which to conduct an internship. The internship consists of a minimum of 15 hours of service, but many of our students remain with the agency for at least the remainder of the year. While they are there, the students perform whatever service work is needed. There is a requirement that the services given must be real work that needs done, and work that is usually completed by adults.

The student must also research the agency. They have a list of questions to help them begin, and then broaden those with their own questions which develop as they work. For example, they find how many employees the agency hires, how many volunteers the agency uses, what the sources of funding are for the agency, what the management structure is, what some of the most pressing challenges are for the agency are, etc. These questions form the framework for a research paper the student writes.

The student then creates a verbal presentation about the agency and what they learned while there, and demonstrates his/her knowledge of the work by answering questions from the audience. Many of these presentations utilize power points or I-Movies. The presentations are given to the public (family, friends, and community members) during an open house evening. Structured in conference style, there is a whole group gathering in the gym during which the process and rationale for the internships is explained, followed by a series of three sessions. Students are located in classrooms through out the school, and attendees can choose from the program which sessions they wish to attend.
The entire process not only extends and enriches our students' knowledge of the people and needs within our town, but also helps our community members to better understand our school and its undergirding beliefs in the moral obligation to assist in grooming our next generation of citizens.

(Posted 4/7/11)

From Jim Strickland:

A friend of mine just gave me a copy of Matthew Crawford's Shop Class as Soulcraft, a very refreshing look at the nature and role of work in our lives -- an effort to "restore the honor of the manual trades as a life worth choosing". The following selection alludes to our deep human need for real competence, human-scale community, and the kind of agency we talked about at our gathering in Seattle:

In hard economic times, we want to be frugal. Frugality requires some measure of self-reliance -- the ability to take care of your own stuff. But the new interest in self-reliance seems to have arisen before the specter of hard times. Frugality may be only a thin economic rationalization for a movement that really answers to a deeper need: We want to feel that our world is intelligible, so we can be responsible for it. This seems to require that the provenance of our things be brought closer to home. Many people are trying to recover a field of vision that is basically human in scale, and extricate themselves from dependence on the obscure forces of a global economy.

I wold like to consider whether this poignant longing for responsibility that many people experience in their home lives may be (in part) a response to changes in the world of work, where the experience of individual agency has become elusive. (p. 8)

Crawford's ideas about work have many implications for how we do education, especially when budgets for the manual arts have been in decline since the 1990's. Here again, the theme of agency is critical.

(posted 3 28 2011)

Following the 2011 Annual Meeting of the League of Democratic Schools....

Jon Downs reports

Donna Stoicovy shares the following link to important comments by Yong Zhao.
and this post concerning privatization threats and this post from the Huffingtonpost by Elizabeth Hampton, special education teacher, about the importance of parents to meaningful school reform and, finally, this youtube

And then she emphasizes that we should look at the Jamie Vollmer piece concering the "Great Conversation" that Bernard Badiali recommended.

Jim Strickland comments:

There is a 1962 book by Earl Kelley, a pioneer in democratic education, called In Defense of Youth. He has an interesting section on school governance in the chapter "The School Can Teach Citizenship". It may be hard to find, but James Beane's A Reason to Teach and Alfie Kohn's Beyond Discipline are also good resources. I'm also interested in hearing what others are doing in the area of school governance?

(Posted 8 12 2010)
Declaration of Education Rights


Whereas a healthy, sustainable democracy requires the thoughtful and effective participation of its citizenry…

Whereas optimum political, social, and economic participation requires that citizens possess certain fundamental skills, habits, knowledge, and capacities…

Whereas it is in the best interest of individuals and democratic society as a whole to have access to mechanisms designed to foster the intentional development of these essential skills, habits, knowledge, and capacities…

Now, therefore, this Declaration of Education Rights is proclaimed as a common standard of achievement for the continuous growth and well being of all people in the context of democratic community.

Article 1

Everyone has the right to participate in their own education and the educational decisions that affect them.

Article 2

Everyone has the right to an education directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.

Article 3

Everyone has the right to an education that acknowledges and respects their cultural, religious, and/or ethnic heritage.

Article 4

Everyone has the right to an education that fosters the skills, habits, knowledge, and capacities necessary for effective participation in a social and political democracy.

Article 5

Everyone has the right to an education that fosters the skills, habits, knowledge, and capacities necessary to lead responsible and satisfying lives.

Article 6

All public educational institutions shall unambiguously reflect the values of democracy in their policies, practices, curriculum, organizational structures, and outcomes.

Article 7

K-12 education shall be free, as well as equitably and adequately funded. Technical, professional, and higher education shall be equally accessible to all on the basis of capacity.

Article 8

Parents have a prior right to choose the kind of education in which their children participate.

Article 9

Everyone has the right to an education that acknowledges and respects the interconnectedness of all life, and that promotes the building of a just and sustainable world.

Article 10

Education shall be compulsory through age 12 and freely available on a voluntary basis until age 18. No child under the age of 18 shall be denied access to a free and appropriate educational program for any reason.

Article 11

Given that education is an ongoing process that extends far beyond the bounds of formal schooling, everyone has the right to live in an educative community that purposely contributes to the continuous growth and well-being of all its members.

Article 12

No one shall be denied access to employment or postsecondary education, or be discriminated against in any way solely on the basis of having achieved or failed to achieve K-12 academic credentials.


(Posted Juky 12, 2010)

What is a “democratic school”?

Jim Strickland

A democratic school is a learning community characterized by a pervasive commitment to democratic values. These values include freedom, equality, justice, participation, diversity, and respect. Democratic schools balance the goal of individual self-development with that of becoming an effective and responsible participant in a democratic society. Here are just a few things you might find in a democratic school:

* Commitment to democratic values is evident in goals, policies, practices, structures, and curriculum.

* Intentional efforts to foster the skills and habits necessary for effective participation in a democratic society.

* Inclusive participation in planning, decision-making, and problem-solving.

* Maximum individual self-development in the context of community.

* Collaborative efforts across age and ability groups.

* Cultivation of diversity and understanding of others.

* Mechanisms in place for open, inclusive, and ongoing dialogue about issues that impact the school community.

* A clear commitment to continuous renewal and the practice of stewardship.

* Curriculum that is emergent, integrated, and connected with the larger community. Includes approaches such as service learning and place-based education.

* Holistic approaches to assessment that are in line with school values and mission.

* Commitment to nurturing growth in curiosity, creativity, critical thinking, communication, character, and citizenship.

* Climate characterized by trust and a deep respect for the learner.

* Regular opportunities for self-directed learning.

* Education that is directed to “the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms” (Universal Declaration of Human Rights, Article 26).

* Young people are meaningful participants in their own education.

* Democratic means are used to achieve democratic ends.


(posted july 1 2010)

Message from Dianne Suiter, Principal of Central Academy (LODS school) in Middletown, Ohio:

I am the principal of a multi-aged school in Ohio. Our district has adopted Investigations as our district text for math. While we like the book a lot, we do not want to split our classrooms into graded levels to teach it. I am searching for people who are using that text in multi-aged schools. If you are using Investigations, I would really appreciate it if you could take just a moment to either call me at (513) 464-7876 or email me at dsuiter@middletowncityschools.com. I would be very interested in hearing from anyone using the text, regardless of how you are doing it. This summer is a critical time for us.


Dianne Suiter
Principal, Central Academy
Middletown, Ohio
(513) 464-7876

For the latest information about League Schools see the LODS Newsletter .  This May 2010 issue identified current schools and provides information about activities at some of them.

Jim Strickland, teacher in Marysville Washington and Western Regional Coordinator of the League of Democratic Schools, offers the following reflection on the powerful affect on learning by the environment surrounding the learner.

Toward Educative Communities

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

-- John Dewey

For better or worse, environments educate. In fact, if we are to believe John Dewey, they are all that educate. Some environments educate intentionally and some unintentionally; some formally and some informally; some for growth and others for convenience or conformity. But make no mistake, we learn by immersion, observation, and participation in our various environments, and this learning is continuous.

Dewey’s insight challenges us to think seriously and deliberatively about the environments in which we live our lives and the lessons these environments are teaching. And this is especially critical when it comes to our children. What are we learning by the very act of living and participating in the environment of home? The environment of school? The political, social, and economic environments of community?

Dewey referred to this indirect “learning by doing” as collateral learning, and he believed that the enduring habits and attitudes it produces are the most important and influential lessons of our lives. These lessons stick with us in deep and profound ways that academic lessons rarely do; they determine how we perceive and understand the world around us; and they directly affect our capacity for future growth and action.

So, since we know that environments educate whether we like it or not, it makes sense to think about just what it is, exactly, that we want our various environments to be teaching. What kind of education do we, as individuals and as a society, really want for ourselves and for our children? And how do we create environments that naturally provide this education?

Well, let’s start by acknowledging that, in spite of all the controversy surrounding teaching moral values in our schools, environments (including schools) do indeed teach values. And these values are mostly taught indirectly through the priorities and practices of the environments themselves – what we have called collateral learning. For example, in addition to the direct instruction of academic subjects, our classroom environments can indirectly teach the value of competition or the value of cooperation, the value of passive conformity or the value of creative self-direction, the values of hierarchy and submission or the values of shared power and mutual responsibility. The question is not “Do we teach values?” The question is “Which values do we teach?”

Educator and social thinker John Goodlad speaks powerfully to this issue in his book, Education for Everyone: Agenda for Education in a Democracy (co-authored with Corinne Mantle-Bromley and Stephen John Goodlad). In defining the moral concepts and principles historically believed necessary to the well-being of humankind, Goodlad writes:

“The best [word] we have come up with to embrace such moral concepts as compassion, civility, civicness, equality, fairness, freedom, and justice is democracy. But its usefulness in this regard is acquired only if our understanding of the word extends beyond formal governance to include all human associations.”

Could it be that the education we really want for our children, ourselves, our communities, our nation, and even for our world can actually be summed up in this one nine-letter word – democracy?

In the broad sense of the word, democracy is much more than a form of government. “Democracy first and foremost, is a shared way of life. It begins with who we are as individuals and the relationships we have with those around us, and it radiates outward from that center to encompass all of humanity… it is, in essence, about human relationships.” (Goodlad, et. al.)

Democracy, like any other way of life, is learned by doing; by participating in and experiencing the world around us; by engaging in work and other forms of human activity characterized by democratic ideals. In fact, democracy itself is defined by this participation. We can talk about democracy all we want – and we do talk about it a lot – but if our institutions and practices don’t reflect democratic values, we are sending a powerful message that is actually undermining the very things we are professing to teach. Actions do in fact speak louder than words.

It’s not just that actual experience is a good way to teach democracy – it’s literally the only way. Pedagogical proponents of indoctrination and coercion need not apply. We learn democracy when we experience freedom, creativity, and self-direction. We learn democracy when we experience diversity, mutual respect, and the art of dialogue. We learn democracy when we experience inclusive community, shared power, and meaningful participation.

These essential lessons of democracy are not learned by chance. We need to intentionally “design environments for the purpose” of providing these educative experiences. And this means that we have to get our thinking out of the old box that equates education with schooling. Education for democracy can only be accomplished by entire communities.

So what do educative communities look like? Well, for one thing, educative communities provide opportunities – opportunities to do real work that meets real needs and addresses real concerns. We are denied opportunities when we are segregated from the life of our communities in programs and institutions that serve to alienate rather than to integrate. This is especially insidious when done in the name of education! And, unfortunately, it is far too common for our children, our elderly, our disabled, and our poor.

We are also denied opportunities when the real work of our community is shrouded in complexity and obscurity by the dominance of outside corporations, elitist politics, and exclusive professions. The best way to provide real opportunities is to give us a chance to meet our own needs more directly through strong local economies and inclusive political climates that encourage grassroots participation.
Closely related to opportunities, educative communities provide access. What good are even the richest opportunities if we don’t have reasonable access to them? Access to growth-producing experience is denied when it is made dependent on the acquisition of diplomas and certificates that say much more about our willingness to jump through bureaucratic hoops than they do about our ability to do real work. Allowing educational institutions to maintain a monopoly on these “tickets” to employment and additional learning reinforces class divisions in our society and makes a mockery of real learning. Educative communities provide a diverse range of locally-based work and fertile ground for entrepreneurialism. They take direct responsibility for job training and applicant screening through the extensive use of internship and apprenticeship programs. Educative communities refuse to discriminate solely on the basis of school-issued credentials.

Educative communities also provide a supportive and accessible network of connections – connections to people, to places, and to ideas; connections to past, present, and future; connections to the democratic processes of planning, decision-making, and problem-solving; and even connections to the very food we eat and products we use in our daily lives. This living web celebrates the essential reality of our interdependence and demystifies the inner workings of our communities. Healthy connections are thwarted when we are intentionally or unintentionally segregated by age, race, ability, income, or professional status. Segregation and the fragmentation of experience produce a confusing isolation that is incompatible with the development of deep understanding. Educative communities are radically inclusive in order to capitalize on the strengths of our diversity and to break down the walls of ignorance.

Another characteristic of educative communities is their insistence on giving a voice to every one of us. Voice means having a real say in the decisions that affect our lives. Voice means that we listen to each other and take each other seriously. Voice means that there is a place at the table for each of us when it comes to planning and decision-making. Voice empowers from the bottom up by refusing to allow the conversation to be dominated by those who can yell the loudest.

Finally, educative communities provide support. These communities know that, in the end, we really do sink or swim together. There is no shame in the human need for an occasional helping hand. And not only do we all need to receive help at times, we all share the need to give help as well. Care and generosity are the very hallmarks of our humanity. Novelist Frederick Buechner put it well when he wrote, “To lend each other a hand when we’re falling… perhaps that’s the only work that matters in the end.” Educative communities are bound together by their unconditional commitment to the dream of teacher and writer John Holt – “a life worth living and work worth doing” for all people.

The path to building educative communities begins with dialogue—coming together in a spirit of openness and mutual respect to take a critical look at what our institutions, policies, and practices are really teaching:

* Are we providing widespread opportunities for meaningful engagement in the real work of our community?

* Do community members have reasonable and equitable access to these opportunities?

* What are the major obstacles to access and how can we remove them?

* What mechanisms are in place for building inclusive connections and providing real voice in matters that affect our lives?
* Where is support needed and how can it be provided so that it distributes power instead of creating dependence?

Only when we as a society take our responsibility to educate for democracy seriously can we rightfully claim to be offering a truly public education – education that creates and empowers a public. We do this when we make learning a natural by-product of simply living and participating in our communities; when education is embraced as the shared responsibility of each and every one of us. This kind of public education produces people who are creative, compassionate, comfortable with freedom, and committed to community. In other words, it creates citizens. And it is citizens that make democracy work.

Rocky Mountain Regional Conference held in March 2010 .  Program follows:

Rocky Mountain/Plains Regional Conference
League of Democratic Schools
Democracy is Worth the Effort!
March 25 – 26, 2010
Woods Learning Center
Natrona County School District #1
Casper, Wyoming

Conference Purposes
• To study the art of creating democratic learning societies in our schools that help produce citizens who have the knowledge, skill, and commitment needed to maintain our constitutional democracy.
• To build a network of schools who share the belief that the primary purpose of schools is to help students develop into effective, responsible participants in a democracy.

Conference Sponsors
National League of Democratic Schools
Wyoming University-School Partnership
Woods Learning Center Parent/Teacher Cooperative
Woods Learning Center/Natrona County Schools
Host Schools for Site Visits
Frontier Middle School
Star Lane Center
Park Elementary
Evansville Elementary
Fort Caspar Elementary
Woods Learning Center

Corporate Donor Staples
Guest Presenters
Dr. Joel Dvorak, Superintendent of Natrona County Schools
Leadership Team, Summit Elementary School
Cammy Rowley, Ph.D., Education/Early Childhood Education, Casper College

Conference Agenda

Thursday, March 25
Optional Pre-Conference Activity
2:15 PM – 4:00 PM Woods Learning Center – Participants will observe and participate in Circle Groups at Woods Learning Center. These multi-age (K-8) groups meet weekly to build community and foster a democratic learning environment. Woods Learning Center Circle Groups were the focus of a research project conducted by Cammy Rowley, Ph.D. Following the observation participants will tour and receive an orientation to the instructional program at Woods Learning Center.
Conference Begins
• 6:00 PM – 8:00 PM - Dinner and Discussion with Dr. Joel Dvorak, Supt. of Schools, Natrona County.
Dinner catered by Bullwhip Catering courtesy of the Wyoming University-School Partnership
Location: Woods Learning Center, 500 S. Walsh Drive, Casper, Wyoming, 82609

Discussion will focus on the challenge of maintaining democratic principles in this era of school accountability.

Learn more about the League of Democratic Schools go to http://uwacadweb.uwyo.edu/WSUP/.
or Contact: Jgrooms11@bresnan.net

PTSB credit is available for this conference.

Friday, March 26

Breakfast on your own.
This morning participants will have the opportunity to visit schools in the Casper area that are striving to create and sustain democratic learning environments. Participants will be able to visit two of the following Natrona County Schools—Park Elementary, Evansville Elementary, Frontier Middle School, Fort Caspar Academy, Woods Learning Center, and Star Lane Center.

• 8:00 AM – 8:30 AM -- Orientation to school visits at Woods Learning Center
Participants will be briefed on purpose, focus, and logistics of this morning’s school visits.

• 8:30 AM - 9:45 AM -- School Visit #1
• 9:45 AM – 11:00 AM -- School Visit #2
• 11:30 AM – 12:15 PM -- Return to Woods Learning Center for a presentation by the Leadership Team from Summit Elementary School. Summit is a new, innovative, K – 5 school set to open August, 2010. They will share the challenges and triumphs of building a democratic learning environment from the ground up.

• 12:15 PM – 1:00 PM -- Lunch and school site debriefing at Woods Learning Center

Participants will share observations and insights during lunch.
Lunch catered by Natrona County School District courtesy of Woods Learning Center Parent/Teacher Cooperative and the National League of Democratic Schools

• 1:00 PM – 2:00 PM -- Circle Groups: A Place to Practice Democracy, Cammy Rowley, Ph.D., Education/Early Childhood Education, Casper College

• 2:00 PM – 3:00 PM -- Facilitated discussions in small groups related to what schools can do to create and sustain democratic learning communities.

• 3:00 PM – 3:45 PM -- Participants discuss the role and future of the League of Democratic Schools at the state, region, and national level.

• 3:45 PM – 4:00 PM -- Evaluation of the conference

Conference concludes at 4:00 PM
Conference contacts: Jennifer Grooms (jgrooms11@bresnan.net)Pam Hopkins (pam_hopkins@natronaschools.org)

Presenter Information
Dr. Joel Dvorak is the superintendent of the Natrona County School District in Casper, Wyoming. Dvorak began his career in 1980, teaching science and math. Over the next decade, he worked in Minnesota, North Dakota and Wyoming. In 1991, he became assistance principal in Ranchester, Wyoming. He later went on to serve as principal of Big Horn Junior/Senior High and then as principal in the Johnson County (Wyo.) School District. In 2000, he was promoted to assistant superintendent in Johnson County, and in 2003, he joined the Natrona County School District as associate superintendent of curriculum and instruction. He has a master's degree and educational doctorate from the University of Wyoming. He and his wife, Becky, have two daughters.

Cammy is an Education and Early Childhood Education Instructor at Casper College. She has eighteen years of experience teaching kindergarten, first, second and fifth grades in public schools in Powell and Casper, Wyoming. Cammy recently finished her Ph.D. in Education, studying K-8 multiage circle groups at Woods Learning Center.

(3/29/10) Principal Ken Griffith of Guernsey-Sunrise school report that:

being a small co-located K-12 in rural Wyoming, Guernsey-Sunrise has been focused on building capacity in staff and students to become more democratic. We are currently shuttling our staff over to Estes Park to observe at Eagle Rock, just to create the opportunity to think about how we might increase our student voice and engagement in learning.

Of course, right in the middle of that work, the state assessment comes along and everyone knows, in our schools today, weighing the pig is more important than teaching the pig.
We follow up each group visit with the Principal conducting after action discussions.As we began to try things with our students, we found they too need some capacity building. So we are taking baby steps, trying things out and hoping to grow into a more democratic school.

On the side of disruption, I have a skunkworks team of four Junior girls whom I have armed with Ipods and sent off to develop lesson for teachers about how to teach. I keep reminding them it is not about
how they have been taught, but rather, how they should be taught. It will be interesting to see what they come up with and whether this is a beginning of true student voice and engagement.

Regional Coordinator Jim Strickland shares the agenda for the Western Region Mini-Conference
League of Democratic Schools “Supporting schools teaching democracy.”
Friday, April 23rd – Saturday, April 24th
Westside Village Magnet School Bend, Oregon

Education as Engagement: Engaging students, families, schools, and communities.

2010 LODS Goal: To develop ongoing, sustainable mechanisms for deepening our community's understanding and engagement around the public purpose of schools in our democracy.

Outcomes for Conference

1) Engaging students and families – Develop a working knowledge of service learning principles and methods for engaging students and families in learning that addresses real concerns in our communities and our world.

2) Engaging communities – Learn various strategies for facilitating community conversations around the public purpose of schools in our democracy, and develop action plans for doing this in our own communities.

3) Engaging schools – Explore ways to strengthen and grow the League in order to further the Agenda for Education in a Democracy.

Friday, April 23
12:00 – 1:00 Welcome/LUNCH – What’s happening at your school?
1:00 – 3:00 Experience Westside Village Magnet School
3:00 – 4:00 Share observations and questions
4:00 – 4:30 BREAK
4:30 – 6:00 Engaging Students and Families – Service Learning
Saturday, April 24
8:00 – 9:00 BREAKFAST
9:00 – 10:30 Engaging Communities – Hosting Community Conversations
10:30 – 10:45 BREAK
10:45 – 12:15 Engaging Schools – Strengthening and Growing the League
12:15 – 1:15 LUNCH
1:15 Making connections and networking/Departure