O N E D U C A T I O N

A Community Change Initiative

OUR MISSIONSTATEMENT

C O M P A N Y . C O M

Unlocking passion through engagement and

helping students reach an understanding of

their potential.

LETTERFROM THETEAM:

To Our Friends and Partners:

We are pleased to share ALLiN’s 2015/16 Annual Report

While overcoming large amounts of adversity, we are

excited about the success that our organization has

enjoyed over the past year.

The continued sustainability and a commitment to our

cause is paramount to our future success and a high

priority moving forward. Thus, this report aims to arm

our stakeholders, partners, and potential future allies

of our progress in the chosen arena.

In a sense, we hope that this annual report will serve as amedium of accountability – so that those who read the followingpages may help to hold us to our standards so that we mayachieve the following goals:

• Ensuring continued success and growth for students withinSheridan High School• Enabling student aspirations so that they may pursue theirpassions throughout life• Developing and nurturing a sense of purpose in order to fosterfuture citizens

By consolidating and cataloguing our thoughts, goals, andprogress, we can ensure the continued success of our program.We must continually strive to achieve our goal, that being –seeing a world in which students not only survive, but thrive.

It is an absolute honor to do this work. We look forward tocontinued involvement with this program, and will foreverremain ALLiN on education.

Sincerely

Thomas Enck, Ian Ferguson, Jacob Hall, Daniel Kaelin,Christopher RathelThe team at ALLiN

We understand the struggle.

S T U D E N T S R E A C H I N GO U T T O S T U D E N T S

We understand better than any how difficult it is to be a

student. We've done repetitive assignments, and we've

felt like school might never end. Like those high school

students struggling to reach their respective potentials,

we have been in school for as long as we can remember.

Why ask adults to solve a problem from which they are

removed, when we can solve it from within the system

itself? It seemed obvious that in order to address

student engagement, it would take students themselves

to make a difference.

WHY DOWE CARE?

Timelineand

Statistics

THE ISSUEEducation in Denver and a WorryingLack of Passion

The issue within the community which we feel

absolutely must be addressed is a lacking

education system for Denver students. Curricula

are outdated and too heavily based on

standardized testing. The system struggles to

provide adequate resources with such low

budget. Teachers and administrators disagree on

fundamental teaching strategies and

principles, while students are being torn down

and handicapped by the very system that claims

to set them up for success. The only thing that

everyone can agree on is that students who are

engaged and passionate about what they are

learning are the most likely to succeed in and

outside of the classroom.

Results2016

When this all started, it was

simply four men in a room

with a bright idea. Looking

into the future, this project

has become ambitiously more

complex and sophisticated.

The original Sheridan

Mentorship program had

established and developed a

simple but effective program.

With this wonderful

partnership cemented, our

team had to raise the stakes.

David Fromson from Sheridan

High School worked in depth

with our team to expand and

improve upon the original

curriculum.

Leaders must be engaged and

immersed in what they are doing.

How can you lead when you are

not ALLiN?  In order to promote

students to engage with the

curriculum being taught , our

team discovered that teaching the

class around their interests was a

necessity. We live in a day and

age in which the world is spinning

faster and faster, thus making it

the educator’s moral imperative to

meet these students wherever

they might find themselves. Our

team achieved this by adapting

our lesson plans to common

interests that were discovered

through class surveys.

In developing leaders, our team

leaves an impact that will ripple

through the entire school’s

community. After hosting five

sessions at Sheridan High

School, the universal feedback

from the students was: MORE.

There was an overwhelming

desire for an increase in the

scope of the program.

Consulting the entire class, it

was made clear that they

enjoyed the activities within the

lessons. By bringing in college­

aged teachers, it allowed the

students to open up and be

themselves.

Continuing a strongpartnership while building

upon solid legacyEvolving curriculum and adifferent way of thinking

Building blocks and afuture worth living

for

WHO AREWE?

People are accessing onlinetravel apps per second in

Australia alone.

As an aspiring seminarian, D.K. is a double major inReligious Studies and Political Science with minors in

Leadership Studies and Philosophy. Compelledas a man for others, D.K. is excited to help students

in high school find their footing in life throughleadership.

Thomas is a rising third year at the University ofDenver, and is double majoring in Public Policyand History with a minor in Leadership Studies.

Thomas has had a life long passion for mentorshipand education, and plans on entering the field ofCurriculum Coordination and Educational Policy

upon graduation.

Pursuing a major in International Studies and minors in Spanish,Leadership Studies, and Business; Ian is interested in third worldeducational development. His passion for meeting people and

finding individual stories has been the greatest contribution to thisproject

WHO AREWE?

People are accessing onlinetravel apps per second in

Australia alone.

Chris is a rising third year student at DU, studyingComputer Science. Excited about bringing passionfor the STEM fields back into the American Public

School System, he is planning on continuedinvolvement with STEM education in the future.

Jake is an International Studies and History double majorwith Leadership Studies and Political Science minors whois passionate about giving each student the chance theydeserve to learn and grow through education at all levels.

STAKEHOLDERSSheridan High School:

A local High School in the Denver MetroArea, is an optimistic community in the

face of constant adversity. With 377enrolled students and a 16 to 1 student to

faculty ratio, Sheridan has a smallpopulation for a high school in Denver andthus provides a perfect launching point forALLiN. In addition, SHS ranks in the 12thpercentile in math and the 42nd percentilein Language Arts and Reading. Along witha primary demographic of lower-middle

class families, this leaves room forimprovement and creates an arena in

which we can provide assistance.C O M P A N Y . C O M

STAKEHOLDERSSheridan Mentorship Program:

This team consisted of Andrew Baer,Samuel Bloomfield, David Feuerbach, andRhett Gutierrez. These Pioneers provided

us with the groundwork from which wehave built ALLiN. By providing a

relationship with David Fromson andSheridan High School, we were able to

further augment on the curriculum whichthis Community Change Initiative Groupprovided. and are interested in continued

work with ALLiN in the future.

C O M P A N Y . C O M

WHAT DIDTHEYSAY?

“I wish you guys could

have stayed longer.”

“Next year, do more!”

“You are

 going t

o

expand

 the pro

gram? I

wish I co

uld take

 this

class ag

ain nex

t year!”

Leaning against the desk, I told my group “I am

off to go study for some midterms after this.”

Immediately, a student asked “YOU have

midterms?!” Wishing it weren’t true; I responded

“Of course, college has midterms.” After a few

moments of silence, a shy student in the back

quietly asked “What is college like? How do you

get scholarships?” Before long, the entire group

was raising their hands and shooting off

questions before I had finished answering the

previous ones: “Is college fun,” “I heard college

is hard,”  or “Why are you a philosophy major?”

WE ARE ALLINON EDUCATION

Leaning against the desk, I told my group “I am off togo study for some midterms after this.” Immediately, astudent asked “YOU have midterms?!” Wishing itweren’t true; I responded “Of course, college hasmidterms.” After a few moments of silence, a shystudent in the back quietly asked “What is college

like? How do you get scholarships?” Before long, theentire group was raising their hands and shooting off

questions before I had finished answering theprevious ones: “Is college fun,” “I heard college ishard,”  or “Why are you a philosophy major?”