Past projects 2
College Visit
Funded Nov 30, 2013On the cold blustery morning of February 26, a big warm chartered bus slowly rolled up the hill on Folin Avenue to the front of the Theatre Arts Production Company School. Twenty-five seniors, seventeen juniors, and one freshman, who had just minutes before gathered together, quickly climbed aboard along with their English teacher, their college counselor and me. By 9:00 a.m., we were comfortably seated and well on our way to the campus of SUNY New Paltz. On the bus, students were given a brief orientation on what to expect and on how to behave, after all, they had been carefully selected to participate on this eye-opening trip. We were not disappointed.
Once on campus, we were greeted by welcoming and knowledgeable staff and student representatives who also served as guides. TAPCo's students were provided with a comprehensive overview of the entire SUNY system, including admission requirements, the cost of attendance, and information on the financial aid process. As expected, the benefits of attending SUNY New Paltz were emphasized, especially as we toured the campus, which included visiting classrooms, dining halls, dorms, performance and athletic spaces, among others. In order to make the most of our visit, we divided into two groups (one of which is pictured here) and toured the campus. It was a laughable moment when 20+ students squeezed into the dorm room of one of the guides while his roommate was trying to study; amazingly, they all fit in.
Throughout the day, our students were not shy with their questions and completely immersed themselves in the experience. Some even called home during the tour to share their experience with their parents; others were determined to apply to New Paltz and other state schools; yet others now understood that they preferred to stay near home and apply to schools in New York City. At the end of our visit, the student guides commented on how enthusiastic and curious our students had been, and well-behaved.
It's been a month since our visit and students are continually stopping me in the hallway asking if we are arranging another campus tour. Others, who were not eligible for the trip, want to know when they'll get to go. On behalf of the TAPCo community, I thank you for helping us create an environment where the buzz of "Have you visited a college yet?" or "What college do you want to go to?" is in the air.”
With gratitude,
Ms. Silva
This classroom project was brought to life by an anonymous donor and 13 other donors.TAPCo's Reading Partners
Funded Aug 11, 2012The TAPCo Reading Partners Project was a huge success thanks in no small measure to the beautiful journals and writing implements provided by your generosity. For more than 8 weeks this fall, 32 seventh and 26 twelfth grade students actively exchanged journals with one another. While it is too early to tell if journaling with a partner helps to improve reading skills, we know it did keep the students actively engaged in reading and in writing.
From the very start, the students were excited about and totally involved in the project because it was different and fun. Upon learning of the exchange, the seventh graders came up with the idea of using pen names or aliases under which to write and began the project by personalizing their journals. Writing anonymously was key to the projects' success. The younger students summarized the stories they were reading, expressed their opinions, and responded to writing prompts in their journals. They also asked their partners about their reading interests and all manner of advise.
The twelfth grade students responded in kind. They served as mentors and encouraged their partners to read regardless as to how they personally felt about reading. They drew upon their personal experiences as seniors at the school to help encourage and guide their younger partners to succeed in school and develop good reading habits.
Throughout the fall, it was fun to watch their reactions as they read and shared their partners' responses with their classmates. As a culminating event, both groups of students were brought together to meet their partners and partake of pizza. Going forward, the seventh grade students will keep the journals for their independent reading responses and the seniors will continue to serve as role models, albeit on a less formal basis.
I am personally grateful to each of you for your support as it gave me the impetus to see this project through its fruition. In the end, we all benefited from the journal exchange as it made reading "cool" again and our school community a little tighter.”
With gratitude,
Ms. Silva
This classroom project was brought to life by Wells Fargo and 8 other donors.