starr news summer 2012
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Vol. 69 No. 3TRANSCRIPT
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Inside:
Starr Detroit Academy
Bullying and Cyberbullying
Battle Creek EducationalPrograms
R E S I D E N T I A L – C O M M U N I T Y - B A S E D – P R O F E S S I O N A L T R A I N I N G S
STARR
STARR COMMONWEALTHWe Think The World of Kids
STARR
Contents
3 President’s Message
4 Starr Detroit Academy
7 Chaplain’s Message
8 Montcalm School
10 Commonwealthalia
12 TLC Focus: Bullying
15 Reclaiming Youth International
16 Starr Battle Creek
17 Founder’s Day Schedule
18 Honor/Memorial Gifts
C R E A T E P O S I T I V E E N V I R O N M E N T S W H E R E C H I L D R E N F L O U R I S H
Starr News Summer, 2012 Volume 69, No. 3Starr Commonwealth is accredited by the Council on Accreditation of Services for Families & Children.
Starr Commonwealth is a non-profit organization serving children and families regardless of race, religion,
color, or national origin. Founded in 1913, Starr is licensed by the states of Michigan and Ohio and serves
children and families from locations in Albion, Battle Creek, Detroit, and Clinton Township, MI.; Van Wert,
and Columbus, OH; and Lennox, S.D. The Albion campus is a Michigan Historic Site. Starr Commonwealth
receives funds from social agencies, foundations, corporations, and individuals.
Kyle Caldwell, Chairman of the Board; Martin L. Mitchell, Ed. D., President and Chief Executive Officer;
Christopher L. Smith, B.B.A., C.P.A., Executive Vice President and Chief Financial Officer;
Wm. Chuck Jackson, MA, Executive Vice President and Chief Clinical Officer;
Elizabeth A. Carey, MSW, Executive Vice President and Chief Strategy & Administrative Services Officer;
Gary Q. Tester, MRC, Executive Vice President and Chief Development Officer
13725 Starr Commonwealth Rd. Albion, MI 49224-9525 800.837.5591 [email protected]
Starr Detroit Academy
See Page 4
Bullying and Cyberbullying
See Page 12
IMPACTING
1.3 MILL ION
CHILDREN
AND
FAMIL IES
WORLDWIDE
Martin L. Mitchell, Ed.D., President/ CEO
The theme of this Starr News is dedicated to one of the most important topics
affecting our world today – education.
Education is a critical component to the programs at Starr Commonwealth,
as we offer a vast array of services devoted to helping children reach their potential,
both in and out of the classroom.
At Starr Battle Creek, community-based programs like the Suspension Center and Credit
Recovery and Enhancement assist students with catching up on school work or getting
ahead. Starr also features Montcalm School, a private therapeutic boarding school for
boys and girls on the Albion campus. For boys, ages 12-21, and girls, ages 12-18, Montcalm
School offers a strength-based treatment and educational model aimed at focusing
on each student’s strengths and abilities.
One of the most exciting new endeavors at Starr is Starr Detroit Academy, an open-admissions
charter school located in Harper Woods for K-5 children scheduled to start school this fall.
Using the model of positive youth development essential to Starr’s programs, Starr Detroit
Academy will feature a rigorous college preparatory curriculum that will make attending
college a priority for children and families in the underserved, metropolitan area of Detroit.
But Starr is about so much more than helping children receive better
grades and test scores. Our programs emphasize education outside
of the classroom as well, including the acquisition of day-to-day living
skills. Through the transitional living aspect of our programs, youth learn
to be self-sufficient while becoming productive at school or work and
in their communities, giving them the necessary skills to take the
next step in their lives.
Often, youth come to our programs having experienced trauma,
abuse, neglect or learning difficulties, resulting in a lack of success
in school or at home. All of our programs strive to meet the
educational and developmental needs of youth through services
that help them acquire essential skills and build self-confidence.
At Starr, we truly believe that each child, if given the oppor-
tunity, can find their kernel of genius.
3
The high school graduation rate for Detroit Public Schools has hovered around 60 percent for quite some time.
And although it has risen slightly in recent years, it is still well below the national average of 72 percent, according
to Education Week, a publication dedicated to reporting on issues related to education in America.
At Starr Commonwealth, we believe every child should have access to a quality education. To make that goal
a reality, Starr has embarked on a new endeavor near the eastside of Detroit.
Starr Detroit Academy, an open-admissions charter school located in Harper Woods, will offer educational
services to K-5 students. Currently, there are nearly 600 children enrolled who will begin classes this fall.
After a highly selective process, Starr received approval in September 2011 for charter school authorization
from Central Michigan University.
Starr Detroit Academy is made possible in part by the legacy of Children’s Home of Detroit, which ended its
services in 2008. Starr Commonwealth, as successor to the property owned by the 172-year-old organization,
pledged to reinvest CHD resources into services for youth in the metropolitan area.
The mission of Starr Detroit Academy is to prepare students for academic mastery, college, work and life.
To achieve this task, each child will develop a strong character, self-confidence and a deep awareness of their
own strengths, interests and abilities. Building a strong foundation in the core subjects through a college
preparatory curriculum will also provide students with the skills needed to continue their education with
the goal of consistently improving.
Led by School Director Natasha Baker, the leadership of Starr Detroit Academy is dedicated to creating
a culture of success, thus changing the perception of schools in Detroit.
“Detroit is an area with many underserved and at-risk youth,” Baker said. “By making college and academic
achievement a priority for children and families early on, the likelihood of our youth succeeding
throughout their lives is exponentially greater.”
4
STARR DETROIT ACADEMY
Unfortunately, Detroit is home
to some of the lowest performing
schools in the United States.
Using the strength-based model of positive youth development pioneered by Starr Commonwealth, the academy
will provide individualized instruction aimed at meeting students at their achievement level. This program,
Response to Intervention, offers teacher-led, small-group interventions that keep students engaged and on track
with the idea of meeting grade level standards and closing the achievement gap.
Partnering with the academy to assist children in reaching their academic potential, the Efficacy Institute has
been dedicated to the mission of getting students to perform at or beyond their grade level for over 25 years.
The Efficacy Institute – which has partnered with Starr Commonwealth for the past two years – emphasizes the
ability of all individuals to achieve success in school, work and life.
Using data-driven protocols to measure academic success, the Efficacy Institute’s methods of data analysis will allow
the academy to accurately gauge each student’s readiness to take the next steps academically. continued next page
5
Below is an artist rendering of what the academy building will look like once renovations are complete.
6
Starr Detroit Academy continued
“These kids need as much time at school as
possible,” Baker said. “Using strength-based practices
and the Efficacy Institute’s data analysis system,
as well as other tools, we are positioned to offer our
students access to first-class academic and
extracurricular programs.”
But high-level student achievement is impossible
without a devoted staff. Starr Detroit Academy will
feature professional development opportunities
regularly, which will allow the team to be informed
on best practices and leading-edge curriculum
standards, keeping Starr Detroit Academy ahead
of the curve.
Some additional features of the academy are free
transportation, an extended school day – 7 a.m. to
5 p.m. – a full athletic program, a Mandarin Chinese
program, an unyielding focus on partnering with
parents to ensure their child’s success, and many
more aspects intended to help the children of
Detroit reach their full potential.
“For Starr Detroit Academy and our students to
flourish, we need everyone involved to have an
unwavering commitment to excellence,” Baker said.
“All of our staff members will be held accountable, and we will hold our students to that same standard.
“Starr Detroit Academy is just the beginning for these children. Our program can start equipping
kids with the skills they will need to succeed for the rest of their lives.”
Starr Detroit Academy is located at 19360 Harper Ave., in Harper Woods, Michigan.
For more information on Starr Detroit Academy, visit www.starracademy.org.
For more information on the Efficacy Institute, visit www.efficacy.org.
ALUMNI SURVEY
Starr Commonwealth and Montcalm School are conducting an alumni survey! If you are a Starr or Montcalm alumni and have not received the survey by mail,
please share your experiences with us online.
To complete the survey, please visit www.surveymonkey.com/s/Starr_Alumni_Survey
The word “education” is derived from the Latin word “educare,” which means “to bring
up, to rear, or to train.” So, education is the process of training and developing knowledge,
skill, mind and character in a person. Or as we would say when I was growing up, “schooling.”
While the word “education” is not mentioned directly in Starr Commonwealth’s Creed,
which was composed by Floyd Starr nearly 100 years ago as the foundation of Starr
Commonwealth’s efforts on behalf of children and their families, education is implied
throughout. Floyd Starr understood the value of education, not only in “book learning,”
but also in “life learning” and in “spiritual learning.”
He consistently sought ways to educate his youth so that they would be better
prepared to handle the challenges of life.
He did this through the employment of skilled
teachers and staff and through hosting people
of achievement on campus to speak to the
youth. He taught the value of work, and respect
for one’s neighbor and one’s country. “Uncle” Floyd
believed in adequate exercise and proper nutrition,
the power of learning to appreciate nature and
the good earth, and spiritual guidance.
In a society that appears to be changing at the speed of light, education remains
at the heart of much of what we do here at Starr, whether at our residential sites
or in the communities in which many of our young people live.
Starr will always seek ways to educate and better prepare our youth to succeed in a world
that desperately needs people with quality “book learning,” “life learning” and “spiritual
learning.” That’s the power of education.
The Starr Commonwealth Creed
In 1913, the Creed of Starr Commonwealth was born. Today, we continue
to take to heart what Floyd Starr so compassionately penned that day
as his core belief and the foundation of our organization, "there is no such
thing as a bad boy." We have since updated that statement to read,
"there is no such thing as a bad child," to reflect the care of girls
as well as boys.
The values we seek to nurture and live by are:
honesty, compassion, respect,
responsibility and fairness.
These values guide us and allow us to continue to build on Starr's
strength-based treatment philosophy and provide hope for today's
children and families.
Chaplain Ken Ponds
CH
APLAIN
’SM
ESS
AGE
7
Montcalm School for Boys and Girls is a residential, therapeutic boarding school on Starr Commonwealth’s
Albion campus that helps youth overcome these issues and build self-confidence. For boys, ages 12-21, and girls,
ages 12-18, Montcalm provides a culture of acceptance and understanding by promoting the good in every
child through its strength-based treatment approach.
Although many students come to Montcalm with a history of poor academic performance, one of the goals
of treatment is to restore each student’s confidence in the classroom.
“Most of the students coming to Montcalm have had a negative educational experience,” said Patti Hiatt,
the Dean of Students. “We work with each student to help raise their confidence and enhance their skill sets
in the classroom.”
Youth are assessed at the beginning of treatment and throughout their stay at Montcalm to measure academic
gains. The school uses the Woodcock Johnson III, a renowned achievement test that identifies youth’s academic
ability levels.
“The Woodcock Johnson test allows us to assess the level at which the student is functioning in math, reading
and writing,” Hiatt said. “It really helps us determine what direction to take. When the student is leaving the pro-
gram, we re-administer the test and measure his or her gains.”
At Montcalm, students show two to four years of growth in each assessed academic area on average.
“During my time at Montcalm, I changed the way I saw the world,” said Kurt Tech, a Montcalm alumnus.
“I went in with low self-esteem and an overall sense of anxiety toward everything in my life. Soon after I got
there, I began focusing on my education, and now I am a college graduate.”
MONTCALM SCHOOL
The journey from adolescence to adulthood is challenging for many. But for some,
this already difficult time of transition is filled with the frustration and anguish
of struggling socially, emotionally and academically.
8
According to Hiatt, students need to buy into the Montcalm program to incur lasting change. Most of the time,
she said, students realize there are many aspects that provide for a unique and beneficial student experience.
All of Montcalm’s teachers are licensed by the Michigan Department of Education. Because teachers are viewed
as important members of the treatment team, they are always up to date on their students’ progress.
Small class sizes – 10 to 12 students per class on average – and individualized instruction help challenge
students while providing one-on-one education tailored to each student. Every classroom has one teacher
and a teacher’s assistant who educate youth in all core subject areas.
Students with different learning styles are assisted through the use of technology like SMART interactive white
boards, AlphaSmart keyboards and a computer lab.
For youth of all ability levels, Montcalm offers a broad range of courses from basic to college preparatory classes.
Students also have the opportunity to retrieve lost credits and catch up through credit recovery.
Youth will also have access to ACT and SAT preparatory classes and can take these tests
at area high schools or colleges.
College-bound students can take advantage of Montcalm’s relationship with Kellogg
Community College – located across the street – and receive college credits while
experiencing life as a college student.
“For students who are ready therapeutically, KCC gives them a chance at dual
enrollment, which allows for a student to receive high school and college credit,”
Hiatt said. “This helps get students in a college mindset and prepares them
for life after Montcalm.”
Students work with staff to set goals for the future, and each aspect of the school
is designed to help youth reach their full potential.
“After leaving Montcalm and graduating high school, I went on to attend Albion
College,” Tech said. “While in school, I opened a landscaping business with my
younger brothers. I would not have been able to handle such responsibility
if it weren’t for the skills I developed at Montcalm. I will be forever grateful to those
who helped me get to where I am today.”
9
continued on page 11
In the spring of 2011, Ann Stolberg of the Farming-
ton Historical Society called to discuss a proposal
for a research project concerning Farmington
Architect Marcus Burrowes. Burrowes was the
campus architect for Starr Commonwealth for our
first 40 years of existence and designed 11 buildings
currently standing on our Albion campus. The
historical society was interested in sponsoring
an exhibit about Burrowes and these child-
centric spaces, all of which contribute to the
enrichment of children in Michigan.
Another person introduced to the mix of researchers
was Elizabeth Goodenough, an award-winning
documentarian and University of Michigan lecturer
in Literature. Goodenough, with family ties to
Farmington and Burrowes’ sphere of influence,
introduced the concept of using student
researchers involved in the Undergraduate
Research Opportunity Program (UROP) at the
University of Michigan. Through Goodenough,
we engaged two undergraduates, Alice Murphy
and Gabrielle Valentic, to work with Starr Common-
wealth archival materials and employ the idea
of the creation of unique spaces for children that
differed from the juvenile reformatory standard
of the early 20th century.
Murphy searched for insight on the physical
spaces that were created for the children living
here. Valentic investigated methods leading to
positive success rates over the previous
reformatory system. Both students won prizes for
their research and presentations at the Spring
Symposium held in Ann Arbor April 18, 2012. Their
research will be used to develop exhibits for the
upcoming Centennial celebrations.
The Research Projects
1. Beauty is a Silent Teacher
Alice Murphy
One of Starr Commonwealth Founder Floyd Starr’s
mottos was, “Beauty is a silent teacher.” The Starr
Commonwealth campus illustrates this motto.
Between 1915 and 1952, Floyd Starr employed
Marcus Burrowes to design 11 buildings for his
growing reformatory. Burrowes, who became a
friend to Starr and a believer in the school, used
his
English
revival
style to
design
the build-
ings. The
design
brought comfort and stability to the now 350-acre
campus. The architecture, as well as the interac-
tion of the structures with their surroundings,
show how Burrowes aimed to connect children
with nature as well as offer the safeness and per-
manence of a home. Burrowes’ designs, inspired
by his association with Detroit architect Albert
COMMONWEALTHby Amy Reimann, Director of Archives
10
University of Michigan student researchers delve
into the history of Starr’s child-centric architecture
and its first architect, Marcus Burrowes.
Kahn, evokes reminiscence of old English cot-
tages. The architectural aspects such as the half-
timbering, sharply angled roofs, rounded windows
and doors, high chimneys, and centrally located
fireplaces offer domestic comforts lacking in more
industrial configurations of the period. Starr and
Burrowes had a shared reverence for the past and
confidence that charming houses, comfortable
recreational spaces, and splendid grounds influ-
ence the attitudes and growth of young people
in positive ways. Observations from those both
inside and outside Starr Commonwealth imply
that the comfort, stability and beauty provided by
landscape and architecture had a positive impact
on the way the children grew and developed.
As alumnus Gerald D. Robinson said, “The fond-
ness I have in my heart for the campus will always
remain unchanged.” Starr Commonwealth’s com-
mitment to the cottage style, regardless of cost,
created a nurturing reformatory.
2. A Commonwealth Founded on Love
Gabrielle Valentic
The histories and
testimonies of
the lives that have
come forth from
Starr Common-
wealth all point to
two key factors in
the success of the
school: love and
respect. Starr
Commonwealth
Founder Floyd Starr
was brought up by
a family who taught
him these values, and outside influences such
as Dr. John Harvey Kellogg further shaped these
convictions. He reinforced self-worth by requiring
chores, encouraging spirituality and teaching
practical skills such as carpentry, musicology
and artistry. Floyd Starr complemented
“an environment full of love and activity” with
influential visitors, a nature-filled campus, team
sports and free play. On this vital foundation
Floyd Starr built trust, diligence and responsibility
that led to the outstanding success rate of
Starr Commonwealth.
Montcalm School continued
Hiatt believes that each student has an opportunity
to make the most of their stay at Montcalm, and
if they do, there are many options going forward.
“I think what sets Montcalm apart is that we are
preparing these students to flourish after their stay
here by helping them build confidence in all areas
of their lives,” Hiatt said. “Every student who comes
here is worthy of greatness. We are working to
show them that they deserve to be successful.”
11
According to the
National Education
Association, 160,000
children miss school
every day due to fear
of attack or intimidation
by others. Anti-bullying
laws have been created
in 49 states to combat
this growing epidemic.
Bullying not only occurs
more often but with
more lethality than in
recent decades. Bullying
peaks during middle
school and in the early adolescent years. Today, bullying takes place in person as well as through social
media platforms and text messages, which makes bullying accessible at any time. Cyberbullying,
as it is known, allows for faster and wider spread distribution of hate messages.
All children have the capability to engage in bullying and victimization behaviors, and these roles remain
fluid and dynamic. Bullying can be traumatic and has severe, adverse effects on all involved, including the bully.
Physical bullying and verbal bullying are equally as damaging depending upon how the bullying is perceived
by the victim. The following are the main themes of trauma – terror, hurt, fear, anger and victim thinking –
and show how all children involved in bullying are impacted and experience trauma themes.
12
BULLYING ANDCYBERBULLYING
Bullying is one of the largest problems in the United States
and across the world today. One in seven K-12 students worldwide
is either a bully or victim of bullying.
The Victim The Bully The Witness
Terror Scared for one's own I'm out of control. Scared for the victim's
safety/life I even scare myself. safety/life
Hurt Physical and emotional Physical hurt from Viewing physical
hurt from being bullied engaging in bullying and emotional abuse
physically/emotionally behaviors and violence
Fear Never knowing if/when I have to stick up for myself Is it going to happen again?
bullying is going to happen because nobody else will. Could it happen to me?
If I help, will I be bullied, too?
Anger Anger at the bully Angry at the victim Mad at the victim
Anger at self for not being for "making me do it" for "taking it"
able to do anything to stop it Mad at the bully
Anger at witnesses/adults for their behavior
for not helping put a stop
to the bullying behavior
Revenge Wanting to "get back" Getting back at their own Wanting to "get back"
at the person who bullied abuser by hurting others at the person who bullied
Victim I am the target of bullying I will always be a bully. I could be next.
Thinking because I am no good It makes me feel good I am no good for
and nobody likes me. because I’ve been not jumping in or
bullied myself. stopping the bullying.
Caelan Kuban and Sarah Slamer (2012)
TLC has a Bullying and Cyberbullying
course and is also releasing a book,
“Brave Bart and the Bully,”
which comes out in the fall of 2012.
Parents and professionals also have access
to TLC’s Parent Trauma Resource Center
at www.starrtraining.org/ptrc
Sarah Slamer
Assistant Director
The National Institute for
Trauma and Loss in Children
Caelan Kuban
Director
The National Institute for
Trauma and Loss in Children
13
Honor a student.Here’s the perfect opportunity to honor
a student or others like alumni and staff,
and tell the world of your support for them
and Starr Commonwealth. When you reserve
a commemorative brick, bench or picnic table,
you get to choose the Starr campus – Albion
or Columbus – where you’d like it displayed.
You also get to choose the message you’d
like engraved, and your tax-deductible
charitable contribution will help our
campuses remain beautiful, comfortable
and easily accessible for all.
Take a minute now to fill out the attached
order form below and own a piece of the walk.
Please return the form below along with payment to:
Starr Commonwealth, 13725 Starr Commonwealth Rd., Albion, MI 49224
Official Order Form
Designate a Campus: __Albion Campus ___Columbus Campus
_____________________________________________________________________________________________________________________Your Name Daytime Phone Email
_____________________________________________________________________________________________________________________Address City State Zip
Designation: ___Memorial ___Honor ___Chapel ___Employee ___Alumni
___4"x 8" Bricks (1 to 3 lines) at $100/each = _________
___8"x 8" Bricks (1 to 6 lines) at $200/each = _________
___Bench at $2000/each = _________
(1-4 lines; 25 spaces)
___Picnic Table at $1500/each =_________
(1-4 lines; 25 spaces)
Total Donation _________
Please bill my
___VISA ___MC ___AMEX ___Check enclosed
____________________________________________ Card #
____________________________________________ Expiration Date
Here’s the text for my engraving. Up to 15 characters per line including
spaces and punctuation. Use “&” for “and” to save space.
#1 nnnnnnnnnnnnnnn#2 nnnnnnnnnnnnnnn#3 nnnnnnnnnnnnnnn#4 nnnnnnnnnnnnnnn#5 nnnnnnnnnnnnnnn#6 nnnnnnnnnnnnnnn
Mr. & Mrs. Mr. Mrs. Ms. Miss
WELCOMING BACK STUDENTS
Millions of children are experiencing the quick passing of summer
vacation as the days go by. Some are attending summer school
in order to progress to the next grade, and some are there to make
room in their schedules to take more advanced placement courses
to boost their chances of getting into universities of their choice.
One of the concerns educators have for many young people is the amount of learning loss that will
occur as a result of long breaks from school. The biggest concerns are with children whose learning was
tentative at best. A great deal of education is now focused on teaching to proficiency tests that have
yet to be proven to have any effectiveness in creating better students or citizens.
For some children, summer means less access to nutrition from breakfasts and lunches that are provided
to them in the school setting. More schools are now focused on improving the nutritional value of food
offered to students. For many, that is their best chance at balanced diets.
Still, others lose contact with peers they may only access when they are at school. Most importantly,
though, many students lose contact with attentive, caring adults and services that are only available during
the school year. This absence may be the most detrimental to students who get the majority of their adult
interaction in the school setting. Attention from adults in school, not just teachers or para-professionals,
but staff throughout those settings, may be the moments when these young people feel most significant.
They receive encouragement to join in, to try new things, to express themselves in a variety of ways,
and to contribute something, regardless of how small, to the school community.
We can predict some of the students who
will be returning to school in need of help
and support, and yet there may be scores
of others in each school who are quietly
struggling to begin another academic year.
The best way to ensure that our children
get off to a great start this coming school
year is to meet them and greet them at the
door. A smile, handshake, high-five or a
welcoming comment can tip the balance
toward the most hopeful start possible
for many young people in need.
Mark Freado, President
Reclaiming Youth International
15
Missing instruction time due to behavioral issues may also contribute to a decline in school performance.
But at Starr Battle Creek, these challenges are addressed by programs that help youth in tumultuous situations.
The Credit Recovery and Enhancement program allows students to use Education 2020, an online learning
tool, to either recover lost credits or get ahead.
“Education 2020 affords our students the opportunity to graduate on time, something that is invaluable to them,”
said Nate Cox, the Supervisor of the Suspension Center and Day Treatment programs. “Some students come to
the program to get ahead in school, but it’s particularly rewarding when we see kids who come here with very
little interest in school leave with a new appreciation for education and what it can do for their future.”
For students with behavioral challenges, the
Suspension Center provides a safe, comfortable
environment for them to do school work while they
are suspended, free from negative influences that
may have put the student in a detrimental situation.
“I feel like I needed to come here to get my mind back on track,” a Suspension Center student said. “I am able
to get help when I need it and talk to staff about any issues I’m having in or out of school.”
There are three main objectives of the Suspension Center’s program, including helping youth with school,
improving behavior and assessing each student to determine the appropriate course of action going forward.
“The idea is to help each student get caught up in school while fixing the issue that resulted in a suspension,”
Cox said. “We want to equip them with the tools to prevent getting suspended in the future, like identifying anger
triggers and developing appropriate coping mechanisms. If a student shows a pattern of negative behavior and faces
For many students who fall behind
in school, catching up can feel like an
insurmountable task. Students may
not have access to a nurturing
environment outside of school
where education is a high priority,
or they may simply feel over-
whelmed by the workload
in the classroom.
STARR BATTLE CREEK
16
“The idea is to help each student get
caught up in school while fixing the
issue that resulted in the suspension.” Nate Cox, Supervisor of Suspension Center and Day Treatment Programs
greater challenges, we may refer them to one of Starr’s other programs or to one of our community-based partners.”
Cox believes that the educational programs in Battle Creek truly reflect Starr Commonwealth’s mission
to create positive environments where children flourish.
“The programs make each kid think, ‘What did I do to get in this situation?’” Cox said. “We want them to make
positive changes in their lives, but to do that, they need a safe place where they are encouraged.
That’s what Starr provides.”
For more information on the Credit Recovery and Enhancement program or the Suspension Center,
contact Starr Battle Creek at 269.968.9287 or visit www.starrbattlecreek.org.
9 a.m. Registration begins
9 a.m. – 1:30 p.m. Car and Bike Cruise In
10 a.m. – 11 a.m. Chapel Service
11 a.m. – 1:30 p.m. Chicken Luncheon at Towsley Center
(one meal per person; donations appreciated)
11 a.m. – 1:30 p.m. Campus Activities / Kid’s Alley – Mendelssohn Valley
2 p.m. – 4 p.m. Program featuring guest speaker, Dick Vitale
At right: Founder’s Day Speaker, Dick Vitale
For more information on this Speaker/Performer, please visit www.apbspeakers.com
You can register online at www.starr.org/fdregistration
2012 FOUNDER’S DAY SCHEDULE
Watch your gift grow. Do you work for a company that offers a matching gifts program? Or, are you retired from a matching gifts company? If so, you could double – maybe even triple – your gifts to Starr Commonwealth children simply by letting us know. Just ask your employer or former employer to provide you with the paperwork you need. Fill it out and send it to Attention: Development Office,Starr Commonwealth, 13725 Starr Commonwealth Road, Albion, MI 49224-9910. Thank you for caring!
GIFTS
18
IN HONOR OF:
BERNARDO D. BRUNETTI
Mr. and Mrs. Bernardo Brunetti
VANESSA A. FERRI
Ms. Jennifer Ferri
DAVID L. HAARER
Mr.and Mrs. Richard Magsig
STEVEN R. WOODERSON
Mr. and Mrs. Bob Wooderson
IN MEMORY OF:
ROBERT BLACK
Mr. and Mrs. Dallas E. Seiler
ROSALIND BRISCO
Mr. and Mrs. Jesse Mason
JOHN "MAX" BUZZELL
Ms. Leslie Brown
Mr. and Mrs. Mark Veich
MARVIN L. COLNESS
Dr. and Mrs. Arlin E. Ness
CAROLYN COPELAND
Dr. George H. Lauff
FORREST CREASON
Mr. and Mrs. Walter E. Wille
HOWARD DIEPENHORST
Dr. and Mrs. Arlin E. Ness
FREDA FATATO-HOEBEKE
Dr. and Mrs. Martin L. Mitchell
GORDON GRABILL
Mr. and Mrs. Jerry Champion
Ms. Kathy Lantz
Dr. and Mrs. Martin L. Mitchell
DARYL GROSS
Mrs. Mildred Williams
BARBARA HAYES
Dr. and Mrs. Don Nelson
HENRIETTA JANSSEN
Mrs. Shirley Flanagan
RAYMOND F. LAUFF
Dr. George H. Lauff
JESSIE LONGHURST
Mrs. Evelyn Gay
BRUCE MATSON
Dr. and Mrs. Martin L. Mitchell
Dr. and Mrs. Arlin E. Ness
VIVIAN MILLER
Mr. Edgar W. Miller
FLORENCE NESS
Dr. and Mrs. Martin L. Mitchell
Dr. and Mrs. Arlin E. Ness
LARRY SMART
Dr. and Mrs. Martin L. Mitchell
MORRIS STULBERG
Dr. and Mrs. Martin L. Mitchell
HONOR GIFTS are thoughtful ways to
remember a special person and/or
a special occasion, such as a birth,
birthday, anniversary, graduation,
Mother’s Day or Father’s Day, while
also helping Starr children. When
sending an honor gift, please provide
the address of the honoree. We will
send an acknowledgment card to
let them know of your thoughtful-
ness, but we won’t mention the gift
amount. You may call in your honor
gift for faster acknowledgment at:
800.837.5591. Honor gifts also may
be made online at: www.starr.org.
MEMORIAL GIFTS offer an enduring
tribute to the memory of a friend or
loved one, while extending a helping
hand to the children of Starr Common-
wealth. When sending a memorial
gift, please provide the address of
a family member of the deceased to
whom we can send an acknowledg-
ment card. We will let them know
of your thoughtfulness but won’t
mention the gift amount. You may
call in your memorial gift for faster
acknowledgment at: 800.837.5591.
Memorial donations also may be
made online at: www.starr.org.
Here is a listing of Honor and Mem-
orial gifts received from 4/20/2012 -
6/30/2012. Donors are listed below the
name of the person in whose memory
or honor they contributed. Gifts not
listed here will appear in a future
issue of Starr News. If we missed your
name or an error has occurred with
your listing, please forgive us and
contact us so we may correct it
in the next issue.
Thank You!Starr Commonwealth’s current
summer appeal has raised over
$38,000 and will run through
August. Thank you so much
for your unwavering support
of Starr Commonwealth and our
mission to create positive environ-
ments where children flourish.
Help them take their learning to a higher level.
Starr Commonwealth Scholarship ProgramSince 1978, we’ve provided 938 Starr graduates the opportunity to pursue
higher education through the Starr Commonwealth Scholarship Program.
Created in 1977 with the estate of former trustee Thomas Lloyd, the scholarship
program provides financial assistance for those students in “good academic
standing” who want to take their education to the next level. Last year,
57 students were awarded over $250,000 in fund assistance, however, total
requests averaged over $370,000. Your generous donation will help us
continue to provide scholarships to students who want to reach even higher.
Please donate today.To learn more about how you can contribute
to the Starr Commonwealth Scholarship Program,
please contact Amy Reimann, Alumni Coordinator,
at 517.630.2317 or [email protected].
®
Duplicate mailing? Call (800) 837-5591
Address service requested
Non Profit Org.U.S. Postage
PAIDPermit #975Lansing, MI
Officers
Martin L. Mitchell, Ed.D.President Chief Executive Officer
Christopher L. Smith, BBA, CPAExecutive Vice PresidentChief Financial Officer
Wm. Chuck Jackson, MAExecutive Vice PresidentChief Clinical Officer
Elizabeth A. Carey, MSWExecutive Vice PresidentChief Strategy and Administrative Services
Officer
Gary Q. Tester, MRCExecutive Vice PresidentChief Development Officer
Board of Trustees
Kyle Caldwell, ChairPresident and CEOMichigan Nonprofit AssociationLansing, MI
Michael Leach, Vice ChairChief Financial OfficerNationwide InsuranceColumbus, OH
Tom Kolassa, SecretarySenior Vice President Hub InternationalBattle Creek, MI
Honorable Eugene A. Moore, Immediate Past ChairChief Probate Judge (Retired)Oakland CountyPontiac, MI
Scott BennettVice President UBS Financial ServicesBirmingham, MI
Ralph J. BurrellPresident and CEO SymCon, Inc.Detroit, MI
Craig CarrelPresident and PartnerTeam 1 PlasticsAlbion, MI
Dr. Velma ClayDirector of Equal Employment Opportunity (Retired)Hart-Dole-Inouye Federal CenterBattle Creek, MI
Gary TaylorOwnerTaylor Auto Sales Inc.Van Wert, OH
Bruce Vande VusseAttorneyFoster, Swift, Collins & Smith, P.C.Farmington Hills, MI
George WilsonGeneral AgentWilson Insurance ServicesGilbert Wiseman AgencyFlint, MI
Trustees Emeritus
Margaret Starr LeutheuserDaughter of Floyd StarrHaverford, PA
Michael J. GableChief Operating OfficerHoward and HowardRoyal Oak, MI
George D. GoodmanExecutive Director (Retired)Michigan Municipal LeagueAnn Arbor, MI
Dr. Russell G. MawbyChairman EmeritusW.K. Kellogg FoundationBattle Creek, MI
William K. Stoffer Chairman and CEOAlbion Machine & Tool Co.Albion, MI
Honorable John HallacyDistrict Court Judge10th District CourtBattle Creek, MI
Lawrence GivensBlackmond and Givens, Inc.Southfield, MI
George A. GoodmanYpsilanti, MI
Jack KresnakPresident and CEO (Retired)Michigan’s ChildrenLansing, MI
Dr. Pamela LemerandProfessorEastern Michigan UniversityYpsilanti, MI
Albert LittleVice President and Business Development OfficerGreenleaf TrustKalamazoo, MI
William C. RandsManaging PartnerSagres Partners, L.P.Grosse Pointe, MI
Cornelia Romanowski Educator Shavertown, PA
Ahmad E. SinnoChief Information OfficerBricker & Eckler LLCColumbus, OH
Erick StewartPresidentStewart Industries LLCBattle Creek, MI
Honorary Trustees
Anne Willson DupréGranddaughter of Floyd StarrToronto, Canada
Diana Starr LangleyMontecito, CA
Sylvia Starr RicheyGranddaughter of Floyd StarrSeal Beach, CA
President Emeritus
Arlin E. NessPresident EmeritusAnthem, AZ
Locations
Michigan: Albion, Battle Creek, Detroit, Clinton Township
Ohio: Van Wert, Columbus
South Dakota: Lennox
®
www.montcalmschool.orgwww.starrtraining.org
13725 Starr Commonwealth Rd.
Albion, Michigan 49224
www.starr.org