Category: Leadership

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And the Awards Go To…

Each year, we have the opportunity to award some deserving high school seniors with a $10,000 scholarship. We also select one of our winners to be our top winner; this individual receives an additional $5,000 to continue their project. Each applicant has completed a community improvement project, based on a need they saw in their community. We choose winners based on a few different criteria, with long-term potential for the project to continue benefitting the community being one of the main criteria. Every year, we are so inspired and moved by the many projects that are submitted– there is so much good in the world! This year was no exception, and we are thrilled to announce the winners of the 2026 HGU Build A Better Future Scholarship.

TOP WINNER:

Parker Bohr- Pioneer Pantry

When the food pantry Parker was volunteering at closed down, those facing food insecurity in his community were left wondering what to do. Parker’s concern for these families pushed him to find a solution. Working with school staff, he was able to secure an unused room at the school. Soon, the Pioneer Pantry was born. He held food drives, created a website, and provided food for many families. The Pioneer Pantry will continue to bless the lives of people in the community because of the work and dedication Parker put into it. In addition to helping families in need, the life skills/transition class, which is right next door to the pantry, has been able to help out stocking shelves, preparing food to be given, and so on. This has allowed these students to be given some real-life experience, and has helped them gain important skills as they transition out of high school and into the adult world. 

Great job, Parker!

OTHER WINNERS:

Mason Below- Bilingual Buddies Program

Mason noticed a disconnect at school: many of the newly immigrated students weren’t attending extracurricular activities. After doing some investigating, he realized it was because there was a big problem with language barriers getting in the way. These new students were struggling to learn English, and therefore, not engaging in activities because they simply did not understand. Mason sought out to find a way to help this problem. Together with a counselor and teacher at his school, they created a list of newly immigrated students and what language they spoke. Next, they generated a list of established students who also spoke foreign languages. Finally, using those lists, they pair a newly immigrated student with an established student who spoke their language. These “Bilingual Buddies” help new students navigate academic and extracurricular things at school, thus helping the new students to feel more comfortable and more aware of what is going on around them. What a great idea, Mason! Every high school should implement a system like this!

Aditi Muduganti- Roots & Rise: A Youth Pocket Forest

Aditi noticed that students were learning about environmental issues, but didn’t really have access to nature to observe these issues in real time. Rather than sit back and let it continue, she got to work. Aditi authored a children’s book about sustainability and responsible environmental practices. She visited schools and read her book to the students there. She also noticed that there was a large patch of land that wasn’t being used at one of the elementary schools. She began formulating a plan: using this space, she would plant a pocket forest, using the Miyawaki method. Essentially, she would create a real forest that is compact and sustainable. This forest could then be used to educate students about nature. With the help of her community, she planned a planting day and planted the pocket forest. Students can now come and observe and learn from the forest in this new outdoor classroom. 

Great work, Aditi!

Samarah Agrawal- Recycle & Repurpose Initiative 

When she was only 14 years old, Samarah came across a story about a garbage truck catching on fire because of one improperly disposed of battery. She began to observe a gap between the dependence on batteries and accessible and proper disposal of those batteries. Samarah discovered that there were battery recycling options, but that those opportunities were few and far between. Realizing that there had to be a better way, Samarah began the Recycle & Repurpose Initiative. She created battery recycling boxes and began placing them around town. Soon, she began to see those boxes being used. So, she continued to press on, making more boxes, creating a website, and teaching the community about proper battery disposal. In the few years she has been working on this project, she has successfully obtained and properly disposed of over 40,000 batteries! She continues to leave boxes around her town, and people continue to use them.

Impressive work, Samarah!

Isn’t it amazing what one person can do? These brilliant young minds saw a need and found a way to address it, impacting their communities, and changing lives. We are so proud of these four seniors and their drive, determination, and passion. Stay tuned for more detailed posts about each winner and their project. 

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Applying for Our Scholarship? Here’s Some Tips!

Attention all graduating seniors! If you are planning on applying for our Build A Better Future Scholarship, this is for you! The final deadline is exactly one month from today! Final applications are due by 11:59 pm MST on Monday, April 13, 2026. Once a week until then, I will be sharing some tips and reminders for you to consider as you get ready to submit your final application.

As you put your project into motion, don’t forget to document your process through pictures and videos! Take pictures of you in action, working on your project. If you have volunteers helping you, snap some pictures of them as they work. If you host any kind of meeting, presentation, workshop, or class, have someone take a short video of you as you do your thing. If your project includes collecting donations of items, don’t forget to take some pictures of the donations that come in. Then, remember to take a picture of you at the place where the donations are being taken. If you think you’ll want a picture of something, take the picture!

One of the requirements for the final application is that you include a minimum of 5-10 pictures of your project in action. We also have a requirement for a short 3-5 minute video to be included with your application. You can certainly put some of your pictures in your video, but we also require that pictures be submitted separately as well. You can find the requirements for the video in our Scholarship Checklist, which can be found at the bottom of this page.

Beyond meeting the requirements for the final submission, having picture and video documentation of your project will provide you with lifelong mementos of the time you spent serving your community, and that is a priceless reminder of time well spent.

Scholarship-Checklist-2Download
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Walking Report Cards

My kids’ school had their final Parent-Teacher Conferences of the year last night. It’s wild to think that we are getting so close to the end of the school year! Last night’s conferences were different from the others we’ve attended this year. Typically, we sign up for a time slot to sit down and talk with each teacher for 10-15 minutes. Those are great, and I love hearing about the progress my children are making and talking with their teachers. 

Last night, however, they did what is called a “Walking Report Card” where the kids were in charge of the night. The teacher provided a set of instructions, then, using a checklist provided by the teacher, the students were expected to take over from there. Each teacher had set up four or five different stations, which we rotated through at our own pace and in the order we chose. Each station focused on a different area of study: science, math, reading, writing, and/or social studies. 

Rather than the teacher going over some of our kids’ work, our kids got the chance to show us what they have been learning about. We were able to see their progress in action! It was such a cool opportunity for the kids to take control of the conference. They felt so empowered and important while they took us through the rotations. Additionally, they took so much pride and ownership in their work as they showed us what they could do. 

It was a nice break for the teachers, too, since they could casually roam the room and answer any questions parents had for them rather than sit at their desk all night. They still had to prepare for the night by collecting work samples to send home with parents, as well as to set up the stations, but the conferences themselves were much more relaxed. 

The stations looked different for each grade, but they all had the same goal: to let the students show what they know. A math station might ask students to complete a couple of equations, draw out an array for a multiplication problem, use a candy bracelet to show their knowledge of fractions, or complete a word problem. Science stations could include activities like demonstrating how magnets work, drawing how a sound wave travels between two objects, labeling the parts of a plant, and so forth. For a reading station, teachers might have students read a passage then summarize what they read, do a timed reading to see how many words they could read in a minute, or reading a short story they had written. For writing, my third grader showed us how he could neatly write a sentence in cursive. My fourth grader read me a passage he had written about the Boston Tea Party. My kindergartener got to show us how he can write the correct word to match a picture. 

There were so many different ways for students to demonstrate their learning, and it was so neat to see first hand what my kids are learning about and doing at school. They did take a little longer than traditional conferences, but the outcome was worth the extra time, and the pride each student felt during and after was priceless!

Does your school do walking report cards?

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It Takes A Village

“It takes a village” is a common saying amongst parents who are referring to the many people who, in one way or another, help raise or care for their children. I love that the word “village” is used rather than “city”– “village” has such a different feel and connotation than “city”. When I think of a village, I think of a very close-knit community, full of people looking out for one another, caring for each other, and helping each other. Thoughts of a city bring to mind lots of movement, people going about their own business, every man for himself, and lots of chaos and noise. A village is a much more welcoming idea.

While parents are typically the ones known for using this common saying, the idea can absolutely be applied to schools as well. I mean, just imagine what would happen if one single person was running the show at a school! It would be nearly impossible for one person to be principal, secretary, lunchroom worker, custodian, aide, librarian, and teacher. The thought alone makes my head spin. 

Rather than placing the load on one person, the work and responsibility is spread out, with each person having their own area of responsibility. The school truly becomes a village as the staff work together to make sure the students have the best experience possible. They all have the students’ best interests in mind, are willing to jump in and help however they can, and are truly looking out for each other. 

Within a school, there are many hands to make this village run smoothly and effectively. In no particular order, some of those are:

  • Aides/Technicians/Paraprofessionals: These amazing individuals often work behind the scenes, making student and teacher life easier. They pull students for remediation, administer tests, reteach concepts, make copies, grade papers, and more. 
  • Speech Therapists/OT Therapists/SPED technicians/Other Therapists: They are constantly helping students reach their IEP goals, make progress, all while helping students gain confidence and pride in themselves!
  • Custodians: Where would we be without them?! From keeping the school clean, mowing the playground grass, shoveling walks after a snow storm, fixing things that break, and so much more, these guys and gals do so much for schools.
  • Food Service Staff: Making sure no student goes hungry, these people work tirelessly to ensure that there are enough hot meals prepped and ready for hungry bellies come lunch time. 
  • Specialist Teachers– art, music, library, PE, computers, etc.: Not only do these teachers get to do a lot of the “fun” stuff, they also help teachers by taking classes for a bit so that those teachers can plan, grade, and prepare. Specialist teachers also teach important skills that often get neglected within mainstream classrooms.
  • School Counselors: These amazing school staff members make sure that students have access to the tools and resources they need to successfully manage and navigate emotions, hard things, and frustration. They offer a listening ear, sound words of advice, and a safe place for students to land.
  • Secretaries: Another essential part of a school’s structure, secretaries handle all the “business” of the school. They take and make phone calls, track attendance, handle financial matters, and keep things running smoothly overall. They are usually the first people school visitors and parents see when they come to the school, and are there to offer a smiling face to all who come to the building.
  • Administration: Principals and vice-principals often take on the harder assignments– disciplining students, making hard phone calls to parents, managing staff member issues, and so forth. But, on the flip side, they get the chance to interact with all of the amazing students and staff at their school. They work tirelessly for their staff and students, and are constantly on the go.
  • Teachers: Where would we be without teachers? Day in and day out, they are there, ready to instruct, ready to love, and ready to take on the exhausting work that is teaching. They spend countless hours preparing lessons and activities. Their days are spent cheering their students on, managing tricky student behaviors, teaching and reteaching concepts, comforting sad students, redirecting, and so much more. Their jobs are often thankless, but the work they do is crucial. 

The next time you’re at your child’s school, be sure to take a minute and thank the village members helping to teach, nurture, and guide your child. Or, the next time you are at work, go out of your way to thank the other people in your village for the ways they help you with your students. It truly does take a village, and the village only becomes stronger as the people support and appreciate each other.

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Classroom Management: A Tale of Trial & Error

Managing a room full of students can be challenging. You quickly find that what works for one student doesn’t work for another, and sometimes you feel like you are spinning in circles trying to find something that works. It can be frustrating, for sure. 

Management styles and methods vary from teacher to teacher, and can be dependent on many factors. Teacher personalities can influence the kind of management techniques that are used. Student personalities can also largely determine how a teacher manages the classroom. Another factor that definitely plays a role is the grade being taught and managed. Kindergarteners and first graders are typically going to eagerly respond to management techniques that involve silly, catchy little rhymes or actions, such as “One, Two, Three, Eyes On Me!”, sticker charts, and so on. Younger grades tend to also be very highly motivated by external motivators: give them a chance to earn a tootsie roll or a sticker, and you will grab their attention quickly! Upper elementary grades also usually respond to similar methods, but often aren’t as quick to do so. 

Secondary classes can be trickier to find successful management techniques. For the students who truly need behavior management help, offering a sticker or piece of candy probably isn’t going to do much. Forming a connection and being kind, however, will go a long way.

I recently surveyed a handful of teachers about their classroom management techniques. I found a good variety of answers and ideas. Keep reading to see what they had to say!

What is one classroom management technique that you have found great success with?

  • Connection (9th grade)
  • I have a 120 chart and kids put small sticky notes on it as they are caught being good. When the chart is full we spin a wheel for the winners! I pick 5 or 6 kids. Then we take them all off and start again! Winners get a prize from the prize box! (1st grade)
  • Focusing on positive behaviors, having a type of behavior system for individuals, groups/tables & whole class (4th grade)
  • Reinforce positive behaviors (Kindergarten)
  • Classroom money with a class store linked with prizes they actually want. (2nd grade)
  • My students absolutely love being called out for making good choices and signing a chart. Once the chart is full we do a class drawing to win prizes or other things. (3rd grade)

What is your biggest struggle with classroom management?

  • Adapting systems to each class. Every year is different! (4th grade)
  • Students unable to communicate. (9th grade)
  • When I cannot find what motivates certain kids and it seems like NOTHING works! (2nd grade)
  • It is so hard to give a consequence to a student you know will not take it well. (3rd grade)
  • Defiance- straight up telling me no. (1st grade)
  • Noise level. (Kindergarten)

What classroom management advice would you give to new teachers?

  • Consistency is key, even when you know the student might take a consequence badly. Also sometimes what’s fair for one isn’t fair for the other. It’s ok to make tweaks in expectations for students that need it. (3rd grade)
  • Have class, individual, and group systems. (Money, table points, whole class parties they work together to earn) and just know these kids are built different so it is harder! (2nd grade)
  • Connect with your kids, they will do anything for you if you form that connection from the start. Set high expectations, but give grace. (9th grade)
  • Think of your behavior management plan and then explicitly teach it to kids! State expectations clearly and then hold them to it. (4th grade)
  • Keep at it! It takes time and patience! (1st grade)
  • Keep kids busy and working. (Kindergarten)

Great advice all around! These teachers shared some great ideas as well as some encouragement– something we can all benefit from!

When it comes to finding what works for you as a teacher, it can be a lot of trial and error, and it may take some time to settle into a groove that works for you and for your class. But if there’s one thing that I’ve learned about teaching, it’s that any time spent trying to help your students be their best selves and to succeed is time well spent!

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2026 Build A Better Future Scholarship Dates

Attention all graduating seniors! Every year, Honors Graduation awards five seniors each with a $10,000 scholarship. Applicants must design and work on a community improvement project, using our checklist as a guide.

In previous years, we have seen some incredible projects, and we’re certain our 2026 applicants will do amazing things as well! If you need some inspiration or want to read more about our previous winners’ projects, you can find all of that by clicking here.

If you would like to read more about our scholarship, you can find all the details here. You can also find all of the application links, FAQs, and other details on this page.

For your reference, the deadlines are as follows:

Optional Strategy Feedback Form- due by March 9, 2026
Final Submission Form- due by April 13, 2026
Winners will be chosen by May 4, 2026

If you are a senior, you know a senior, or you teach/work with seniors, please spread the word! Share this blog post, and follow us on social media for updates and tips!

Facebook: HonorsGradU
Instagram: @honorsgradu

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2025 Scholarship Winner Spotlight: Ryleigh Brenamen-Trumbull

Today I’m spotlighting another one of our Build A Better Future Scholarship winners, Ryleigh Brenamen -Trumbull. Ryleigh recently graduated from high school and is currently attending The Ohio State University, where she will be majoring in Marketing and Non-Profit work. She loves being with her family, going to pretty places in nature, and ice cream.

Ryleigh’s project, ALS Awareness Campaign, aimed to raise awareness and support for ALS and ALS research. Amyotrophic Lateral Sclerosis (ALS) is a progressive nervous system disease that attacks nerve cells in the brain and spinal cord, eventually leading to muscle weakness, decreased or loss of motor control, and paralysis. There is currently not a cure for ALS, but research is being done to better understand this disease and hopefully find a cure.

Ryleigh began her project when her grandmother was diagnosed with ALS. Ryleigh realized that not many people really understood what ALS entails, and she was determined to show her grandmother just how much she cared and how important this cause was to her. Working with her DECA advisor at school, Ryleigh created a plan to advocate for those suffering with this terrible disease. 

Ryleigh conducted research to determine what kind of fundraisers would both engage people and raise the most funds. She hosted several fundraisers, including a Strike-Out ALS bowling tournament, 2 Trivia Nights, a Corn Hole Tournament, an Empathy Dinner, and an Ice Bucket Challenge. Through these events, she educated people about ALS and raised money that was donated directly to Hoenselaar Clinical Trial Program in Detroit, Michigan. Through her fundraising efforts, Ryleigh was able to raise and donate over $29,000 to go toward ALS research! 

Though she has now graduated from high school and moved on to college, she hopes to continue her efforts as much as she can. She writes, “I was accepted into the Advocates for Communities and Education Scholars Program at OSU, so I plan to try to bring this cause to this group to hopefully continue to raise awareness and possibly funds in Columbus. I also would love if my DECA chapter continued the project. Lastly, I am currently working with my family to create a scholarship under my mema’s name that has some kind of special essay based around ALS or other disease related.”

This project has had a significant impact on Ryleigh. She said, “This project had an amazing impact on me and what I want to do with my life. It truly showed me what I’m capable of and how much of an impact I can make at such a young age. It has now changed what I want to dedicate my life to.” She was incredibly lucky to have a great support system that included her mom and dad, step-parents, grandpa, aunts, uncles, friends, her boyfriend, and her DECA advisor. 

What an amazing project for such a critical cause! Through her efforts and donated funds, I’m certain that Ryleigh was able to bless the lives of many who suffer from this terrible disease. We wish her luck as she begins her college experience and as she continues to advocate for ALS awareness and research!