All About Autism

Every new school year offers a chance to reflect on where we’ve been and imagine what is possible. This year, however, carries a special significance. As we embrace new systems, structures, and opportunities for collaboration, we are not simply continuing our story. We are writing a new chapter together. 

Our 2026-2027 school-wide theme, “Soaring into a New Year: Transforming Today, Elevating Tomorrow, Writing a New Chapter Together,” reflects both the exciting changes underway and the shared vision that unites us. It acknowledges that while change can sometimes bring uncertainty, it also creates opportunities for innovation, improvement, and renewed purpose. 

At the heart of this theme is a commitment to transformation. By examining how we work, communicate, and support one another, we are creating stronger foundations for success. New structures and processes are not simply about doing things differently. They are about ensuring that every decision we make ultimately benefits our students and strengthens our ability to meet their unique needs. 

Equally important is our dedication to continuous learning and growth. Education is constantly evolving, and so are we. Throughout the year, our staff will engage in professional learning, collaborative problem-solving, and ongoing reflection to ensure we continue providing meaningful, high-quality educational experiences. By investing in our own development, we better equip ourselves to support the growth and success of every learner who walks through our doors. 

This theme also emphasizes something that has always been one of our greatest strengths: community. Success is never achieved alone. It is built through teamwork, trust, and a shared belief in what is possible. As we move forward, we will continue strengthening partnerships among staff, students, families, and supporters, recognizing that each person plays an important role in our collective journey. 

The quarterly focus areas throughout the year will help guide that journey: 

• Quarter 1: Launching Our New Chapter will focus on preparing for success, establishing new routines, and embracing new opportunities. 

• Quarter 2: Building Momentum Together will celebrate collaboration, connection, and the progress we are making as a community. 

• Quarter 3: Renewing and Growing will challenge us to reflect, adapt, and navigate obstacles with resilience and courage. 

• Quarter 4: Soaring to Success will provide an opportunity to celebrate accomplishments, reflect on lessons learned, and prepare for the future. 

While these quarterly themes provide a roadmap, the ultimate destination remains the same: empowering students to achieve their fullest potential while creating an environment where staff can thrive professionally and personally. 

Perhaps the most exciting aspect of this year’s theme is its focus on the future. Every improvement we make today, whether large or small, creates new possibilities for tomorrow. Every lesson taught, every relationship strengthened, and every challenge overcome contributes to a brighter future for our students and school community. 

As we begin this new year, we do so with confidence, optimism, and gratitude. We recognize the tremendous opportunities ahead and the incredible people who make our school such a special place. 

Together, we are preparing for takeoff. Together, we are embracing new horizons. Together, we are transforming today and elevating tomorrow. 

And together, we are writing a new chapter. I am so proud of the incredible staff at the Elizabeth Lee Black School for all they do to give wings to dreams for our students and their families! 

For decades, Head Start has served as a critical pathway to opportunity for children and families experiencing poverty. By combining early learning, developmental support, health services, and family engagement, the program helps children build the foundation they need for success in school and beyond. 

Now, proposed federal changes to Head Start regulations are raising serious concerns among educators, researchers, and child advocates. While reducing unnecessary administrative burdens can be helpful, experts warn that weakening core quality standards could place children at risk—especially those who benefit most from consistent, individualized support. 

Dr. Steven Barnett, founder and senior director of the National Institute for Early Education Research at Rutgers University, cautions that “The Trump Administration’s proposal to remove 80% of Head Start regulations could undermine the program’s ability to fulfill its purpose of improving the school readiness of children in poverty.” 

One of the most significant concerns is the proposed elimination of child-staff ratio requirements. Smaller ratios are not simply a regulatory preference; they are a key part of quality early childhood education. When teachers are responsible for fewer children, they can provide more individualized instruction, respond to developmental needs, and create stronger learning relationships. 

As Dr. Barnett explains, eliminating child-staff ratios “could lead to higher child to teacher ratios, double or even triple for infants and toddlers in some Head Start programs.” He further notes that “Low child-staff ratios are linked to better school readiness,” because effective early learning depends on “individualized teaching 1:1 and in small groups.” 

The proposed changes could also reduce required instructional time to just three hours per day for 128 days a year. For young children, especially those who need additional support, time matters. Consistent, high-quality instruction gives educators the opportunity to build trust, personalize learning, reinforce skills, and support each child’s developmental progress. Fewer hours could make that work much harder. 

Another area of concern is the proposed requirement for English-only instruction. For children who speak another language at home, research supports approaches that recognize and strengthen both English development and the child’s home language. Dr. Barnett warns that limiting instruction to English “has no advantage for learning English and increases loss of home language,” while dual language fluency offers “cognitive, social, and economic advantages.” 

Together, these proposed changes raise an important question: What should be used to define quality in early childhood education? 

Research has shown that high-quality early learning programs can produce meaningful improvements in school readiness, educational achievement, and long-term outcomes. Strong programs are built on evidence-based standards, including appropriate class sizes, qualified educators, adequate instructional time, developmentally appropriate teaching, and family engagement. 

Dr. Barnett acknowledges that reducing federal micromanagement of Head Start may be appropriate, but he emphasizes that reform should not mean lowering expectations. Instead, he argues that Head Start “should align with the best state pre-K standards rather than defaulting to states’ child care licensing minimums.” 

At its heart, this discussion is not simply about regulations. It is about protecting the quality, consistency, and individualized support that help children thrive. For children in poverty, Head Start is often one of the earliest and most important opportunities to build confidence, develop critical skills, and enter school ready to learn. 

When we invest in high-quality early childhood education, we invest in children, families, and the future of our communities. And when we protect the standards that make Head Start effective, we help ensure that more children can reach their full potential. 

Camps Designed to Meet Diverse Needs 

For many families, summer camp is a cherished tradition filled with friendship, adventure, and unforgettable memories. At Barber National Institute (BNI), camps and recreation programs provide something even greater: opportunities for individuals of all abilities to build confidence, develop social connections, discover new interests, and experience the joy of belonging.  

What makes BNI’s Camps & Recreation programs so impactful is that they are intentionally designed to meet individuals where they are while helping them grow socially, emotionally, and physically. Each program offers unique opportunities for participants to learn, connect, and thrive. 

Camp Shamrock: Building Confidence Through Recreation 

Camp Shamrock serves children and young adults ages 6 to 21 with intellectual disabilities or autism. Through activities such as swimming, arts and crafts, games, outdoor recreation, and social experiences, campers are encouraged to explore new interests, develop friendships, and build self-confidence in a fun and supportive environment.  

The camp’s purpose extends beyond summer fun. It provides opportunities for participants to strengthen communication skills, increase independence, and experience a sense of accomplishment. For many families, Camp Shamrock becomes a place where their children can safely take risks, discover new abilities, and create lasting memories.  

Camp Connections: Strengthening Social and Communication Skills 

Camp Connections is a specialized day camp for children and teens ages 5 to 18 with an autism diagnosis. While packed with exciting activities, the program is intentionally structured to help campers develop interpersonal skills, manage emotions, and build meaningful relationships.  

Through guided social opportunities, group activities, and community outings, campers practice real-world communication and relationship-building skills in a supportive setting. Staff intentionally create opportunities for interaction, helping participants gain confidence and maintain important social and communication skills throughout the summer months. 

For many campers, the results are transformative. New friendships are formed, self-confidence grows, and participants often leave camp better prepared to engage at school, home, and in the community.  

Camp ESO (Expanding Social Opportunities): Creating Meaningful Adult Experiences 

Camp ESO serves adults age 18 and older with intellectual disabilities or autism. The program focuses on creating opportunities for social engagement, community participation, recreation, and personal growth.  

Participants enjoy activities that promote independence, self-expression, and social connection while exploring the community and building relationships with peers. Camp ESO helps ensure that adults with disabilities continue to have meaningful opportunities for recreation, inclusion, and community involvement throughout their lives. 

Programs such as community drumming circles, talent shows, and other creative experiences provide participants with opportunities to showcase their talents, build confidence, and celebrate personal achievements.  

Learn to Ride Bike Camp: Empowering Independence 

For many children, learning to ride a bicycle is a milestone that symbolizes freedom and independence. BNI’s Learn to Ride Bike Camp helps make that milestone possible for children and young adults who may need additional support.  

This innovative program focuses on developing balance, coordination, confidence, and bicycle-riding skills. Participants work toward riding independently while gaining self-esteem and a sense of accomplishment that often extends beyond the bike itself. The camp demonstrates how a single achievement can positively influence confidence in many other areas of life.  

Why Camps Matter 

The benefits of these programs extend well beyond the summer months. Camps provide essential opportunities for individuals to practice social skills, maintain progress made during the school year, build independence, and strengthen community connections. Research consistently demonstrates the importance of keeping children and adults engaged in meaningful activities, particularly during the summer months when opportunities may otherwise be limited.  

Just as importantly, camps create a sense of belonging. They bring together individuals, families, staff, volunteers, and community partners in ways that foster understanding, acceptance, and inclusion. Participants are not defined by their challenges but celebrated for their talents, abilities, and unique contributions.  

At Barber National Institute, camps are about far more than recreation. They are about creating opportunities, building confidence, fostering friendships, and helping individuals of all abilities experience the joy of connection, achievement, and community. That impact is felt not only by campers and their families, but by the entire community they help enrich. 

Communities thrive when children and families have access to the support they need during life’s most challenging moments. For families navigating significant behavioral health and emotional concerns, finding timely, compassionate, and coordinated care can be overwhelming. The Children’s Acute Partial Hospitalization Program at Barber National Institute was created to help meet that need, providing children and families with a vital resource for healing, growth, and stability.  

Recently, Barber National Institute celebrated the relocation of the program with a ribbon-cutting ceremony, marking an important milestone in the organization’s ongoing commitment to serving children with complex needs. 

Meeting Children and Families Where They Are 

Behavioral health challenges do not affect children alone—they impact entire families. Parents, caregivers, siblings, educators, and healthcare professionals all play important roles in supporting a child’s well-being. The Children’s Acute Partial Hospitalization Program recognizes this reality by bringing together families, schools, healthcare providers, and behavioral health professionals to create a coordinated network of care. This collaborative approach helps ensure continuity, strengthens outcomes, and promotes long-term success for the children served.  

When support systems work together, children are more likely to experience consistency across environments. The ability to coordinate care among professionals while keeping families actively involved helps create a stronger foundation for recovery and resilience. 

Providing an Important Community Safety Net 

Mental and behavioral health needs among children continue to rise across communities nationwide. Programs that offer intensive therapeutic support play a critical role in filling gaps between outpatient services and inpatient hospitalization. For many families, access to this level of care can mean receiving timely intervention before challenges escalate further. 

The Children’s Acute Partial Hospitalization Program provides an important safety net by offering structured, supportive services designed to help children navigate emotional and behavioral difficulties while remaining connected to their families and communities. The program’s existence reinforces an important message: families facing difficult circumstances do not have to navigate those challenges alone.  

Building Resilience and Creating Possibility 

At its core, the program is about more than addressing immediate needs—it is about helping children build resilience and discover their potential. Every child deserves the opportunity to heal, learn, grow, and envision a positive future. Through compassionate and collaborative care, the program helps children develop skills and supports that can positively influence their long-term well-being.  

Resilience is often built through relationships. When children feel supported, understood, and encouraged, they gain confidence in their ability to overcome obstacles and manage challenges. Programs like this help foster hope during difficult times while laying the groundwork for future success. 

Strengthening the Entire Community 

Investing in children’s behavioral health benefits far more than the individuals directly receiving services. Strong families contribute to stronger schools, healthier neighborhoods, and more vibrant communities. When children receive appropriate support and intervention, the positive effects extend outward to caregivers, educators, classmates, and community partners. 

The Children’s Acute Partial Hospitalization Program demonstrates the power of collaboration and the importance of community-centered care. By connecting multiple systems of support, Barber National Institute is helping create an environment where children and families are empowered to move forward with confidence and hope.  

A Commitment to the Future 

The relocation of the Children’s Acute Partial Hospitalization Program represents more than a new physical space. It symbolizes Barber National Institute’s continued promise to children and families throughout the region. As shared during the ribbon-cutting ceremony, the program is another step forward in the organization’s mission of helping children heal, build resilience, and achieve their fullest potential while ensuring that no family faces challenges alone.  

As the community celebrates this important milestone, it is also an opportunity to recognize the dedicated professionals, families, educators, and healthcare partners who make this work possible. Together, they are helping to create brighter futures—one child, one family, and one success story at a time. 

Every once in a while, an unlikely ambassador captures the hearts of millions. This summer, that ambassador arrived with a stubby tail, a curious face, and a body unlike any other raccoon most of us have ever seen. 

Meet Jimothy, a wild raccoon from Seattle’s Ballard neighborhood whose unusually short, rounded body has made him an internet sensation. Veterinarians believe he may have a rare congenital spinal condition, often compared to short spine syndrome, a condition that affects the structure of the spine while still allowing many animals to live active, fulfilling lives. Despite his unique appearance, Jimothy continues to climb, explore, forage, and navigate the world around him. 

What is perhaps most remarkable is not Jimothy’s appearance, but the reaction he has received from people around the world.

Instead of fear or rejection, many have responded with curiosity, affection, and admiration. Social media has been flooded with fan art, memes, and heartfelt comments celebrating his resilience and uniqueness. People aren’t rallying around Jimothy because he looks like everyone else. They’re embracing him because he doesn’t.  

There is an important lesson in that. 

For individuals with disabilities, differences are often noticed before strengths, talents, personalities, and contributions. Society can be quick to focus on what someone cannot do rather than recognizing all they can. Yet Jimothy’s story reminds us that a different appearance or physical condition does not define one’s value, potential, or ability to thrive. 

Like Jimothy, many people with disabilities navigate a world that wasn’t always designed with them in mind. They adapt, persevere, solve problems creatively, and contribute in meaningful ways every day. Their differences are not deficits—they are part of the rich diversity that makes our communities stronger. 

Imagine what our schools, workplaces, neighborhoods, and public spaces could look like if we approached everyone with the same spirit of curiosity and acceptance that has been extended to this little Seattle raccoon. What if, instead of focusing on limitations, we looked for possibilities? What if we celebrated uniqueness rather than expecting conformity? 

Inclusion begins with a simple shift in perspective. It means recognizing that every individual belongs. It means creating spaces where people feel welcomed, respected, and valued—not despite their differences, but because diversity enriches us all. It means understanding that disabilities are not something to be hidden or overcome before a person can be accepted. 

Jimothy doesn’t seem concerned that he looks different. He continues to scamper through his neighborhood, living life on his own terms and capturing hearts along the way. In many ways, that confidence is exactly what makes him so inspiring. 

As we celebrate Disability Pride Month and continue working toward more inclusive communities, perhaps we can take a cue from Jimothy. Let us look beyond appearances. Let us replace assumptions with understanding, barriers with opportunities, and judgment with compassion. 

Because a more nurturing and accepting world begins when we recognize that everyone—whether a person or a raccoon named Jimothy—has value, belongs, and deserves the chance to thrive. 

After all, sometimes the greatest lessons in acceptance come from the most unexpected places. 

Every July, Disability Pride Month offers an opportunity to celebrate the strength, resilience, and contributions of people with disabilities while recognizing the ongoing journey toward a more inclusive world. The month commemorates the signing of the Americans with Disabilities Act (ADA) on July 26, 1990—a landmark civil rights law that affirmed the rights of individuals with disabilities and helped remove barriers to full participation in society. 

While Disability Pride Month reflects the progress made over the past several decades, it is also a celebration of identity, self-determination, and belonging. At its core is the belief that disability is a natural part of the human experience and that every individual should be empowered to live, learn, work, and engage in the community in ways that reflect their unique goals, interests, and aspirations. 

One of the most meaningful aspects of Disability Pride Month is its focus on the power of choice. The ability to make decisions about one’s own life—from where to work and how to spend free time to which relationships to nurture and opportunities to pursue—is fundamental to independence and dignity. For people with disabilities, genuine inclusion means having access not only to opportunities, but also to the freedom to choose among them. 

Equally important is the role of community. Inclusive communities are built when people are welcomed, valued, and encouraged to contribute their many talents and perspectives. Whether through recreation, employment, education, volunteerism, the arts, or social connections, meaningful engagement creates stronger communities for everyone. When barriers are removed and accessibility is prioritized, opportunities expand—not just for individuals with disabilities, but for families, organizations, and society. 

At Barber National Institute, Disability Pride Month serves as a reminder of the importance of fostering environments where people are empowered to make choices, build connections, and achieve their goals. Every day, we witness the impact of inclusive programs, supportive relationships, and community partnerships that help individuals reach their fullest potential and lead lives of purpose and fulfillment. 

As we celebrate Disability Pride Month this July, let us honor the progress that has been made, recognize the work that remains, and commit ourselves to building a future where choice, accessibility, and inclusion are available to all. By embracing the strengths and contributions of people with disabilities, we create communities that are richer, more vibrant, and more reflective of the diversity that makes us stronger together. 

Disability Pride Month is more than a celebration—it is a recognition that every person deserves the opportunity to choose, contribute, belong, and thrive.

For parents and caregivers of children with autism/special needs, the journey can be filled with both incredible joys and unique challenges. While every family’s experience is different, one thing remains true: no one should have to navigate that journey alone. 

That’s why Barber National Institute’s free Autism/Special Needs Support Group provides a welcoming space where parents and caregivers can connect, share experiences, ask questions, and find encouragement from others who truly understand.   

Held on the second Tuesday of each month from 6:00-8:00 p.m. at We Rock the Spectrum® Kid’s Gym located at 2167 West 12^th Street, Unit B-2, the group brings together families seeking support, practical resources, and meaningful connections. Snacks and free childcare are provided, making participation easier for busy parents and caregivers.  

The support group is designed to be more than just a meeting—it is a community. Participants can: 

• Connect with other parents and caregivers. 

• Share ideas, challenges, and helpful resources. 

• Learn practical strategies for home, school, and everyday routines. 

• Build a supportive network in a comfortable and understanding environment.  

The group is facilitated by Robin Fox, a Behavioral Health Blended Case Manager, and focuses on topics that matter most to families. Discussions may include navigating school supports, understanding behavioral challenges, accessing medical and insurance resources, coping with a new diagnosis, and discovering available community services. The goal is to help parents gain knowledge, confidence, and meaningful connections with others facing similar experiences.  

At Barber National Institute, we believe that families are stronger when they have access to information, encouragement, and a network of people who care. Parent support groups create opportunities for families to learn from one another, celebrate successes together, and develop strategies for overcoming challenges. Often, simply knowing that someone else has walked a similar path can make all the difference. 

Whether your child was recently diagnosed or you have been navigating autism/special needs-related services for years, the Autism/Special Needs Support Group offers a place to ask questions, exchange ideas, and discover that you are not alone. 

All parents and caregivers are welcome to join us for conversation, connection, and support. We hope you’ll consider taking part in this growing community and experience the power of shared understanding firsthand.  

Reservations are required for childcare. Call (814) 823-5366 or email annetrucilla@barberni.org.  

For questions, contact facilitator Robin Fox at (814) 806-5151.  

For many students, summer is a time to pause. But for the students we serve at the Elizabeth Lee Black School, continued learning is not just beneficial—it’s essential. 

Extended School Year (ESY) provides critical continuity for students whose progress depends on consistency, structure, and ongoing support. At ELBS, ESY is not simply “summer school.” It is a purposeful extension of meaningful instruction, routines, and relationships that help our students thrive every day. 

Continuity of Instruction 

At the Elizabeth Lee Black School, instruction is highly individualized and guided by each student’s unique goals.  

During ESY, this individualized approach continues without interruption. The skills that students have worked hard to develop—whether in communication, academics, behavior, or independence—are reinforced and strengthened. Without this continuity, there is a risk of regression that can make it more difficult for students to regain momentum when the school year resumes. 

ESY allows educators to: 

• Reinforce critical IEP goals 

• Build on progress already made 

• Maintain consistency in teaching strategies and supports 

By continuing instruction through the summer, we help ensure that learning is sustained—not restarted. 

The Power of Structure and Routine 

A hallmark of the Elizabeth Lee Black School is its structured and predictable learning environment, designed to support students with diverse needs.  

For many of our students, routine is more than helpful—it is foundational. Predictability reduces anxiety, supports regulation, and allows students to engage more fully in their learning. 

ESY preserves that structure at a time when routines can easily be disrupted. Familiar schedules, trusted staff, and consistent expectations provide a sense of stability that carries across environments—from school to home and back again. 

This continuity helps students: 

• Stay regulated and engaged 

• Transition more smoothly into the new school year 

• Maintain confidence in their abilities and environment 

Building Social Connections and Belonging 

Learning at ELBS extends far beyond academics. Every day, students practice communication, collaboration, and social interaction in a supportive, inclusive environment. 

ESY ensures these opportunities continue. 

Whether it’s participating in group activities, practicing turn-taking, or simply sharing a moment of joy with a peer, these social experiences are essential to student growth. They foster: 

• Communication skills 

• Peer relationships 

• A sense of belonging and community 

At ELBS, we believe students don’t just attend—they belong.  
ESY strengthens that sense of connection, helping students remain part of a community that understands and supports them.  

Supporting the Whole Child—and the Whole Family 

Extended School Year is also an important support for families. The consistency of programming provides reassurance that their child continues to learn, grow, and be supported in a familiar environment. 

Our partnership with families remains central during ESY, just as it does throughout the school year—because meaningful progress happens when school and home work together. 

More Than a Summer Program 

At its core, ESY is about preserving progress, promoting independence, and creating opportunities for continued growth. 

It reflects what makes the Elizabeth Lee Black School so special: 

• A commitment to individualized, student-centered instruction 

• A structured environment where students feel safe and confident 

• A community built on connection, inclusion, and possibility 

Extended School Year ensures that learning doesn’t pause—and more importantly, that our students continue moving forward. 

This fall, the Barber National Institute is inviting our community to be part of something truly special—an experience designed to celebrate courage, inclusion, and the limitless potential of every individual. 

The Lake Erie Odyssey is a one-of-a-kind adapted obstacle course that will transform Waldameer Park in Erie, Pennsylvania, into an unforgettable journey on September 12, 2026.  

Created specifically for teens and adults with intellectual and developmental disabilities, the Odyssey is more than an event—it’s a powerful opportunity for participants to challenge themselves, explore their abilities, and experience the joy of accomplishment in a supportive, uplifting environment.  

Why the Lake Erie Odyssey Matters 

The Lake Erie Odyssey represents a meaningful evolution of the Barber National Institute’s commitment to inclusion. What began as a highly celebrated adapted component of a larger event grew into something much more—an experience deserving of its own spotlight.  

At its core, the Odyssey is built around choice, empowerment, and accessibility. Participants can: 

• Move through the course at their own pace 

• Choose how they approach each obstacle 

• Receive support from course buddies, volunteers, and the community 

Every element is thoughtfully designed to ensure that individuals of all abilities—including those using wheelchairs or assistive devices—can fully participate.  

This isn’t about competition—it’s about confidence, independence, and celebrating personal victories. 

A Community Experience 

The Lake Erie Odyssey brings together families, friends, volunteers, and supporters from across our region. It fosters an environment where everyone—participants and spectators alike—can celebrate inclusion and shared success. 

From the energy of the crowd along the course to the post-event celebration with music, activities, and community connection, the Odyssey is a day filled with encouragement, excitement, and pride.  

Register for the Journey 

Participation in the Lake Erie Odyssey is free, thanks to generous community support.  

If you or someone you know would like to be part of this incredible experience, you can learn more and register here: 

 
👉 Register for the Lake Erie Odyssey 

Spots are limited, and early registration is encouraged to ensure a place in this unforgettable event. 

The Lake Erie Odyssey is more than an obstacle course—it’s a celebration of strength, resilience, and the belief that every individual deserves the opportunity to shine. 

I am honored to serve on the PNC Grow Up Great Advisory Council. At a recent meeting, I learned how PNC Grow Up Great continues to make a meaningful and measurable impact on young children, families, educators, and communities across the country. 

Through strategic partnerships, innovative programming, and a deep commitment to early childhood education, Grow Up Great is not only supporting learning—it is shaping brighter futures. 

A Legacy of Impact in Early Childhood Education 

PNC Grow Up Great has established itself as a credible and trusted leader in early childhood education, with a strong national presence and the ability to create meaningful local change.  

Its strength lies in the ability to bring people together—educators, families, community organizations, and corporate partners—to focus on what matters most: helping children develop the skills they need to thrive.  

From classrooms to community spaces, Grow Up Great initiatives are designed to meet families where they are and create accessible opportunities for early learning. 

Transforming Everyday Spaces into Learning Environments 

One of the standout highlights shared during the meeting was the expansion of Playful Learning Landscapes (PLL)—an innovative approach that transforms everyday gathering spaces into interactive learning hubs.  

These installations are more than just creative designs—they are rooted in research and results: 

• A 24% increase in caregiver-child interaction 

• A 44% increase in STEM and literacy conversations  

By embedding learning into familiar environments like housing communities, Grow Up Great is helping families engage in meaningful, development-focused interactions in their daily lives. 

Supporting Classrooms and Educators at Scale 

The Advisory Council also highlighted the program’s strong investment in educators through initiatives like DonorsChoose funding campaigns. 

• Nearly 1,000 classroom projects were fully funded through a March initiative, totaling close to $600,000  

• A subsequent campaign funded 2,000 teacher-led projects, after overwhelming response and increased investment  

These efforts reflect a critical understanding: when teachers are equipped with resources, students gain access to richer, more engaging learning experiences. 

Engaging Families Through Accessible Resources 

Grow Up Great continues to prioritize family engagement through accessible, high-quality resources such as Sesame Street growth charts and nature explorer journals, helping caregivers support their children’s development at home. 

These tools reinforce key areas like early literacy, math, and exploration—ensuring learning extends beyond the classroom. 

Harnessing the Power of Volunteerism 

Volunteer engagement remains a cornerstone of Grow Up Great’s success. From assembling backpacks and learning kits to participating in reading programs and building outdoor learning tools, employees and community members are actively involved in supporting early learning.  

Notably, enhancements to volunteer grant programs have increased funding tied to volunteer hours, further amplifying the impact organizations can achieve through community service. 

Recognizing the Moment: Challenges and Opportunity 

The meeting also emphasized the broader landscape of early childhood education—and the urgent need for continued leadership. 

Key challenges include: 

• Persistent learning gaps in reading and math 

• Uneven access to quality preschool programs 

• Ongoing impacts from the pandemic 

• The rising cost and affordability challenges of childcare  

At the same time, these challenges present a powerful opportunity. As federal and state support fluctuates, organizations like PNC Grow Up Great are uniquely positioned to lead with innovation, collaboration, and purpose.  

A Lasting Investment in Children and Communities 

PNC Grow Up Great is more than a program—it is a long-term investment in children, families, and the future of our communities. 

By supporting early learning, empowering educators, and engaging families, it helps lay the foundation for lifelong success. And as the Advisory Council meeting made clear, this work is not only impactful—it is essential. 

We at the Barber National Institute also agree that when we invest in our youngest learners, we strengthen families, build resilient communities, and create opportunities that last a lifetime. That is making dreams come true for children and their families.