Issue link: https://trevordayschool.uberflip.com/i/915972
1 9 T R E V O R D AY S C H O O L n FA L L 2 0 1 7 – 2 0 1 8 T R E V O R T R A N S L AT E S : upper school neighbors helping neighbors Halloween event, my friend, Jared, really connected with a girl named Mailee. I looked over and saw this seven-year-old drawing rainbows on Jared's face; a minute later, she was teaching him how to draw a flower. ey were having a blast. e next time they saw each other—months later, before a field trip to the Museum of Natural History—she walked in and, before hugging him, pointed to him, beaming, and said, 'Hey, I know you.'" Scott and Mr. Feigin aspired to take the program a step further, with the introduction of a summer program. Scott prepared a proposal, formulated a plan for the summer, coordinated with the Stanley Isaacs Center and Mr. Feigin, and even raised funds to help get the program started. It has continued to grow and flourish, inspiring additional possibilities for the future. According to Mr. Feigin, "We are always looking to grow and expand our programs. Next year, we hope to add Saturday mornings as well." n new state-of-the-art facilities, and a desire to further engage in community service, the expansion of the program was the perfect fit!" When the new partnership with the Stanley M. Isaacs Neighborhood Center was unveiled to the Upper School students a few months later, they responded enthusiastically; more than double the requisite number of Trevor student mentors volunteered to help mentor and tutor 30 elementary children in Trevor's East 95th Street building. Each child was paired with an Upper School student with whom they worked regularly—for about 90 minutes, once a week. e goal was to spend the first 45 minutes working on homework and academics, with the second half devoted to a fun activity, such as arts and crafts or dancing. Trevor students strove to actualize meaningful mentoring relationships and new friendships, help the children advance academically, as well as gain a boost of confidence through individualized attention. Scott C. '18 reflects that "my favorite part is the duality of the name "Mentor Me," and how it goes both ways. For example, during our Mentor Me