# data[].attributes.attachment_link.readable_text
Shei is an independent educational consultant providing bespoke education solutions to international schools world-wide.

Shei brings a dynamic, student-focused approach, centered around service, action, global citizenship, and community engagement. From embedding action in the curriculum to immersing students in transformational experience, and training teachers, Shei guides school communities to progressively develop and take more ownership of their service programs, empowering students, teachers and the wider community to engage in meaningful action.

In addition to her consultancy, Shei is also an active IBEN lead educator, reader, accreditation & evaluation visitor, examiner, and workshop leader. Shei collaborates with the Festival of Hope creating interactive resources for educators.

Shei radiates a profound belief in the transformative power of wellbeing and mental health, a belief deeply rooted in her practice as a meditation and sound bath practitioner. Through her gentle guidance, she creates spaces where learners can find peace and healing, reminding us all of the serene strength that lies within the practice of being present.

# data[].attributes.attachment_link.description
Shei is an independent educational consultant providing bespoke education solutions to international schools world-wide. Shei brings a dynamic, student-focused approach, centered around service, action, global citizenship, and community engagement. From embedding action in the curriculum to immersing students in transformational experience, and training teachers, Shei guides school communities to progressively develop and take more ownership of their service programs, empowering students, teachers and the wider community to engage in meaningful action.

# data[].attributes.attachment_link.provider_name
cbk associates.com - BRINGING CONNECTED LEARNING TO LIFE

# data[].attributes.attachment_link.readable_text
Started in 1993, CBK Associates works at the intersections of social and emotional learning, youth-adult partnerships, leadership, and service learning for change. We put equity, justice and inclusion at the center of our work. We bring schools into community and vice versa.

We prize collaboration and seek out partners near at hand and across the globe. We facilitate conversations about the nitty gritty of what is required to begin and sustain a new program to theories about organizational development. We build relationships that last.

We believe that we learn best when we are engaged, adults and students alike. Whether presenting a keynote address to a room filled with educators or a half-day workshop with 100 middle-schoolers, our approach is the same: Looking for innovative ideas and strategies, then customizing them to the needs of our partners.

With 75 years of combined experience, from Singapore to North Carolina, we have built and learned a lot.
Learn more

UPCOMING | NEWS CBK Associates on the road!
A successful overseas trip for Cathryn - providing professional development on Intercultural Understanding to Shanghai Community International School, and Service Learning consulting at Keystone Academy in Beijing, and at Taipei American School and Kaohsiung American School in Taiwan. LeeAnne just returned from bringing global citizenship and service learning along with storytelling to AISA and deep listening circles in Egypt. Maureen spent a day in Buffalo, NY assisting a high school with their Advisory program.

Cathryn Berger Kaye will offer a two-day weekend workshops on Advancing Service Learning - From Ideas to Action. The date is March 1-2, 2024 - location in Asia being confirmed. Email cathy@cbkassociates.com for details.

New Dates coming soon for Getting Started: Service Learning & Global Citizenship Foundations. Developed by Cathryn Berger Kaye, Shei Ascencio, and LeeAnne Lavender, the course combines asynchronous and synchronous sessions. "Practical, Inspiring, Effective!"

Looking ahead to Spring! Scheduling schools visits now before heading to the EARCOS Conference in Bangkok, March 20-22. I will be leading a preconference and workshops as part of the Global Citizenship strand, and excited to announce Shei Ascencio and LeeAnne Lavender will also be presenting! Meet the trio!

Register for "Becoming a Digital Storyteller," a 4-week online course designed by educational coach and facilitator LeeAnne Lavender to add another dimension to your service learning experiences and to fuel advocacy as a form of action!

We are coaches, virtual PD providers, and we are glad to come to your school or conference for onsite professional development experiences!

New Book Alerts! The second editions of two books co-authored by Cathryn Berger Kaye and environmental advocate Philippe Cousteau are now released! Going Blue and Make A Splash available now!

Congratulations Maureen Connolly and Jonathan R Davis on the second book in their Building Your Teaching Toolbox series: Creating Positive Classroom Climate: 30 Practical Strategies for All School Contexts
For more info, contact info@cbkassociates.com
Sign up for our newsletter!

Our work takes many forms. Some know us best for our conference keynotes and presentations, our customized multi-day institutes and workshops. Participants in these professional development opportunities, we wager, exceed 60,000 globally.

Others know us for our consulting collaborations. Our partners include individual schools and school districts, international schools, organizations, and more.

Finally, many know us as curriculum developers, bringing learning to life through research-based, innovative approaches that engage students in 21 st century skills, from social-emotional development to service learning. We have worked in schools that engage all grade levels, large and small, urban and rural.

If there is only one professional development event that you are able to attend for the rest of your career, then it must be one delivered by the remarkable Cathy Berger Kaye. Regardless of the specific focus of her workshop, you will be inspired to read more, to encourage students to read more; you will be inspired to become engaged in the issues that we face as humans on this planet; you will remember why you became a teacher. Your classes will never be the same.
- Werner Paetzold, Chadwick International School, Seoul

When CBK Associates began, our collaborations were largely based in the United States. In 2007 we started working globally, eventually across five continents. Rather than seek out locations and partners for our programs, our work has flowed the other way around: through invitations from organizations, schools, governmental bodies, and more that have sought our ideas and advice. These collaborations have led us from the Cherokee Nation and West Hollywood to International Schools in Johannesburg, Warsaw, Tallinn, Zagreb, Mumbai, Hong Kong, Jakarta, Singapore, Manila.
Learn more

Education is not the filling of a pail, but the lighting of a fire. - William Butler Yeats

The appetite for engaged teaching and learning, we have learned, is worldwide. We have worked in 47 countries and reached

As consultants, we begin with the particular history and priorities of our clients. Our aim, though, is always the same: to bring forth ideas that improve opportunities and possibilities for all students, providing teachers and other adults the supports they need to transform ideas into action.

Whether in-person or virtual, the best consulting, we have learned, includes two ingredients. The first is a partnership based on mutual respect and a collaborative spirit. The second views schools and organizations as ecosystems-interconnected networks that grow, contract, and evolve in response to changing needs and aspirations.
Learn more

Being open to new ideas...new ways of doing things...new ways of thinking...new opportunities. These are the mindsets we seek to cultivate in those we support - from education and community leaders to teachers to students.

Coaching and mentoring are integral to our relationships. Taking on new roles and approaches is hard work.

# data[].attributes.attachment_link.description
BRINGING CONNECTED LEARNING TO LIFE cbk associates.com

# data[].attributes.headline
Communicate to Liberate | Racial Stereotypes

# data[].attributes.subject
Communicate to Liberate | Racial Stereotypes

# data[].attributes.attachment_link.title
 COMMUNICATE TO LIBERATE on Instagram: "As mentioned in our last post, we were to post a debrief based on the discussion with our guests about Black racial stereotypes. Thus, in this five minutes, Bruna has sat down and elaborated on two aspects mentioned by Nuno and Keysha. One being the stereotypes put on Black students AT LIS, and secondly Nuno’s comment on the stereotype about Black fathers not being present in Black families. With that, we hope to have inconclusively, of course, given a glimpse of how Black racial stereotypes are affecting LIS students, as well as Black people in general. Next, to finalize the segment on Black racial stereotypes, we will post an informational post about the other existent Black stereotypes that were not yet mentioned. Thank you for watching!"

# data[].attributes.attachment_link.description
37 likes, 5 comments -  communicatetoliberateJanuary 7, 2021 on : "As mentioned in our last post, we were to post a debrief based on the discussion with our guests about Black racial stereotypes. Thus, in...". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by COMMUNICATE TO LIBERATE (@communicatetoliberate)

# data[].attributes.headline
Partnerships, Community Impact and Engagement

# data[].attributes.subject
Partnerships, Community Impact and Engagement

# data[].attributes.headline
MISO Method of Action Research | FREE course

# data[].attributes.subject
MISO Method of Action Research | FREE course

# data[].attributes.attachment_link.title
MISO Method of Action Research: Engaging Students in Dynamic Learning

# data[].attributes.attachment_link.description
Students often think that research equals a Google search. As educators, we know that this is shallow, bit often don’t have the framework to take research authentically deeper. MISO is the answer to this problem!

# data[].attributes.attachment_link.readable_text
Exhibition Review the REDress Project in EcoCentrix
Permanent Exhibit at the Canadian Museum of Human Rights
Previous Solo Exhibitions
Smithsonian's National Museum of the American Indian, 2019

Canadian Museum of Human Rights, 2014

University of Alberta, March 2012
University of Manitoba, Nov.2011
Thompson Rivers University, Oct. 2011
University of Ottawa, July 2011
The Manitoba Legislature, May 2011
The University of Winnipeg, March 2011

RECOMMENDED:
University of BC Indigenous Foundations Artist Database
REDress/REdress Documentary
PRESS COVERAGE:

March 2019: The Guardian
Spring 2019: American Indian Magazine
October 2015: Global News

March 2012: The REDress Project at UofA
March 2012: The REDress Project at The university of Alberta, CBC Radio Interview w. jaime Black and Andrea Menard

March 2012: REdress Project Panel Discussion U of Alberta

March 2012: The REDress Project at Uof A, Augustana Satellite Campus, the Camrose Canadian.

March 2012: The Edmonton Journal, The REDress Project UofA

January 2012: University of Manitoba Radio Interview on The REDress Project

December 10 , 2010: Examiner Art Review

December 7, 2010: The Guardian: On Canada's 'Highway of Tears' by Renee Martin

October 5, 2010: CBC News: Empty dresses honour missing, slain women

October 5, 2010: CTV News: Artist aims to raise awareness regarding missing, murdered women

October 2010: Windspeaker: Red Dresses: There, but just not there by Susan Solway

# data[].attributes.attachment_link.description
Exhibition Review the REDress Project in EcoCentrix Permanent Exhibit at the Canadian Museum of Human Rights Previous Solo Exhibitions Smithsonian's National Museum of the American Indian, 2019 Canadian Museum of Human Rights, 2014 University of Alberta, March 2012University of Manitoba, Nov.2011Thompson Rivers University, Oct.

# data[].attributes.headline
Part 1 of Connecting Neuroscience & Service focuses on "Activating the affective and cognitive brain for impactful action" 

# data[].attributes.subject
Part 1 of Connecting Neuroscience & Service focuses on "Activating the affective and cognitive brain for impactful action" 

# data[].attributes.attachment_link.description
Our courses explore the interconnectedness of educational neuroscience and service learning to enhance community engagement and global citizenship education.

# data[].attributes.attachment_link.description
Empowering Educators, Inspiring Changemakers: Unleash the Power of Award-Winning Global Short-Documentaries. FOR GROUP/ INSTITUTION MEMBERSHIPS Please contact us at hello@simaacademy.com for more information.

# data[].attributes.attachment_link.description
The Festival of Hope is designed to unite us in this challenging moment. It's about creating spaces where millions of young people can come to speak their truth and feel heard. To come together to turn complex challenges into positivity and hope.

# data[].attributes.attachment_link.description
Log in to Facebook to start sharing and connecting with your friends, family and people you know.

# data[].attributes.attachment_link.readable_text
Are you ready to create community partnerships that honour everyone in inclusive and sustainable ways?

For anyone involved in service learning, co-curricular service and global citizenship education, building inclusive and reciprocal community partnerships is key. But often busy educators, service learning coordinators and International Baccalaureate CAS (Creativity/Action/Service) and Service as Action coordinators wonder how to build a deep meaningful partnership or how to evaluate existing partnerships to deepen impact for both student learners and community partners.

This 6-week course will provide you with the thinking frameworks, resources and strategies you need to evaluate your partnerships, as well as take existing or new partnerships to the next level, a level that honours your educational objectives as well as the assets and needs of your community partners.

What is a reciprocal partnership, and what varieties of partnerships might be part of your Service Learning, CAS, Service as Action or Global Citizenship program?

How can language play a role in building reciprocal, equitable and inclusive partnerships? How can we avoid language and thinking that perpetuates unequal power paradigms (such as "helper/helped" and "server/served")?

How can we create school cultures where service partners participate equally in planning, sharing stories, engaging in listening experiences, and celebrating successes?

How can we create new partnerships that are equitable, redesign existing partnerships so they are more inclusive, and/or work with an organization to connect sustainably with a new community?

What protocols, essential agreements and common understandings can be used to create and sustain reciprocal community partnerships?

Essential questions for the course include:

# data[].attributes.attachment_link.title
Reciprocal Community Partnerships: A Master Class in How to Evaluate and Build Sustainable, Inclusive Partnerships in K-12 Schools

# data[].attributes.attachment_link.description
Are you ready to create community partnerships that honour everyone in inclusive and sustainable ways? For anyone involved in service learning, co-curricular service and global citizenship education, building inclusive and reciprocal community partnerships is key.

# data[].attributes.headline
Brainwaves to a Journey in Ed Neuroscience and Service & Action

# data[].attributes.subject
Brainwaves to a Journey in Ed Neuroscience and Service & Action

# data[].attributes.attachment_link.title
Brainwaves to a Journey in Ed Neuroscience and Service & Action

# data[].attributes.attachment_link.description
Embark on an educational journey where educational neuroscience meets service, action, and global citizenship! This freebie presents a dynamic mini-program where students explore brain science through engaging activities and apply their knowledge in meaningful initiatives and projects. It's a unique blend of scientific exploration and active citizenship, all packed into an exciting learning experience!

# data[].attributes.headline
Approaches to Learning SKILLS - Quick Overview

# data[].attributes.subject
Approaches to Learning SKILLS - Quick Overview

# data[].attributes.attachment_link.title
Approaches to Learning (ATL) Skills - Mascalls Academy

# data[].attributes.attachment_link.description
The IB focus on approaches to learning (ATL) is grounded in the belief that learning how to learn is fundamental to a student's education. The five categories of interrelated skills aim to empower Mascalls Academy MYP students to become self-regulated learners who know how to ask good questions, set effective goals, pursue their aspirations and have the determination to achieve them.

# data[].attributes.attachment_link.description
The Festival of Hope is more than an event–it’s a community for young people, educators, global thinkers, artists, government leaders, and everyone else who feels the urge to be the change. It’s a supportive space for talking big ideas, exchanging diverse views, and inspiring action.

# data[].attributes.headline
The Convention on the Rights of the Child (Child friendly language)

# data[].attributes.subject
The Convention on the Rights of the Child (Child friendly language)

# data[].attributes.attachment_link.description
The framework’s simplicity is a design principle, both keeping it easy to communicate and relatively ‘naked’ or decontextualised, ready to be re-contextualised within specific training or personal development approaches…

# data[].attributes.headline
The Convention on the Rights of the Child

# data[].attributes.subject
The Convention on the Rights of the Child

# data[].attributes.attachment_link.readable_text
Convention on the Rights of the Child: The children's version

1. Definition of a child

A child is any person under the age of 18.

2. No discrimination

All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason.

3. Best interests of the child

When adults make decisions, they should think about how their decisions will affect children. All adults should do what is best for children. Governments should make sure children are protected and looked after by their parents, or by other people when this is needed. Governments should make sure that people and places responsible for looking after children are doing a good job.

4. Making rights real

Governments must do all they can to make sure that every child in their countries can enjoy all the rights in this Convention.

5. Family guidance as children develop

Governments should let families and communities guide their children so that, as they grow up, they learn to use their rights in the best way. The more children grow, the less guidance they will need.

6. Life survival and development

Every child has the right to be alive. Governments must make sure that children survive and develop in the best possible way.

7. Name and nationality

Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belong to a country). Whenever possible, children should know their parents and be looked after by them.

8. Identity

Children have the right to their own identity - an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back.

9. Keeping families together

Children should not be separated from their parents unless they are not being properly looked after - for example, if a parent hurts or does not take care of a child. Children whose parents don't live together should stay in contact with both parents unless this might harm the child.

10. Contact with parents across countries

If a child lives in a different country than their parents, governments must let the child and parents travel so that they can stay in contact and be together.

11. Protection from kidnapping

Governments must stop children being taken out of the country when this is against the law - for example, being kidnapped by someone or held abroad by a parent when the other parent does not agree.

12. Respect for children's views

Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously.

13. Sharing thoughts freely

Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people.

14. Freedom of thought and religion

Children can choose their own thoughts, opinions and religion, but this should not stop other people from enjoying their rights. Parents can guide children so that as they grow up, they learn to properly use this right.

15. Setting up or joining groups

Children can join or set up groups or organisations, and they can meet with others, as long as this does not harm other people.

16. Protection of privacy

Every child has the right to privacy. The law must protect children's privacy, family, home, communications and reputation (or good name) from any attack.

17. Access to information

Children have the right to get information from the Internet, radio, television, newspapers, books and other sources. Adults should make sure the information they are getting is not harmful. Governments should encourage the media to share information from lots of different sources, in languages that all children can understand.

18. Responsibility of parents

Parents are the main people responsible for bringing up a child. When the child does not have any parents, another adult will have this responsibility and they are called a "guardian". Parents and guardians should always consider what is best for that child. Governments should help them. Where a child has both parents, both of them should be responsible for bringing up the child.

19. Protection from violence

Governments must protect children from violence, abuse and being neglected by anyone who looks after them.

20. Children without families

Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child's religion, culture, language and other aspects of their life.

21. Children who are adopted

When children are adopted, the most important thing is to do what is best for them. If a child cannot be properly looked after in their own country - for example by living with another family - then they might be adopted in another country.

22. Refugee children

Children who move from their home country to another country as refugees (because it was not safe for them to stay there) should get help and protection and have the same rights as children born in that country.

23. Children with disabilities

Every child with a disability should enjoy the best possible life in society. Governments should remove all obstacles for children with disabilities to become independent and to participate actively in the community.

24. Health, water, food, environment

Children have the right to the best health care possible, clean water to drink, healthy food and a clean and safe environment to live in. All adults and children should have information about how to stay safe and healthy.

25. Review of a child's placement

Every child who has been placed somewhere away from home - for their care, protection or health - should have their situation checked regularly to see if everything is going well and if this is still the best place for the child to be.

26. Social and economic help

Governments should provide money or other support to help children from poor families.

27. Food, clothing, a safe home

Children have the right to food, clothing and a safe place to live so they can develop in the best possible way. The government should help families and children who cannot afford this.

28. Access to education

Every child has the right to an education. Primary education should be free. Secondary and higher education should be available to every child. Children should be encouraged to go to school to the highest level possible. Discipline in schools should respect children's rights and never use violence.

29. Aims of education

Children's education should help them fully develop their personalities, talents and abilities. It should teach them to understand their own rights, and to respect other people's rights, cultures and differences. It should help them to live peacefully and protect the environment.

30. Minority culture, language and religion

Children have the right to use their own language, culture and religion - even if these are not shared by most people in the country where they live.

31. Rest, play, culture, arts

Every child has the right to rest, relax, play and to take part in cultural and creative activities.

32. Protection from harmful work

Children have the right to be protected from doing work that is dangerous or bad for their education, health or development. If children work, they have the right to be safe and paid fairly.

33. Protection from harmful drugs

Governments must protect children from taking, making, carrying or selling harmful drugs.

34. Protection from sexual abuse

The government should protect children from sexual exploitation (being taken advantage of) and sexual abuse, including by people forcing children to have sex for money, or making sexual pictures or films of them.

35. Prevention of sale and trafficking

Governments must make sure that children are not kidnapped or sold, or taken to other countries or places to be exploited (taken advantage of).

36. Protection from exploitation

Children have the right to be protected from all other kinds of exploitation (being taken advantage of), even if these are not specifically mentioned in this Convention.

37. Children in detention

Children who are accused of breaking the law should not be killed, tortured, treated cruelly, put in prison forever, or put in prison with adults. Prison should always be the last choice and only for the shortest possible time. Children in prison should have legal help and be able to stay in contact with their family.

38. Protection in war

Children have the right to be protected during war. No child under 15 can join the army or take part in war.

39. Recovery and reintegration

Children have the right to get help if they have been hurt, neglected, treated badly or affected by war, so they can get back their health and dignity.

40. Children who break the law

Children accused of breaking the law have the right to legal help and fair treatment. There should be lots of solutions to help these children become good members of their communities. Prison should only be the last choice.

41. Best law for children applies

If the laws of a country protect children's rights better than this Convention, then those laws should be used.

42. Everyone must know children's rights

Governments should actively tell children and adults about this Convention so that everyone knows about children's rights.

43 to 54. How the Convention works

These articles explain how governments, the United Nations - including the Committee on the Rights of the Child and UNICEF - and other organisations work to make sure all children enjoy all their rights.

# data[].attributes.attachment_link.title
The Convention on the Rights of the Child: The children's version

# data[].attributes.attachment_link.description
Read and download the child-friendly version of the Convention on the Rights of the Child

# data[].attributes.headline
MAD | Why your students should join the Docathon!

# data[].attributes.subject
MAD | Why your students should join the Docathon!

# data[].attributes.attachment_link.description
Welcome to DOCATHON MIS, a film making competition to tell the inspiring stories of your service projects. Good luck!

# data[].attributes.headline
St. Margaret’s School, Canada | Truth and Response Digital Book

# data[].attributes.subject
St. Margaret’s School, Canada | Truth and Response Digital Book

# data[].attributes.attachment_link.readable_text
An SMS Anthology
Edited by the
Middle Years Writing Club

Loading...

Loading...

Land Acknowledgement

We gratefully gather here at St. Margaret's to live, learn, work, and play on the unceded traditional territories of the Esquimalt, Songhees, and W̱SÁNEĆ First Nations. As settlers and visitors to this land, it is our responsibility to learn the history of colonization and forced assimilation, and to understand the lasting impact these practices have had on families and communities. We listen, we learn, and we move forward to support the healing.

Loading...

Student Poems

Children and Respect . . . by Mide Cosgrave
Respect . . . by Sofie Owen
215 Lives . . . by Mehak Jagopotra
More Than Just a Number . . . by Grace Merkel
215 Didn't Come Home . . . by Amelia Dunn
Unacceptable . . . by Celine Yuan
Do We Choose Comets or Asteroids? . . . Samantha Cheng
215 Futures . . . by Nicolette Folkes
Two One Five. . . . by Emme Ghinis
215 Differences Lost, Light at the End of the Tunnel, and On Healing . . . by Evie Gibbs
215 Beautiful Children . . . by Sera Reid
Not Forgotten by Katie Evans
Erased and If We Go Back . . . by Mackie Thomas
What People Need to Know . . . by Gwyneth Poore
The Right . . . by Bria Cady
215 . . . by Annika Akeroyd
215 . . . by Audrey Curnow

A Note about this Book

On Monday May 31st, 2021 many students and staff at St. Margaret's participated in gathering circles to pause and reflect on the news received about the remains of 215 children discovered in unmarked graves at the Kamloops Residential School. We created messages of hope and healing to show our support for the Residential School survivors, families, and communities impacted, and to pay our respects to Tk'emlúps te Secwépemc First Nations.

Several classes participated in further discussions, learned more about colonization and the residential school system, and read stories of cultural survival. Many students responded with poetry. This book is called Truth and Response, and is our way of capturing the voices of our community as we grappled with this news. The writing shared here is heartfelt and powerful. Our commitment to Truth and Reconciliation will not stop with a first response. The learning does not end when we put down our pens and change out of our orange shirts. We know that this number will continue to grow as more unmarked graves are uncovered across the country, therefore we understand that our work will continue.

As the first National Day of Truth and Reconciliation approaches, we will revisit the poems in this book, and invite students to complete further writing for Book Two: Reconciling.

Responding

We lowered the flag and wore orange shirts while schools across the country did the same.

Small actions to share our heartfelt message that:

We hear you, we see you, we are sorry this happened.

The news was hard so we held gathering circles.

A Place to Start

We wrote messages of hope and healing.

Even though we knew that words were not enough, sometimes they are a place to start.

The Power of Story

To understand the residential school system in Canada, we turned to the many books published recently by Indigenous authors.

Some people say books offer a mirror to see ourselves and a window to see others. Perhaps what we really need to heal the world is an open door so we can truly get to know one another better.

# data[].attributes.attachment_link.description
Student poetry documenting our response to the heartbreaking news about the discovery of 215 unmarked graves at the Kamloops Residential School. Unfortunately this is only the beginning.

# data[].attributes.attachment_link.title
Teacher Toolkit: Triangle Circle Square (Secondary)

# data[].attributes.attachment_link.title
Teacher Toolkit: Turn and Talk (Secondary)

# data[].attributes.headline
Join Service Learning Academy Facebook Group

# data[].attributes.subject
Join Service Learning Academy Facebook Group

# data[].attributes.attachment_link.title
Bridge to a United Planet - Portal Unity Network

# data[].attributes.attachment_link.description
Portal Unity Network - Join us in building a network of Portals around the world to spread peace, love and unity. Speak with our team to learn more about bringing a Portal to your city.