OUR MISSION STATEMENT
We believe that K-12 public school education provides us with the most effective place to have a positive impact and influence on students.
Most traditional public school education is focused on content (academics) and very little on social-emotional learning (SEL).
In Medford, Massachusetts, we have created an SEL program where K-12 students learn to be responsible global leaders/citizens. To addressThe Center for Citizenship and Social Responsibility (CCSR) was established in 2013. The mission of the CCSR is to develop responsible global leaders/citizens that will be positive contributors to society and will work to combat critical social issues listed above and become leaders in our society. We believe that by providing the appropriate learning activities, we can: prevent students from becoming addicted to harmful substances, develop positive self-awareness, encourage teamwork and cooperation, improve self-esteem and develop leadership skills.
We believe that incorporating real-life experiences (PBL) for students to work on projects to help others will positively affect their self-image and understanding. Therefore, the Center works with school administration to develop a system-wide initiative to integrate social-emotional learning, citizenship, resiliency, and social intelligence into the district curriculum and activities.
OVERVIEW
Our public education system is the foundation of our democracy and the cauldron of the “melting pot”. We believe that public and private schools must incorporate social-emotional learning, empathy, compassion, and citizenship in school curriculums to develop students leaders will who combat racism, bigotry, and hate. If we fail to do this, we miss an opportunity to have a profound impact on the kind of world that our children will live in.
Student-created projects are the major focus of the CCSR; however, the CCSR also provides SEL support for the school district. We provided motivational speakers such as Dr. Sanjiv Chopra of Harvard Medical School, Dr. Roberts Brooks, a Clinical Psychologist, and Richard Blanco, a renowned poet, who spoke in the Fall of 2019. In addition, when aligned with our mission, we have provided mini-grants for classroom projects, field experiences, and supplies and materials for students, faculty, and staff.
Check out our annual report here.
And check out our publications here.
OUR HISTORY
In September of 2018, the CCSR received a donation of $125,000. In August of 2020, an additional $40,000 from the Krystle Campbell Community Betterment Project Boston Foundation. In May of 2021, the CCSR was awarded a ten-year grant of $350,000 from the Cummings Foundation, which will support student-created projects that will help make the world a better place to live for the next ten years!
Over the past five years, over 2000 students have participated in our mini-courses, clubs, activities, and, most important projects – approximately six hundred students have developed projects that benefit the schools, community, and the world. At each school – high school (and alternative high school), two middle schools, and four elementary schools – a CCSR teacher-advisor guides students in developing Project-Based Learning activities, individually and in small groups of 2 or 3 students. The student(s) select a project that they believe will help others or make the community a better place to live.
A full list and description of the projects can be found on our project page.
In light of all of the terrible national and worldwide tragedies, we firmly believe teaching children and adolescents how to be empathetic leaders and understand the plight of others are imperative to prevent such tragedies from happening again.
INSTRUCTIONAL METHODOLOGY
The CCSR was awarded a $10,0100 grant from the City of Medford Community Fund. These funds will allow the CCSR to offer high school students to attend a two-week summer academy. There will be two sessions for two weeks in July. Upon completion the session, students will understa
PROGRAM CURRICULUM
Project Based Learning Methodology
Project-based learning (PBL) is an effective teaching method because it allows students to apply the skills and knowledge they are learning to real-world problems and projects. This approach helps students develop a deeper understanding of social issues by actively engaging with it and connecting to their own experiences. Additionally, project-based learning encourages students to take ownership of their learning by allowing them to direct their projects, which can increase their motivation and engagement. Research suggests that group or team projects can improve learning outcomes. In group projects, students have the opportunity to collaborate and share ideas, which can lead to a deeper understanding of the material and improved critical thinking skills. Team projects also provide students with experience working in a team, which is an important skill that is often valued in the workforce. Additionally, group projects can also increase student motivation and engagement in the learning process.
Creating a solution to a social problem can have several positive psychological effects:
Sense of purpose: Working to solve a social problem can provide individuals with a sense of purpose and meaning, as they are working towards a goal that they believe will have a positive impact on society.
Empowerment: The process of creating a solution can also empower individuals, as they are actively taking steps to address an issue that they care about.
Increased self-esteem: Successfully creating a solution to a social problem can boost self-esteem and self-worth, as individuals feel like they have made a meaningful contribution.
Increased motivation: The process of creating a solution can also increase motivation, as individuals are working towards a goal that they are passionate about.
Decrease in stress: When an individual is actively working towards a solution to a social problem, they can feel a sense of agency and control which can decrease stress.
Positive impact on mental health: The positive emotions and sense of accomplishment associated with creating a solution can also have a positive impact on mental health.
Positive impact on community: The solution to a social problem can have a positive impact on the community, as it can lead to the creation of new resources, the improvement of infrastructure, or the implementation of positive changes.
Social connections: Collaborating with others to solve a social problem can foster social connections and lead to new opportunities for collaboration and support.
Authentic Learning
The CCSR provides an authentic experience for student leaders. They select projects that they believe are important to address locally and globally. The advisors are “guides on the sides” who support and advise the leaders. The authentic selection process has been one of the cornerstones of the CCSR program methodology, along with Project-Based Learning (PBL)
Authentic learning, also known as experiential learning, is a teaching method that focuses on real-world problems. It is effective because it allows students to make connections between the material they are learning and the world around them, which can increase their engagement and motivation. Additionally, authentic
CCSR: Addressing Adverse Childhood Experiences (ACEs)
ACEs are traumatic events that occur during childhood or adolescence, such as physical, emotional, or sexual abuse, neglect, household dysfunction, and exposure to violence or substance abuse. These experiences can have a negative impact on a child’s development, behavior, and health outcomes. According to the National Center for Injury Prevention and Control: on and Control Division of Violence Prevention skill-based learning is an important part of a comprehensive approach to prevent ACEs. Decades of research shows that teaching children and youth skills to handle stress, resolve conflicts, and manage their emotions and behaviors can prevent violence victimization and perpetration, as well as substance misuse, sexually transmitted infections, including HIV, and teen pregnancy.
After-school programs, like the CCSR, are a way to provide opportunities for youth to strengthen their behavioral, leadership, and academic skills and become involved in positive school and community activities. Mentoring and after-school programs can reduce the prevalence of crime, violence, and other adolescent risk behavior and pave the way for positive outcomes in adulthood. Evidence Research suggests that mentoring programs improve outcomes across behavioral, social, emotional and academic domains. Other benefits include improvements in academic performance, parent-child and student-teacher relationships, and parental trust. Opportunities to develop and practice leadership, decision-making, self-management, and social problem-solving skills are important components of after-school programs with documented benefits.
Essential Elements of the CCSR
Project-Based Learning (PBL) is an instructional process in which students gain knowledge, problem-solving, and leadership skills by working for an extended period to investigate and respond to a genuine, engaging, complex issue, problem, or challenge. Since PBL incorporates real-life experiences for students by working to help others, the learning has a lasting positive effect on their self-image, self-confidence, ability to empathize, and understanding of others
PBL: Essential Project Design Elements:
– The projects are designed on student learning goals and skills such as critical thinking/problem solving, communication, collaboration, and self-management and focus on a meaningful problem to solve or a question to answer
– Students engage in a rigorous, extended process of finding resources and applying information.
– The project features real-world context, tasks, tools, quality standards, or impact – or speaks to students’ concerns, interests, and issues in their lives.
– Students make essential decisions about the project, including how they work and create.
– Students collaborate – working on a typical goal/project, students learn the importance of teamwork
– Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles, and how to overcome them.
– Students give, receive, and use feedback to improve their processes and products.
– Students make their project work public by explaining, displaying, or presenting it to people beyond the classroom
Educational Benefits
Project-based methodology – Students and staff create projects that culminate with a demonstration of the learning outcome (project). Projects address the need to make the world a better place to live – for a single student, school, group, community, state, country, or the world.
– Promotes empathy, compassion, teamwork, and leadership skills
– Helps prevent depression, hopelessness, loneliness, anxiety, addiction, etc.
– Improves self-esteem and self-confidence
– Communication skills to effectively communicate with their peers, as well as with other members of the school community
– Organization skills – leaders learn to plan and organize events and activities
– Problem-solving skills – leaders learn to identify and solve problems that arise within their organization or school community.
– Responsiveness – leaders lea
-Empathy: Student leaders must be able to understand and relate to the experiences and perspectives of their peers.
GOALS
TESTIMONIALS
Medford Public Schools (district-wide). Not only are students gaining a great learning
experience, but the program has been an asset for individuals as well as organizations. The
CCSR program has a truly positive impact on our community, through student’s creativity and
collaborative research; they are an example of social change. It has been wonderful to see
projects come to fruition over the past few years and I look forward to another year of success
for the CCSR program!”
Stephanie Muccini Burke – Mayor of Medford Massachusetts
TESTIMONIALS
a strong desire in all students to personally stretch themselves and go beyond thinking about
their own personal needs. I have had the opportunity to see the student’s excitement and
anticipation of working on individualized and group projects that will make a difference for the
voiceless and the boisterous in the world they live in. CCSR is comprised of a diverse group of
students who are multi-lingual, multi-ethnic and represent all walks of life who come together in
collaboration to make the world a better place. CCSR has provided my students with hope and
the belief that they can change the world…..and they will”
“The Medford Public Schools can prepare them to lead productive and rewarding lives, whether
they pursue college or head right into a vocational or technical career. My goal has always been
to level the playing field for all students, as education is truly the key that opens the doors of
opportunity for us all.“CCSR empowers our students to look beyond themselves and see how
they can help others. It reaches all students, no matter, race, creed, religion, or sexual
orientation and offers them all a seat at the table”
Dr. Marice Edouard-Vincent – Superintendent of Medford Public Schools
TESTIMONIALS
The Center for Citizenship and Social Responsibility (CCSR) in the Medford Public Schools.
The Center, which is headed by Richard Trotta, serves a vital need for Medford and is the kind
of program that I would hope to see in every community. Congratulations, Rich. You and your
group are doing wonderful work in enriching the lives of students and others.”
Dr. Robert Brooks – Harvard Medical School and former Director of the Department of
Psychology at McLean Hospital
TESTIMONIALS
Sanjiv Chopra – Professor of Medicine and former Faculty Dean for Continuing Medical Education at Harvard Medical School, Senior Consultant in Hepatology at Beth Israel Deaconess Medical Center and author.
TESTIMONIALS
Dr. John D’Auria, University of Pennsylvania – GSE Division of Teaching Learning, and Leadership and former president of Teachers21
TESTIMONIALS
Dave McGillivray – President, DMSE Sports – race director, philanthropist, motivational speaker
TESTIMONIALS
Alan Solomont – Dean, Tisch College of Civic Life, Tufts University
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Beverly Nelson – Former Deputy Superintendent, Medford Public Schools
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Thomas M. Walsh – President, The Bridge Center A recreational facility to serve children with both cognitive and physical disabilities.
TESTIMONIALS
Nicholas Tucci – Principal, McGlynn K-8 School, Medford Massachusetts
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Bob Socci – Mr. Bob Socci, Broadcaster, New England Patriots
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David Ambrose – Teacher at Medford High School
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Mary Saladna – WCVD reporter
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Sara Ting – President, World Unity Inc.
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Elliot Nerland – The Krystle Campbell Foundation
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Michael Skorker – Lead Teacher for SEL, Coordinator of the CCSR and MHS CCSR advisor
TESTIMONIALS
Donna Laskey – M. Ed., Classroom Teacher, Grade 4, Mentor Coordinator, Medford Public Schools
TESTIMONIALS
Emily Tan – MHS Senior & Co-President of the CCSR
TESTIMONIALS
Diane J. Caldwell – Associate Superintendent, Medford Public Schools
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Sophie Liu – MHS Class of 2019 and former Secretary of the CCSR
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Shubhecchha Dhaurali – CCSR Student Leader, Class of 2019
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Jenny Lu – MHS Class of 2019 and former CCSR Co-President
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Aniya Crump – CCSR Student Leader, Class of 2021
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Jennifer Dossantos – CCSR Student Leader, Class of 2019
TESTIMONIALS
exhibited by the students of The Center for Citizenship and Social Responsibility. There I was met by
Program Director, Rich Trotta, to briefly review what I was would witness. As the students set up their
displays and projects, I began to speak with the students and inquire about their interest and goals set
by their team. The student’s dedication, thoughtfulness and commitment to citizenship and social
responsibility was impressive. It definitely made me wish I had been able to participate in this type of
social programming.
As someone who has earned a college degree, law degree and played seven seasons with the New
England Patriots, I have been exposed over the years to understand the need for our young people to
prepare for future leaderships roles. The Center for Citizenship and Social Responsibility does just that.
What better way to begin a true understanding of the many lives and communities the students will
come into contact with throughout their lives.
While the students have participated in over 200 community projects, the program is just getting
started. As the program continues to grow, we need to secure increased funding to ensure more
students have the ability to participate in this meaningful program. I look forward to continuing to
participate with our young men and women that volunteer their time to The Center for Citizenship and
Social Responsibility. I hope you will join our team.”
Garin Veris – Former player on the New England Patriots
TESTIMONIALS
skill development with a sense of community. It is about strengthening empathy and caring and
connecting those important values to a wider sense of civic responsibility. CCSR provides a context for
young men and women to apply the knowledge, skills, and caring to the real world.
Closing comment on the importance of and need for more CCSRs Whether it is climate change or the
damage created by inequity, racism, and intolerance, we need from our future graduates not only skilled
and thoughtful citizens but ones who care about their local community as well as the global community.
The world has gotten a lot smaller in our life time and CCSR provides a pathway to developing the kind
of citizens that we all want and need.”
John D’Auria
TESTIMONIALS
excessive amount of self-reflection of my life that felt more like self-punishment. I was ashamed
to be someone who had nothing to show as their contribution to the world, a crushing feeling,
even as a 15-year-old. When I was introduced to the CCSR I realized there was a path to
improving the world that was not only accessible within my school, but also provided a sense of
community which I craved.
Over my time in my CCSR, I learned that I truly want to help the
world and those in need. I learned that fighting for issues that are important to me provides an
unmatched sense of emotional pride. I learned that I can make a difference now, not necessarily
10 years down the line. Through collaboration with other students, I learned that I am not alone.
There are other students that share my passions for service and improvement.
Emotionally, the CCSR has emphasized and improved what I have come to find as a crucial trait: empathy. You
gain perspective in your service project by seeing what it is you’re improving, which leads to
empathy in the struggles of others. An example is the Medford Slavery Memorial Project. By
commemorating buried slaves in Medford with a marked gravestone memorial and having a
celebratory ceremony, this CCSR project showed me the impact of slavery within our
community and on black culture firsthand. I had a closer view of their struggles through poetry,
speeches, and readings that, had it not been for the CCSR, I may not have experienced. What I’ll
miss most about the CCSR is its reliability and community. Since the moment I joined, I knew
this was a place where anyone is accepted with any idea. You don’t have to prove yourself to
anyone, all you have to do is show that you care about making the world a better place. This
fosters a community of hundreds of students with a basis of kindness and empathy, which is hard
to find anywhere else.”
Joey Ruemenapp – CCSR Co-President, Medford High School Junior, 17 Years Old
TESTIMONIALS
excessive amount of self-reflection of my life that felt more like self-punishment. I was ashamed
to be someone who had nothing to show as their contribution to the world, a crushing feeling,
even as a 15-year-old. When I was introduced to the CCSR I realized there was a path to
improving the world that was not only accessible within my school, but also provided a sense of
community which I craved.
Over my time in my CCSR, I learned that I truly want to help the
world and those in need. I learned that fighting for issues that are important to me provides an
unmatched sense of emotional pride. I learned that I can make a difference now, not necessarily
10 years down the line. Through collaboration with other students, I learned that I am not alone.
There are other students that share my passions for service and improvement.
Emotionally, the CCSR has emphasized and improved what I have come to find as a crucial trait: empathy. You
gain perspective in your service project by seeing what it is you’re improving, which leads to
empathy in the struggles of others. An example is the Medford Slavery Memorial Project. By
commemorating buried slaves in Medford with a marked gravestone memorial and having a
celebratory ceremony, this CCSR project showed me the impact of slavery within our
community and on black culture firsthand. I had a closer view of their struggles through poetry,
speeches, and readings that, had it not been for the CCSR, I may not have experienced. What I’ll
miss most about the CCSR is its reliability and community. Since the moment I joined, I knew
this was a place where anyone is accepted with any idea. You don’t have to prove yourself to
anyone, all you have to do is show that you care about making the world a better place. This
fosters a community of hundreds of students with a basis of kindness and empathy, which is hard
to find anywhere else.”
Joey Ruemenapp – CCSR Co-President, Medford High School ’21
TESTIMONIALS
world a better place and who are motivated to take action. We hear a lot of bad things about
people (especially the younger generations) and what I have realized is that kids these days are not lazy, they are not just self-concerned, and they make immense contributions to our community, our society, and our world. I learned that I had the power to make a change, which something I feel a lot of people (including my previous self) think is not possible.
Being a CCSR student leader has shown me that my actions can actually impact people positively and that the
service I do is not just done in vain. The CCSR has made me more aware emotionally. It is easy to get caught up and consumed in your own emotions, magnifying them above all else. The CCSR has not only helped me
understand those emotions through social connection but it also has allowed me to walk in other
people’s shoes. Seeing other people’s struggles helped me put into perspective the importance of
my own, and helped me grow emotionally.
It’s an ineffable feeling. I think the one fear of many people is living their lives and not
contributing anything to the world. When you make the world a better place, even very minorly,
that fear is chipped away. Through your work, you also see its impact and there is nothing better
than seeing something you do actually mean something. I think that is why many kids get
distraught about schoolwork. A lot of schoolwork does not mean anything to the students that
have to do it. However, the work I have done with the CCSR means something to me because I
know I am making a contribution and I know the value of my work is not just in turning it in.
I will miss the opportunity it gave other students and myself, which is why I think the CCSR is
such a great organization. There are a lot of people who genuinely want to do something
impactful but they never do because they do not have a platform to take action. The CCSR is that
platform and I will miss it. I will also miss Mr. Skorker. He is a very rare leader. He gives you
the push to do the work because you know how much he genuinely cares about you.”
Tyler Lam – CCSR Secretary, Medford High ’21
TESTIMONIALS
scenarios in problem solving, but also project managing. Being able to network, but also apply
my classroom skills in real life situations. Going into highschool, I was an extremely socially
awkward and unaware kid. Joining DECA, and CCSR for me are really my true testimonials for
me to grow emotionally. I’ve learned about how others live in certain conditions and how others suffer, family problems and other issues that affect my classmates or acquaintances.
Being in CCSR has really helped me understand and be able to have sympathy for others and what they
are going through in their lives. Being in the CCSR has also given me an insight in changing the
world into a better place. My project was to plan an entire carnival for the city of Medford. All of
the proceeds would go to a non-profit organization called Four Diamonds, that would then
distribute the money to pediatric cancer research and funds for patients. I wanted to make this
carnival fun for everyone living in Medford but also to help a greater cause, with the money
profited. As I enter my senior year, CCSR will be one of my most missed clubs. CSSR has really
helped me grow as a person but also given me a chance to make change and show what my
hardwork will pay off to help others. But out of everything, I will truly miss all of my
classmates, friends, and especially my advisors that all have believed in me since day one of
everything I have done, from schoolwork to competitions, and my project.”
David Mei – CCSR Member, Medford High School ’21
TESTIMONIALS
still do, young people really can make a difference in this world. Maybe it will just start with the
community, but it’s a start. Students in the past have done amazing, impactful projects and I have
realized I can, and want to, do a project like those.
The CCSR doesn’t just benefit our community but also creates an environment among students
where we all support each other in projects and elsewhere. Not only do I myself feel
accomplished with participation in a project, by having all my friends in the group I often feel
pride and joy because of their projects and success. The environment created by the CCSR is all-
around positive and one I would recommend to anyone.
The feeling created by helping others and making the world a better place is really
uncomparable. Helping people has always and will always be a passion of mine and a sense of
fulfillment and happiness comes with it.
I will definitely miss lots of things in the CCSR. I know I’ll really miss the people but maybe what I will miss most is our fearless leader Mr. Michael Skorker. He is one of the most compassionate and generous people I have ever met. He is always trying to make the world better but he also manages to make all CCSR students feel safe and heard and remembered and special.”
Noelani Lasko – CCSR Member, Medford High School ’21
TESTIMONIALS
important being a part of a community is to me. I have always wanted to join an organization
such as the CCSR and service has always been an important role in my life, but I did not realize
how much the positive community that the CCSR has created would impact me every day. The
CCSR has helped me grow emotionally because it has provided me with a support system, and a
group of people that will always be there for me, and it has made my weekdays feel much more
fulfilling.
The CCSR has also helped me to better understand the feelings of others as well, and
to put others before myself. It feels really good to make an impact on my community and to
make the world a better place. When I am working with middle school students, students with
disabilities, or the less fortunate, it feels really good to be able to give back to the community and
to truly have an impact on someone. I also feel that in many of these relationships, with students
of all ages and abilities, they have had an impact on my life as well. This feels really good to
know that I have formed a real relationship with these people, and that we are all learning from
each other, which is an important part of the CCSR. I think the thing that I will miss the most
about the CCSR is the sense of community that is felt in all of the meetings and events. Everyone
always brings a positive attitude and a willingness to make the world a better place to live, and I
think that I will miss that part the most.”
Aidan Barry – CCSR Member, Medford High School ’21
TESTIMONIALS
community and what it means to be a good citizen. I learned that although times can be rough,
you can always make things better if you look for the silver lining of things.
The CCSR helped me grow emotionally by teaching me how to be sympathetic and caring for
all. Prior to my entrance to the organization, I thought I had a general understanding of caring for
my community, but upon entrance, I realized how much it meant and I find myself wanting to
help more now than ever.
In short, it feels humbling yet enabling to make the world a better place via the CCSR. I want to
be able to do more for this organization, but at the same time it keeps you level headed and
makes you realize how lucky you are to live in such a kind and accepting city with great
opportunities like this. I’ll definitely miss my advisors of the CCSR and I’ll miss the friends I’ve made as a result of my
projects. They all mean so much to me and I wouldn’t be here without them.”
Colin Bailey – CCSR Treasurer, Medford High School ’21
TESTIMONIALS
having to be massive projects. The CCSR helped me learn that the little things matter. I learned
projects were more enjoyable with others.
CCSR helped me grow emotionally by giving me a way to give back to my community. It’s
allowed me to connect with more people and learn about new things.
Working to make the world a better place to live felt really good. It felt fulfilling helping others,
and I loved being able to make a change in their lives.
What I’ll miss most about CCSR is the community and members. I really like being able to work
on projects with my peers where we are all working towards the same goal.”
Liana Curcio – CCSR Member, Medford High School ’21