Tag Archives: Girl Scout Gold Award

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Gold Award Girl Scout: Madison Seckman, Centennial, “Your Level Reading”

What did you do for your Gold Award project?

My Girl Scout Gold Award is a website created Your Level Reading that is intended to demonstrate ratings for teachers, parents, and students to know if the material is appropriate for their own or others’ reading level and age. In particular, some parents feel they are not informed enough about material their children are reading and are sometimes unsettled by this. Using the website created in this project, parents can simply look up the title of the book their child is reading and see its maturity. Likewise, the project addressed students – middle schoolers in majority – who may feel uncomfortable reading certain material. They too can look up the book title or author to prepare themselves for what may be in that novel. The website also benefits teachers because they can decide on appropriate reading material when choosing novels.

How did you measure the impact your Gold Award project made on your target audience?

My audience now has an understanding of book ratings for four, distinct age groups. Teachers, parents, and students learned that they can use the website as a resource to prepare themselves for books. I measured the impact using Google Analytics to count how many views my website gathered in one month; I wanted 20 views. Another measurement was having 15 volunteers read and rate books for my project in order to involve the National Honor Society community in my project as much as possible. In order to spread the word, I needed one Girl Scout troop to commit to my website as a resource for a minimum of one year. I measured the website Analytics after one month to see the website view count. To measure the amount of volunteers, I held Zoom meetings and kept track of each person who attended the training and rated at least one book – one volunteer read seven books. Once the website was running, I sent the link for the website to my Girl Scout service unit and waited for a response from a troop saying they would use the website as a resource. My goals were to have 15 student volunteers, 20 views on my website in one month, create an accessible and easy to use website, involve the National English Honor Society (NEHS) in the sustainment of the project, and gain commitment from one Girl Scout troop to use the website as a resource for one year. To measure the ease-of-use of the website, Chuck Blish, a formal information technology worker, helped me look over and format the website. NEHS agreed to maintain my project by directing student volunteers to the website where they can fill out a Google Form to rate books. The commitment from the Girl Scout troop (Troop 63227) was written in an email.

How is your project sustainable? How will your project continue to impact after your involvement?

The National English Honor Society (NEHS) at Cherry Creek High School (CCHS) plans to help sustain my project for at least one year by sending volunteers to read books through the viewers rate books option on the website. The rubric is available on the Google Form for them to look at while they fill in information for a variety of questions. They are required to enter the author’s first and last name, title of the book, overall age range, and levels for all categories of profanity thorough drugs/alcohol/smoking that are in the rubric. It is very simple and straightforward, so anyone can use it, even middle school students. As NEHS keeps adding books onto the website, viewers will be able to access a wider variety of books that have been rated. In addition, it will help with subjectivity in ratings since more than one person may rate one book.

Also, Keats Community Library in London, England is going to promote the website. I sent them an email asking for their help in the global connection and sustainability of my project, and they were extremely interested in my project. It was very exciting because many libraries are reluctant to introduce a rating system to their members due to the prospect of creating banned books. Thankfully, Keats Community Library was excited to endorse my project and agreed to publish the link to my website for their members to see. I am going to send them a few poster designs over email for the website for them to print out and put up on their library walls once they are open to the public again.

Lastly, Girl Scout Troop 63227 has promised to use the website as a resource. The members of the troop are going to use the website to look up book titles for upcoming literature in their school’s curriculums. Furthermore, I informed them that they can add ratings to the website if the book they are planning to read is currently unrated. That way, the next student who needs to read that book can see a rating left by a previous reader of that book. The troop can search for new books to read based on their appropriate age range. For girls who are 11-years-old, they can use the “young” books filter to find an arrangement of books that are appropriate for their reading level.

What is your project’s global and/or national connection?

I wrote to Keats Community Library in London, England to promote my website and the importance of age appropriate reading material in a different country. They plan to present my website to their library members by mentioning it in a newsletter, and I sent them poster designs that they can print and put up in the library once they are open to the public again. Also, I will have the help of the Cherry Creek High School (CCHS) National English Honor Society (NEHS) to promote and continue the project among their volunteers across the nation. The head coordinators at CCHS of NEHS are going to send the link for the website to their eager volunteers, so they can rate books and keep the project thriving. On the website, the volunteers can find buttons saying, “Take action! Rate your own books” or a tab on the homepage that says, “Rate your own books”. It is a simple, easy to use Google Forms Survey that anyone on the website can fill out. The responses automatically transfer onto a google sheet that is on the website – under the tab, “Other viewers’ book ratings”.

What did you learn about yourself?

Through this project I learned that I can be an exemplary leader and strive to succeed when I put my mind to it. Ever since I began Girl Scouts eight years ago, I have learned many leadership skills. I can speak up for my beliefs and make genuine changes in my community. One of my beliefs is books have the potential to be inappropriate; and currently, there are no large organizations that create a warning system, or rating, for those books. So, I took initiative and put my leadership skills to good use. I worked hard and finished this project that I knew would make a difference. By seeking to make a change, I discovered that I do have what it takes to be a leader and put a plan into action. The hardest thing was discovering my perseverance. It was a very long road to finish this project, but a very rewarding one. At one point, when the website was not working, and I had no idea how to write the code, I came to a brick wall. I actually considered quitting the entire project and switching to a new one. But, as they say, when the door closes, a window opens. My Girl Scout mentor gave me the contact for a previous Girl Scout, Delaney Fitzsimmons, who introduced me to a different way of creating the website. I needed to persevere and keep my head up for this project in order to finish it. So, I switched my focus and strove to succeed at a different kind of website making. After switching over to Google Sites, I created a beautiful website and kept up my hard work on the project all the way until I finished it.

How will earning your Gold Award impact you in the future?

I hope that the leadership skills I learned from my Gold Award will help me in my future. The leadership skills I apprehended from my project were ambition, perseverance, boldness, optimism, and compassion. My project was founded on my ambition to succeed and lead a team of willing and able volunteers to self and team success. I harnessed my ambition to create this project out of passion for reading and understanding for the unpleasant experience of non-appropriate material. I pushed myself to persevere when training my volunteers because of my social anxiety. Often, I find myself getting shaken up at the idea of public speaking, but I put that behind my and stood up to the task of leading my volunteers to success. In order to persevere, I had to be bold and put my fears to the test. I cannot say the first training session went 100 percent smoothly because it simply did not. But, the more I practiced and put myself in front of the amiable volunteers, the more confident and bold I became until I was able to speak and train them with excellence and excitement. The whole time throughout the project, I maintained my optimism that I would succeed; that I would achieve my goal of manifesting a searchable database for many people to exploit. At the end, I was compassionate towards everyone who existed as a part of my team. I know I could not have done it without them. Each person who took the time to listen to and help me made my project materialize into the amazing resource that it thrives as now. All of these skills will help me in the future with any profession I may choose, working with a team on projects, and to simply be a helpful and involved person in my communities. I hope that all of the great work I demonstrated in my project will assist me in my college admissions process. The requirement officers will see the dedication, excellence, and leadership that I demonstrated in this project, and hopefully be more inclined to invite me into their college.

Why do you feel the Gold Award was an important part of your Girl Scout experience?

For anyone considering if they should complete their Gold Award, I say go for it. I have been a Girl Scout for the past eight years, and never before have I had the opportunity to experience something as great as the Gold Award. The Gold Award showed me that I can do whatever I set my mind to, even if it seems impossible. I never could have predicted that I would make an entire, functioning, and searchable website, and I know I could not have done it without the Gold Award behind me. It is truly a once in a lifetime experience that taught me many skills and built on the skills I already have. Most of my time in Girl Scouts was spent camping or earning badges, but to have the honor of working on my Gold Award was by far the best thing that I ever did as a Girl Scout. It simply made me feel important and worthy of wearing the Girl Scout title.

How did earning your Gold Award help you become a G.I.R.L. (go-getter, innovator, risk-taker, leader)?

Earning my Gold Award helped me become a G.I.R.L, and more specifically, an innovator because I had to use more creativity than I have ever used before in my life. Ever since I was little, I have loved to create. This project helped me bring that to the next level. Not only did I have to be creative by coming up with the project to begin with, – book rating levels are not exactly common – I had to keep the dearivity going throughout the entire time I worked on it. I had a lot of struggles and obstacles in my Girl Scout project: having too many books and not an equal amount of volunteers, not knowing how to code using HTML, and many other things. Nonetheless, everytime I hit a brick wall, I looked for another approach. I completely innovated the website using a template I found on Google Sites after the HTML coding came to a stop, and I can say that I crushed it. It took me many hours to make the website clean and professional, but I did it. This project helped me expand on my ability to innovate and demonstrate my creativity.

**IMPORTANT NOTE: This blog represents only a small fraction of the hard work, dedication, and requirements that go into earning a Girl Scout Gold Award. It is simply a brief summary, which is meant to inspire Girl Scouts to Go Gold in the future. For more information on earning your Gold Award, please email highestawards@gscolorado.org.

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Girl Scout Unveils Art Installation in Remembrance of Shooting at STEM School Highlands Ranch and Dedicated to Mental Health

Girl Scout Ambassador Grace B., who is also a senior at STEM School Highlands Ranch, is working to earn the Gold Award, the highest honor in Girl Scouts, by securing a permanent art installation for Northridge Recreation Center. On Tuesday, May 4, 2021, the installation was unveiled as part of an event dedicated to erasing the stigma surrounding mental health. The keynote speaker was Frank DeAngelis, former principal of Columbine High School.

 

Grace collaborated with Douglas County artist James Holmes and Highlands Ranch Community Association to create the installation. The Northridge Recreation Center is where Grace and many of her classmates were taken and later reunited with their families following the shooting at her school in May 2019. Special thanks to Fox31/KDVR-TV, CBS4/KCNC-TV, Denver7/KMGH-TV, and Highlands Ranch Herald for sharing Grace’s inspiring story.

The Girl Scout Gold Award is the mark of the truly remarkable— earned only by a high school Girl Scout who works to address an issue she’s passionate about in a way that produces meaningful and lasting change. Whether it’s on a local, national, or global level, Gold Award Girl Scouts provide innovative solutions to significant challenges. A Gold Award project involves seven steps: 1. Identify an issue, 2. Investigate it thoroughly, 3. Get help and build a team, 4. Create a plan, 5. Present the plan and gather feedback, 6. Take action, 7. Educate and inspire. Of the skills learned through Girl Scouts’ Highest Awards, leadership, organization, and critical thinking are the fundamentals of the Girl Scout Leadership Experience. Some universities and colleges offer scholarships unique to Gold Award recipients, and girls who enlist in the U.S. Armed Forces may receive advanced rank in recognition of their achievements.

We want to hear how your girl is using her Girl Scout skills by taking initiative, caring for the community, and Girl Scouting at home. She can send in her story here.

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33 Colorado Girl Scouts earn Gold Award, the Highest Honor in Girl Scouts

In the face of the global coronavirus (COVID-19) pandemic, Girl Scouts continue to do all they can to make our world a better place by taking action to address issues facing their local communities. There are no better examples of this Girl Scout spirit and resiliency than the 33 Girl Scouts from across Colorado who earned the distinction of Gold Award Girl Scout, the highest honor in Girl Scouts, between March 2, 2020, and March 1, 2021. They include:

  • Aarzoo Aggarwal from Aurora, Cherokee Trail High School, created a program called Girls are SMART (Scientists, Mathematicians, Astronomers, Researchers, Talented), during which she led a group of elementary school girls to make art utilizing STEM topics. They made chromatography butterflies, constellation boards, salt watercolor painting, painted pinecones, and drip art. After each project, they discussed the science behind the project
  • Sidney Barbier from Steamboat Springs, Steamboat Mountain School, tackled the issues of waste and recycling, particularly at Colorado state parks. She designed signage for state parks, hosted events to educate others about waste diversion, and even created a Junior Ranger curriculum.
  • Charlotte Blish from Arvada, Arvada West High School, started a nonprofit, Watering Communities, to teach elementary-aged students about how the lack of clean water impacts socio-economic and education resources in developing countries.
  • Clare Bolon from Longmont, Apex Homeschool Enrichment Program, developed and taught a week-long online course about how to write and read cursive. She also created resources to help students continue to practice their cursive after completing the course.
  • Gayathri Budamgunta from Longmont, Niwot High School, took action to address the issue of low self-esteem and body image in middle school students ages 11-13. In doing so, she created a program called “Warm and Fuzzies,” giving students a way to connect to each other through meaningful notes/letters that they write to one another while engaging in positive reinforcements.
  • Megan Burns from Colorado Springs, Pine Creek High School, created a website and social media presence where artists could share work created during, or inspired by, the COVID-19 pandemic.
  • Lauren Butler from Colorado Springs, Pine Creek High School, took action when she saw library books and textbooks being thrown away because schools are switching to digital libraries and e-textbooks. She collected more than 3,000 of those books and delivered them to multiple places in need, while creating a pipeline of book donations that will continue to supply books around the world.
  • Safiya Dhunna from Aurora, Grandview High School, addressed the lack of education for fourth and fifth graders on the importance of e-recycling by developing a curriculum to be integrated into the STEM program at an elementary school in her community.
  • Katie Ellenberger from Colorado Springs, Vista Ridge High School, created a space for students at Timberview Middle School to learn how to play the piano or express themselves. She also started the Painted Pianos Club and a school-wide design contest, where the students could come up with the design to paint on the pianos.
  • Kayla Fairweather from Parker, Ponderosa High School, developed a video curriculum on Type 1 Diabetes (T1D) to supplement the T1D training that teachers currently receive. It features the perspectives of diabetic students, parents, a professional athlete with T1D, an endocrinologist, and a diabetes resource nurse.
  • Inspired by her own experience with bullying, Lily Goudreau from Monument, Lewis Palmer High School, wanted to encourage self-confidence and self-worth in middle school students. She did this by painting positive affirmations around a local school and worked with the no-bully club to maintain and add to the affirmations each year. She also created a “lunch bunch” group that helps watch out for bullying and does not allow any student to eat alone.
  • Elizabeth Gumper from Colorado Springs, Coronado High School, created a rich online resource website, mycareerconnections.com, that gives high school students a personal, insightful look at numerous careers available throughout society through personal interviews with professionals.
  • Zoe Johnson from Monument, Palmer Ridge High School, created a handbook, video, and training program about horse care and safety to educate new or inexperienced horse owners, as well as barn staff at summer camps.
  • Kaitlyn Ketchell from Monument, Palmer Ridge High School, addressed the lack of education and awareness about eating disorders; namely, warning signs and seeking treatment, as well as general education about eating disorders by creating new curriculum and materials for local middle and high schools, as well as medical establishments (clinics, pharmacies, etc.)
  • Breanna Lewis from Colorado Springs, Rampart High School, led online sewing classes. Attendees not only learned how to sew, but made pillowcase dresses to be delivered by missionaries to developing countries.
  • Beatrice Lin from Longmont, Silver Creek High School, developed a workshop and handbook for Girl Scout Daisies and Brownies called “Bringing Global to Girls” (BGtG). The goal is to help younger Girl Scouts develop a sense of connection to the rest of the world and appreciation for other cultures.
  • Ellie McWhirter from Denver, East High School, developed a series of educational materials, including a website, to decrease plastic bag use in her community and increase the knowledge of plastic bag pollution.
  • Isabella Mendoza from Longmont, Silver Creek High School, designed a cheap and sustainable habitat for solitary bees to lay eggs in and distributed more than 350 habitats around Colorado and the world. She also hosted a community event for people to make their own habitat.
  • Katelyn Miller from Centennial, Grandview High School, created a website dedicated to helping veterans experiencing homelessness. It includes resources on how to help veterans experiencing homelessness, resources for them, as well as interviews with veterans.
  • With the help of local Girl Scout troops, Ashlyn Morrill from Parker, Chaparral High School, created a pollinator garden that attracts various pollinators, including hummingbirds, butterflies, bees, etc. Girl Scouts learned the importance of pollinators and were inspired to do their part to help conserve the pollinator populations.
  • Opal Mosbarger from Peyton, Falcon High School, addressed the issue of animal displacement during emergency situations. She collected kennels and blankets for Perfect Fit Wellness Center, so people can keep their pets safe during natural disasters and other emergencies.
  • Wren Murzyn from Fort Collins, Poudre High School, partnered with doctors, nutritionists, and others to create a comprehensive guidebook to assist individuals who want to get healthy, but don’t know where to start.
  • Meredith Neid from Denver, George Washington High School, started a self-care club at her high school to healthily address rising levels of stress amongst her peers. After the start of the coronavirus (COVID-19) pandemic, she adapted her project to include Zoom conversations with high school seniors about processing the pandemic and what it means to grow up during this time.
  • To address the gender gap in STEM fields, Catherine Pederson from Colorado Springs, Cheyenne Mountain High School, created a website with multiple resources and biographies of model female scientists.
  • Anna Rahn from Colorado Springs, Pine Creek High School, created 17 STEM activities for schools and after-school programs. Due to the pandemic, she was unable to distribute them to local schools, so she developed a website where PDFs of the activities are available.
  • Peyton Roeder from Erie, Colorado Early Colleges Fort Collins, created the A Bright Spot program to provide children experiencing homelessness with birthday parties. The program enlists volunteers to provide all birthday party supplies through the Beyond Home program.
  • Giada Rosch from Arvada, Westminster High School, created 50 sensory bags and resources for local organizations. She also created a sensory training program to improve customer service at various venues so that all people can enjoy a variety of activities with a few simple accommodations.
  • Brittney Smith from Colorado Springs created an annual art show tradition at Air Academy High School to showcase student art. Art that is featured targets a worldwide issue or a controversial perspective, allowing people to connect with others through their similarities and differences, and open people’s perspectives on a worldwide issue.
  • Bethany Taullie from La Junta, Swink High School, started the Bethany´s Birthday in a Bag program to make sure children in her community received a present and enjoyed a cake on their birthday. She collected items (including cake mix, frosting, crafts, stuffed animals, games, and more) and assembled 100 birthday bags, which were distributed to elementary schools and foster care systems in her community
  • Inspired by her own experiences as a foster child, Katie Wilson from Longmont, Mead High School, collected more than 100 books for the foster care visitation rooms at the visitation center in Boulder County. The books will allow parents and children to connect when they are in out of home placement.

The Girl Scout Gold Award is the mark of the truly remarkable— earned only by a high school Girl Scout who works to address an issue she’s passionate about in a way that produces meaningful and lasting change. Whether it’s on a local, national, or global level, Gold Award Girl Scouts provide innovative solutions to significant challenges. Of the skills learned through Girl Scouts’ Highest Awards, leadership, organization, and critical thinking are the fundamentals of the Girl Scout Leadership Experience. Universities and colleges offer scholarships unique to Gold Award Girl Scouts, and girls are entitled to enlist at a higher pay grade if they join the military.

“Gold Award Girl Scouts don’t just change the world for the better, they change it for good—and these Girl Scouts embody everything this achievement stands for,” said Leanna Clark, chief executive officer of Girl Scouts of Colorado. “Each of these young women addressed an issue that’s important to her in order to earn her Gold Award, and we congratulate each of these Gold Award Girl Scouts on this momentous accomplishment.”

Each year, Gold Award Girl Scouts are eligible to earn the Stephanie A. Foote Leadership Prize. This award was made possible through a generous gift to Girl Scouts of Colorado’s Endowment by Girl Scouts of Colorado’s former President and CEO Stephanie A. Foote. Elizabeth Gumper is the 2021 Stephanie Foote Leadership Prize winner and will receive $1,000 cash gift to recognize her sustainable impact through leadership. Charlotte Blish was named Honorable Mention and will receive a $250 cash prize. “I am proud to recognize Girl Scouts whose Gold Award projects have made a lasting impact,” Foote said.

In addition, the Debbie Haskins Spirit of Girl Scouting Award is given in memory of Girl Scout Gold Award Mentor Debbie Haskins, who had a passion for working with older Girl Scouts. It recognizes one outstanding Gold Award Girl Scout from Colorado who exemplifies the Girl Scout spirit through courage, confidence, and character. Lily Goudreau is recognized with this year’s Debbie Haskins Spirit of Girl Scouting Award for her confidence, resilience, and courage in succeeding in life.

The Girl Scout Gold Award is the most prestigious award in the world for girls—and the most difficult to earn. The Gold Award project involves seven steps: 1. Identify an issue, 2. Investigate it thoroughly, 3. Get help and build a team, 4. Create a plan, 5. Present the plan and gather feedback, 6. Take action, 7. Educate and inspire. Of the skills learned through Girl Scouts’ Highest Awards, leadership, organization, and critical thinking are the fundamentals of the Girl Scout Leadership Experience. Universities and colleges offer scholarships unique to Gold Award recipients, and girls who enlist in the U.S. Armed Forces may receive advanced rank in recognition of their achievements.

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Gold Award Girl Scout: Peyton Roeder, Erie, “A Bright Spot”

What did you do for your Gold Award project? 

Many parents experiencing homelessness feel as though they cannot provide enough for their children and many of these children feel unvalued. Additionally, many people want to help those experiencing homelessness in their community, but do not feel as though they can. Birthday parties can help solve these problems because they allow parents feel as though they are able to provide for their children, help children feel valued, and allow the community volunteers to support those experiencing homelessness. A Bright Spot provides families experiencing homelessness the means to throw birthday parties. Community volunteers signed up to donate birthday party supplies every year for a child’s birthday, which allows the parents to throw their child a birthday party. For this project, I partnered with BeyondHome, an organization in Denver that aims to help families on the road to self-sufficiency.

How did you measure the impact your Gold Award project made on your target audience?

I measured the impact my Gold Award project made on my target audiences through the use of surveys. After the parties, I asked the parents if they felt they were able to provide something special for their child, the children if they felt valued, and the volunteers if they felt they were able to support those in need. I found that all of these groups were positively impacted by A Bright Spot.

How is your project sustainable? How will your project continue to impact after your involvement?

My project is sustainable because BeyondHome will continue to run the program even though I am no longer involved. Additionally, the volunteers have committed to donating more birthday supplies as the need arises. Finally, I distributed directions on how to run A Bright Spot to other organizations so that they can start the program for their own children. My project will continue to have a positive impact on both  families and community volunteers for years to come as more and more children are able to have birthday parties.

What is your project’s global and/or national connection?

My project has a global connection because homelessness is a global issue. Additionally, communities all around the globe want to support those experiencing homelessness, so I directly addressed a portion of the global issue. Finally, I spread the word about my project through a website, flyers, and newspaper articles as well as sending directions on how to start A Bright Spot to other organizations.

What did you learn about yourself?

I learned that I am capable of managing a large-scale program like my project. I also learned that I am able to come up with an idea for a program and make it a reality. Additionally, I learned that I really enjoyed providing birthday parties to the children. I chose this project because I thought I would like it, but I enjoyed it more than I thought I would. Finally, I learned that I enjoyed providing the volunteers with the opportunity to do something special.

How will earning your Gold Award impact you in the future?

Earning my Gold Award will impact me in the future because I learned many invaluable skills while completing my project. This will help me as I continue my education and in my career. Additionally, I will always be happy to know that I was able to positively impact people through my project.

Why do you feel the Gold Award was an important part of your Girl Scout experience?

My Gold Award was the culmination of all of my past experiences in Girl Scouts. My badges, Journeys, and camps taught me the skills I needed to complete this project. Additionally, my Gold Award taught me new skills that I can use alongside what I learned from previous years of Girl Scouts.

How did earning your Gold Award help you become a G.I.R.L. (go-getter, innovator, risk-taker, leader)? 

My Gold Award helped me become a G.I.R.L. by allowing me to develop my skills in each of these areas. I was an innovator when developing a plan for the project, modifying the plan to account for COVID-19, and managing the program. I was a go-getter and risk-taker when trying to convince people and organizations to volunteer to participate in the project. Finally, I was a leader when working with my team members on various aspects of the project.

**IMPORTANT NOTE: This blog represents only a small fraction of the hard work, dedication, and requirements that go into earning a Girl Scout Gold Award. It is simply a brief summary, which is meant to inspire Girl Scouts to Go Gold in the future. For more information on earning your Gold Award, please email highestawards@gscolorado.org.

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2021 Gold Award Scholarship Ceremony

Girl Scouts of Colorado CEO Leanna Clark presented the 2021 Debbie Haskins Spirit of Girl Scouting Award and the 2021 Stephanie A. Foote Leadership Prize to Gold Award Girl Scouts on April 5, 2021. Watch it here. This year’s ceremony was a virtual celebration due to COVID-19. In past years, this special ceremony has been part of Gold Award Day at the Colorado State Capitol.

  • Inspired by her own experience with bullying, Lily Goudreau from Monument, Lewis Palmer High School, wanted to encourage self-confidence and self-worth in middle school students. She did this by painting positive affirmations around a local school and worked with the no-bully club to maintain and add to the affirmations each year. She also created a “lunch bunch” group that helps watch out for bullying and does not allow any student to eat alone. Lily is recognized with this year’s Debbie Haskins Spirit of Girl Scouting Award for her confidence, resilience, and courage in succeeding in life.
  • Elizabeth Gumper from Colorado Springs, Coronado High School, created a rich online resource website, mycareerconnections.com, that gives high school students a personal, insightful look at numerous careers available throughout society through personal interviews with professionals. Elizabeth is the 2021 Stephanie Foote Leadership Prize winner and will receive $1,000 cash gift to recognize her sustainable impact through leadership.
  • Charlotte Blish from Arvada, Arvada West High School, started a nonprofit, Watering Communities, to teach elementary-aged students about how the lack of clean water impacts socio-economic and education resources in developing countries. Charlotte was named 2021 Stephanie Foote Leadership Prize Honorable Mention and will receive a $250 cash prize for her project’s impact.

Each year, Gold Award Girl Scouts are eligible to earn the Stephanie A. Foote Leadership Prize. This award was made possible through a generous gift to Girl Scouts of Colorado’s Endowment by former Girl Scouts of Colorado President and CEO Stephanie A. Foote. “I am proud to recognize Girl Scouts whose Gold Award projects have made a lasting impact,” Foote said.

In addition, the Debbie Haskins Spirit of Girl Scouting Award is given in memory of Girl Scout Gold Award Mentor Debbie Haskins, who had a passion for working with older Girl Scouts. It recognizes one outstanding Gold Award Girl Scout from Colorado who exemplifies the Girl Scout spirit through courage, confidence, and character.

“Gold Award Girl Scouts don’t just change the world for the better, they change it for good—and these Girl Scouts embody everything this achievement stands for,” said Leanna Clark, Chief Executive Officer of Girl Scouts of Colorado. “Each of these young women addressed an issue that’s important to her in order to earn her Gold Award, and we congratulate each of these Gold Award Girl Scouts on this momentous accomplishment.”

Open only to girls in high school, the Girl Scout Gold Award is the most prestigious award in the world for girls—and the most difficult to earn. The Gold Award project involves seven steps: 1. Identify an issue, 2. Investigate it thoroughly, 3. Get help and build a team, 4. Create a plan, 5. Present the plan and gather feedback, 6. Take action, 7. Educate and inspire. Of the skills learned through Girl Scouts’ Highest Awards, leadership, organization, and critical thinking are the fundamentals of the Girl Scout Leadership Experience. Universities and colleges offer scholarships unique to Gold Award recipients, and girls who enlist in the U.S. Armed Forces may receive advanced rank in recognition of their achievements.

Be sure to join us on the GSCO Facebook page on May 16 for a virtual, statewide Highest Awards Celebration honoring Bronze, Silver, and Gold Award Girl Scouts from the past Girl Scout Awards Program year. Aren’t on Facebook? That’s OK. Email highestawards@gscolorado.org for an alternate link.

We want to hear how your girl is using her Girl Scout skills by taking initiative, caring for the community, and Girl Scouting at home. She can send in her story here.

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Gold Award Girl Scout: Lily Goudreau, Monument, “Affirmations in Lewis Palmer Middle School”

What did you do for your Gold Award project?

For my Gold Award project I addressed the problem of bullying in schools. I painted affirmations throughout Lewis Palmer Middle School and created a monthly affirmation chalkboard that’s in the main hallway. With the constant positive affirmations around the middle schoolers, it can help to make them be more positive towards themselves and others.

How did you measure the impact your Gold Award project made on your target audience?

I measured the success of my project by creating a survey. I surveyed some students in  the school. I asked if they read the affirmations, if the affirmations impacted them, and if there should be bright paintings affirmations in all schools. I received a lot of positive feedback from this survey from the students, staff, and principal!

How is your project sustainable? How will your project continue to impact after your involvement?

My project is sustained beyond my involvement through the monthly affirmation chalkboard I started and a guidebook I created. The students part of an anti-bullying group put a new affirmation on the chalkboard every month for everyone to read. In the guidebook, I created a checklist of all the supplies I needed and the steps I took.

What is your project’s global and/or national connection?

I shared my project globally through a guidebook I created. I shared a checklist, the steps I took, and pictures. I shared the guidebook with schools globally to inspire them to put up colorful affirmations in their schools.

What did you learn about yourself?

Through this project I learned to take initiative. Before this project, I didn’t have the confidence to talk to strangers to ask for help. I had to talk to a lot of people I didn’t know and I have become more capable of speaking up for myself.

How will earning your Gold Award impact you in the future?

Earning my Gold Award will impact me in my future because it has prepared me for the real world. I spent a lot of time and commitment on this project. There were difficulties with it and I was able to overcome those difficulties. Earning the Gold Award is a very rewarding experience because it’s something you invest a lot of time in.

Why do you feel the Gold Award was an important part of your Girl Scout experience?

The Gold Award was an important part of my Girl Scout experience because I knew it would be a very rewarding experience when I was done. I knew I would feel very accomplished because I completed my biggest project yet and I feel prepared to do bigger things now. I wanted to do the Gold Award project because I enjoyed doing my Bronze and Silver Awards, and wanted to continue to help my community.

How did earning your Gold Award help you become a G.I.R.L. (go-getter, innovator, risk-taker, leader)?

Earning my Gold Award has made me become a G.I.R.L., specifically a go-getter. I have learned to speak for myself instead of having others do it for me. I really had to come out of my comfort zone to speak to people I didn’t know to get what I needed.  This project also had some difficulties and I was able to overcome those to complete my project.

**IMPORTANT NOTE: This blog represents only a small fraction of the hard work, dedication, and requirements that go into earning a Girl Scout Gold Award. It is simply a brief summary, which is meant to inspire Girl Scouts to Go Gold in the future. For more information on earning your Gold Award, please email highestawards@gscolorado.org.

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Gold Award Girl Scout: Allison Graham, Colorado Springs, “School in the Woods Nature Trail”

What did you do for your Gold Award project? 

For my Gold Award project, I built a trail at a fourth-grader school in District 20 in Colorado Springs called School in the Woods. With the trail, I created a trail guide that anyone of any age can use when they walk around the trail. It includes different plants that can be found on the trail, which ecosystem they can be found in (montane, foothills, etc.), and ways for them to connect with nature by using their senses.

How did you measure the impact your Gold Award project made on your target audience?

I measured the impact of my Gold Award project on my target audience by asking those at School in the Woods to continue taking kids and their families on the trail. I also asked other volunteers at the school and the Nature Trail Committee what they thought of the trail. I hope that the kids who attend School in the Woods will be able to take their families on the trail and possibly learn something new.

How is your project sustainable? How will your project continue to impact after your involvement? 

My project will be sustained by the amazing people at School in the Woods. They have such an active program, and families who are always willing to volunteer and help the school with whatever they need. In the past year, there has been a committee formed between volunteers who are parents or avid volunteers from years past who have come together to work on the trails around the school. The Nature Trail Committee and Mr. Wuerth have agreed to help keep the trail intact. They will pull weeds, move rocks, and maybe expand the trail if needed.

What is your project’s global and/or national connection?

With schools becoming more online and desk-based, students are struggling to find time to go outside and experience nature. We, as a nation, don’t know what the upcoming school year will look like. We know one thing for sure, we still need to get outside and take a walk. Students, elementary through college, have already been pushed to a desk job.

To get the word out about my project, I sent information about it to three different organizations that focus on outdoor education. I emailed the Colorado Alliance for Environmental Education, North American Association for Environmental Education, and Nation Environmental Education Foundation. I sent them the trail guide, which I gave to School in the Woods to use on the trail, the newsletter that was sent out to School in the Woods alumni, and general information about me, what I did, and what the Girl Scout Gold Award is.

What did you learn about yourself?

I learned while making this project that I need a straight up deadline. I can’t really space out the work if there is not date deadline. I keep putting it off and off until I have a deadline. I know that this is something that I do need to work on, but I know that this drives me and is my motivation to do work.

I learned that if you are passionate about something, and you know you need to work on it more and need an extended deadline, that is fine. I was supposed to present my project a month earlier and I was disappointed when I was not finished. I felt bad and disappointed in myself. I now know that everything is not as serious as I think and that I should not be putting this much pressure and stress on myself. This is something that I should have never stressed that much about.

How will earning your Gold Award impact you in the future?

I think by earning my Gold Award, I gained a lot of confidence. I feel that I can go into the world and make changes. I also think that it will help me during job interviews because it gave me the confidence to talk to adults and know how to lead and work with a team.

Why do you feel the Gold Award was an important part of your Girl Scout experience? 

I feel that the Gold Award was an important part of my Girl Scout experience because it showed me that you can still be a Girl Scout even at an older age. It also showed me what being a Girl Scout truly meant. It showed me that what I have been learning through Girl Scouts over the past couple of years, from kindergarten til now, comes into play when doing your Gold Award.

How did earning your Gold Award help you become a G.I.R.L. (go-getter, innovator, risk-taker, leader)?

Earning my Gold Award helped me become a risk-taker in the sense that before this project, taking on big projects wasn’t my forte. I didn’t like asking others for help and committing to something like this was hard for me. This project for me was a risk that I decided that I wanted to take. I now am also a go-getter when it comes to something that I am passionate about. I know that when I really want to do something that I should work hard to achieve it, and that I should be proud of it as well.

**IMPORTANT NOTE: This blog represents only a small fraction of the hard work, dedication, and requirements that go into earning a Girl Scout Gold Award. It is simply a brief summary, which is meant to inspire Girl Scouts to Go Gold in the future. For more information on earning your Gold Award, please email highestawards@gscolorado.org.

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Bird-Friendly Gold Award Project: Learn How to Save Our Feathery Friends

Submitted by Anna H., Girl Scout Gold Award candidate

Metro Denver

Westminster

Hello everyone! My name is Anna, and I am an Ambassador currently working on my Gold Award. I have some free, educational webinars that Girl Scouts and their families can attend!

My project is on making the world more bird-friendly. With the forces of habitat loss and human-related dangers such as domestic cats, bird populations are declining at alarming rates. My goal is to educate high schoolers and adults on how they can:

  • Reduce bird-window collisions.
  • Let cats and birds coexist peacefully while fulfilling their respective needs.
  • Make their backyard more bird-friendly, including birdhouses, baths, and feeders.
  • Understand why planting native is so important.

I am conducting three separate presentations for this project. They will be hosted by the Bird Conservancy of the Rockies and I, along with two other Girl Scouts, will be guest-speaking.

These presentations will interest anyone who has a passion for nature and/or the environment, and they’re free. Girl Scouts should attend to learn about the issues facing birds and how they can help. In order to save our feathery friends, everyone needs to do what they can to help birds. That includes you!

Age Range: Seniors, Ambassadors, and Adults (non-Girl Scouts are also welcome!)

When: March 31, April 7, and April 14, 2021 from 4 – 5 p.m. Note: you don’t have to attend every presentation, and there is separate registration for each presentation.

Where: Zoom- These are webinars!

The Top Two Threats to Birds: Windows and Cats

March 31 from 4 – 5 p.m.

Approximately three billion birds die each year from human-related threats. However, which threats are the largest? And, how can everyday people, not just organizations and businesses, help? Join the Bird Conservancy of the Rockies for an in-depth look at windows and cats, the statistics, why they’re problems, and convenient solutions to help them coexist.

Registration link: https://bird-conservancy-of-the-rockies.networkforgood.com/events/28172-the-two-top-threats-to-birds-windows-and-cats

The B’s: Birdhouses, Birdbaths, and Bird-Friendly Backyards

April 7 from 4 – 5 p.m.

There are many misconceptions when it comes to birdhouses—perch versus no perch, painted versus untreated wood, on a pole versus in a tree, etc. The same goes for birdbaths. Come join the Bird Conservancy of the Rockies to learn what to do and what not to do when it comes to birdhouses and birdbaths! This presentation will also briefly touch on bird feeders and foods.

Registration Link: https://bird-conservancy-of-the-rockies.networkforgood.com/events/28173-the-b-s-birdhouses-birdbaths-bird-friendly-backyards

Why Should We Plant Native?

April 14 from 4 – 5 p.m.

You might have heard that you should plant native. But do you know why? “Because it’s good for the environment,” while correct, doesn’t do justice describing the complex role native plants play. It’s much more than that! Come learn about ecosystems, the advantages of native plants, and how invasive species disrupt the delicate balance of nature.

Registration Link: https://bird-conservancy-of-the-rockies.networkforgood.com/events/28174-why-should-we-plant-native

Questions? Email highestawards@gscolorado.org.

Photos courtesy of Gary and Carlie Hartwick.

We want to hear how your girl is using her Girl Scout skills by taking initiative, caring for the community, and Girl Scouting at home. She can send in her story here.

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Celebrate Girl Scouts’ Highest Awards on Social Media

Celebrate your Highest Awards Girl Scout or your achievement of earning one of Girl Scouts’ Highest Awards on social media! Use any of the graphics at the bottom of this post to let friends and family know that you earned or are the parent/caregiver of a Bronze, Silver, or Gold Award Girl Scout. Be sure to tag us on Facebook, Twitter, or Instagram. Twitter and Instagram users should also use #GSColo, #GirlScoutsGiveBack, #gsGoldAward, #gsSilverAward, or #gsBronzeAward.

Don’t forget to join Girl Scouts of Colorado on May 16, 2021 to celebrate our 2020-2021 class of Gold, Silver, and Bronze Award Girl Scouts in Colorado!

Virtual Highest Awards Celebrations

  • 1 p.m. Bronze Award Celebration
  • 2 p.m. Silver Award Celebration
  • 3 p.m. Gold Award Celebration

These celebrations are an opportunity to recognize the outstanding Bronze, Silver, and Gold Award Girl Scouts who have earned their distinction in the last year. All troops and/or girls who have earned their Bronze, Silver, or Gold since March 2019 are invited to participate in a celebration of their choice.

You do not need to register for this event! The celebrations will premiere live on our Facebook and YouTube channels at the event start time.

We want to hear how your girl is using her Girl Scout skills by taking initiative, caring for the community, and Girl Scouting at home. She can send in her story here.

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Gold Award Girl Scout: Gayathri Budamgunta, Longmont, “Warm and Fuzzies”

 

What did you do for your Gold Award project? 

While I was in middle school, I really struggled with my self-esteem and my body image. There are so many images on the internet and on social media where people have seemingly perfect bodies or lives, but a lot of the time, these images are photoshopped or people only share the positive parts of their lives. It wasn’t until I went to high school when I realized that the uniqueness of every individual is what we should be seeking. My Girl Scout troop also conducted a selfie project many years ago in which people could go around a room and write kind notes to others based on one of their selfies, which I think really opened my eyes to the harsh realities of the internet. And, I recognize that many people eventually come to terms with themselves, but I wanted to start that process at a young age, so that adolescents aren’t struggling with their identities especially with the presence of technology. “Warm and Fuzzies” addresses the issue of low self-esteem and body image in middle school students ages 11-13 and it is a way for individuals to connect to each other through meaningful notes/letters that they write to one another while engaging in positive reinforcements. Initially, this project was going to be in a live setting such that the students could hand write each other notes, but as a result of the coronavirus pandemic, I switched to a virtual version in which students each had their own Padlet boards where they could leave messages for their peers. With this project, students were able to build meaningful relationships with their peers while understanding the importance of self-confidence and body image.

How did you measure the impact your Gold Award project made on your target audience?

As a means of determining the impact of my project, I asked the students to fill out both a pre-survey and a post-survey regarding their self-esteem and body image in addition to conducting individual interviews with some of the students. Through these surveys and interviews I found that there was a 34% increase in the overall self-esteem of the students. These results were achieved through the discussion of the negative effects of social media and technology use on adolescent self-esteem. I discussed concepts such as the prevalence of Photoshop, and how oftentimes what people see on social media isn’t actually reality. Furthermore, students were able to write each other meaningful and positive notes which promoted interaction between students and also provided positive reassurances. Many times, individuals are more likely to agree with a statement presented by others rather than themselves e.g., a student does not think they are hardworking, but when a classmate tells them that they are, there is a higher chance that they will believe it.

How is your project sustainable? How will your project continue to impact after your involvement? 

In order to sustain my Gold Award, I have created a “Warm and Fuzzies How-To Guide” which I have distributed both to some of the 8th grade Altona Way students, as well as to some administrators. This how-to guide includes both the live and virtual versions of my project with logistics as well as tips and tricks on how to successfully implement the “Warm and Fuzzies.” The Altona Way students expressed their passion for helping address adolescent self-esteem and body image issues from an early stage given that many of them have or are struggling with similar issues. I conducted two workshops with some of the 8th grade Altona Way students and taught them the process that I followed in order to conduct the weekly presentations for the students to learn about various themes. They have since been working together to develop numerous lessons that they can then present to more teachers throughout Altona to spread the project not only throughout the 7th grade class, but also to the other grades.

With the help of my “Warm and Fuzzies How-To Guide,” individuals can take on the role of starting a Warm and Fuzzies program at their local schools or within their Girl Scout troops.

What is your project’s global and/or national connection?

Upon creating my “Warm and Fuzzies How-To Guide,” I reached out to a few national non-profit and organizations whose missions encompass the themes of adolescent and young adult self-esteem, confidence, and mental illness. I discussed the purpose and results of my project and shared my successes with these organizations along with my “Warm and Fuzzies How-To Guide.” I reached out to three national non-profit organizations including “The Youth Mental Health Project,” “BeYOUtifully,” and “Active Minds.” “BeYOUtifully,” more specifically, is an organization that is centered on supporting middle and high school girls through their journey toward self-confidence. They recognize that with the increased pressure from social media, peers, and friends, girls are overwhelmed with negative images and stereotypes regarding their identity and appearances. They support young girls and provide them with space to truly express themselves as individuals without the external pressures that they are faced with in the world. I strongly believe in the values of this non-profit organization because they perfectly coincide with my project as well as my passion for promoting self-confidence in adolescents, and specifically, girls. I cannot wait to hear back from them and soon hope to join “BeYOUtiful Me” sessions in which I will be able to connect with other young adults and young girls that struggle with similar self-esteem issues as me and many other young individuals.

What did you learn about yourself?

Through my Gold Award, I learned that I am able to overcome the obstacles I am presented with, as long as I am committed and I have a support team. I initially had a clear plan for my project, but for a period of time, everything was up in the air and I needed to reorganize the entirety of my project because I could no longer follow through with anything in a virtual setting because of the coronavirus pandemic. However, instead of completely abandoning my project, I worked with my team to develop a virtual plan that I could still implement despite the restrictions. In addition, there were many times throughout the course of my project when I was overwhelmed with my school and personal life, however, I was committed to my project and was able to persevere through such challenges with the support and reassurances from my family, friends, and mentors. There were times when I was working on college applications, school work, extracurriculars, chores, and my Gold Award. I became overwhelmed, but with a support team, some time management, and commitment I was able to successfully manage and work through all of these items. In addition, I have learned that I love helping adolescents and young adults in many different aspects of life. For example, I was able to connect with some of the students who were participating in my project and learn about their experiences and answer any questions they may have had regarding high school or even if they simply wanted to talk. I found that being able to connect with individuals from various age groups is extremely important and I have come to value such relationships.

How will earning your Gold Award impact you in the future?

My Gold Award has taught me many valuable lessons, especially with regard to leadership. With strong communication and organizational skills that I have learned, I feel that I am equipped to take on challenges that may come my way, including other projects, though they may not look exactly like my Warm and Fuzzies project. I have also gained a lot of experience with working with others, which in my opinion is a valuable skill that I will take with me into my future endeavors.

Why do you feel the Gold Award was an important part of your Girl Scout experience? 

Like many Girl Scouts before me, I began my journey as a Girl Scout while in Kindergarten as a Daisy. I engaged in various activities including badgework and cookie sales. As I grew older and progressed in Girl Scouts, I worked through Journey books, Take Action projects, and my Bronze and Silver Awards. Similar to my Bronze and Silver Awards, my Gold Award is a large milestone in my overall Girl Scout experience. Like other aspects of Girl Scouts, the Gold Award is centered around growing as an individual and developing life-long skills, however, it is unique because as a Girl Scout, we are expected to follow through with this project as an individual, but we are thoroughly supported along the way. I feel that the Gold Award process has helped me grow as an individual and develop important leadership skills that are important to my success as a Girl Scout.

How did earning your Gold Award help you become a G.I.R.L. (go-getter, innovator, risk-taker, leader)?

With the aftereffects of the unpredictable coronavirus pandemic, I was forced to reevaluate my Gold Award and remain committed to my project. Given that my initial plans of conducting my project in person were no longer viable, I became an innovator and developed a virtual version of my project. I spent hours communicating with my team and developing a model that fit best with the virtual realm. This allowed me to think creatively and work around obstacles in order to successfully conduct my project. Furthermore, earning my Gold Award has helped me develop my skills as a leader. As mentioned before, the coronavirus pandemic led to many changes with my project, especially with regard to communication. I was unable to physically meet with anybody from my team and was forced to communicate solely in a virtual manner. However, I felt that I was able to develop my communication skills through email and other modes in order to adapt to this barrier. I also learned the importance of being flexible in order to accommodate changes beyond my control as well as to support my team throughout the implementation of my project.

**IMPORTANT NOTE: This blog represents only a small fraction of the hard work, dedication, and requirements that go into earning a Girl Scout Gold Award. It is simply a brief summary, which is meant to inspire Girl Scouts to Go Gold in the future. For more information on earning your Gold Award, please email highestawards@gscolorado.org.