The project began with research into Ohio’s literacy needs. Team members learned that early childhood experiences play a critical role in lifelong learning, with a child’s brain being approximately 80 percent developed by age three. They also discovered that Ohio has made early literacy a statewide priority, inspiring them to find a way to support those efforts at the community level.

“Our goal was to jumpstart literacy in Ohio while helping children connect books to real careers and big dreams,” the students explained.

To prepare, the team met with the Southeast Regional Director of , learning effective strategies for engaging preschool-aged children through interactive reading, movement, and discussion. They also built partnerships with local libraries and childcare providers while coordinating support from Buckeye Hills programs including Early Childhood Education, Criminal Justice, Cosmetology, and the Health Academy.

Tammy French, Advisor, said, 鈥淲orking with Debbie Canter and the gave our Community Service Team an opportunity to see firsthand how important early literacy is to children and families. Students learned about the benefits of developing a love of reading from an early age while also discovering the impact they can have in their own communities.鈥�

Over the course of several weeks, students visited five local libraries and one early learning center, leading storytime sessions that combined reading, discussion, crafts, and hands-on career exploration activities. Community partners included , , , , , and Little Buckeyes Early Learning Center.

The featured book was Everyday Heroes, written by Buckeye Hills alumnus and former member Keagan Hammond. Using the book as a foundation, students introduced children to careers and community helpers while encouraging them to think about their own futures. Preschoolers interacted with career-related props, including stethoscopes and toolboxes, matched tools to jobs, and shared their own ideas about what they wanted to be when they grew up.

Families also received information about , helping connect them with free books and literacy resources that can support reading at home year-round.

The impact was measurable. Through observation data collected during the events, the team found that more than 80 percent of participating children were actively engaged during storytime activities. Students observed strong participation, increased career awareness, and meaningful interactions between children, parents, and caregivers.

Some of the most memorable moments came from the children themselves. One child enthusiastically shared her dream of becoming a firefighter, while others eagerly answered questions about careers featured in the stories. Parents often joined the crafts and activities, turning the events into family learning experiences.

The project also made a lasting impact on the members who led it. Tammy French noted, 鈥淭his project challenged them to grow as leaders, advocates, and community members, and it reinforced the importance of service that creates lasting change.鈥�

For Olivia Whitt, whose church participates in annual mission trips to Puerto Rico where volunteers read to children in both English and Spanish, the project reinforced the universal importance of literacy.

“Early literacy is important everywhere, not just here,” she said.

Braeli Myers said learning about early childhood development changed her perspective and inspired her to start reading to her younger siblings, ages one and three.

“I didn’t realize how important those early years were before this project,” she said.

For Emily Turner, the experience became a reminder of her own potential.

“Since first grade, I’ve had an IEP,” she shared. “Being involved in showed me what I’m truly capable of accomplishing.”

Beyond benefiting the community, the project increased awareness of early literacy throughout 黑料科r. Team members presented their work to the student leadership committee and the student body, strengthening collaboration across campus and creating a model that future members can continue and expand.

At the State Leadership and Skills Conference, the students presented their project through a formal presentation and question-and-answer session with judges, showcasing the research, planning, partnerships, and results behind their work. They placed 5th at the SkillsUSA State Competition in Columbus, Ohio, receiving all positive remarks from the judges, who noted that the team exceeded the expectations of the project.

The team’s efforts also caught the attention of , a longtime advocate for early childhood literacy and .

In a letter recognizing the project, DeWine praised the students for their work on “Little Champions, Big Dreams: Exploring Careers Through Books” and highlighted the project’s ability to help young children discover future careers through reading.

“I am grateful for the students working on this project for their commitment to supporting Ohio’s littlest learners,” DeWine wrote. “Their efforts will give many children the building blocks they need for a better and brighter future.”

For the team, the letter served as a meaningful reminder that their work was making a difference far beyond the classroom. What began as a community service project evolved into an initiative that supported statewide literacy goals, strengthened community partnerships, and inspired young children to dream about their futures.

When asked what lesson they will take away from the experience, the students pointed to the power of service and perseverance. They learned that sharing information and resources can make a meaningful difference in people’s lives鈥攁nd that even a simple storytime can help spark a child’s imagination and future aspirations.

Their project theme, “Little Champions, Big Dreams,” captured that vision perfectly. By providing books, encouragement, and positive role models, Buckeye Hills students helped children begin building bright futures鈥攐ne story at a time.