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Perach - Overview
The Project operates in two main levels: Personality functioning and scholastic achievements. Perach’s GoalsFor the Children:
Providing cultural enrichment for the child. For the students:
For the community and for society:
Student - Child Relationships Establishing a supportive and encouraging relationship is a slow and complex process that requires : Sensitivity Definition of goals Listening skills Methodology
The student is not expected to work out miracles.
Connection with SchoolInitial Connection: Selection of schools is done at the regional office in coordination with:
Perach’s national headquarters
Connection with School During the first conversation with the principal the coordinator should: Emphasize the importance of cooperation ü Collect information about the school and its special characteristics ü ü Inform the school about the planned number of mentors/tutors üCoordinate the manner in which children will be picked out for interviews ü Participate in a teachers’ meeting üMeet liaison person at school Connection with School During the teachers’ meeting the coordinator should: ü Conduct a short introduction ü Emphasize the importance of cooperation and describe his/her demands from the teachers ü Coordinate meetings in order to complete the information gathered on the children Connection with School During the meetings with the liason person the contact person should: ü Make a short introduction ü Gather additional information about the children ü Conduct first classification of the children-candidates ü Receive recommendations on the purpose of mentoring (for the child) and the desired mentor Connection with School During the year the coordinator must hold periodical encounters with: ü The liaison person (at least once every 2-3 weeks) ü The school principal (once every 2-3 months) Children’s Interviews The coordinator should meet with each child separately for interviewing, in which - To emphasize that the project is designed for capable children who need additional help and who can enjoy a relationship with a student To learn about the child’s suitability for tutoring in terms of: ü motivation ü time üdifficulties üstrengths ü fields of interest ü expectations To figure out what type of student could suit the child in general Should not promise the child a mentor. This in only a preliminary check up stage. Interviews with adolescents should be held in most confidence or at home Home Visits Home visits have two goals: ü Information gathering ü Clarification of expectations with the child’s parents THEREFORE... Home Visits During conversation with the parents the coordinator should: ü Emphasize that the child was elected as candidate by the school’s staff ü Do not give information that was learned about the child at school ü Clarify the project’s goals, scope,the nature of the relationship, framework of operation, duties and rights ü Describe the student’s role to serve as the child’s bigger friend ü Dedicate time for gathering impressions of the home, parents’ expectations and the relationships among all members of the family ü Have the parents sign the parents’ approval form ü Not promise anything to the parents ü Exchange phone numbers for further communication Selection of the Children Selection of the children is done in accordance with Perach’s criteria In case of disagreement the coordinator should explain the school’s staff the basic thinking underlying the criteria In case that a coordinator would like to accept children who do not fit Perach’s criteria, he/she must receive approval from Perach’s counselor The coordinator should go over the list of recommended children with the team leader Students’ Interviews All students who applied on time should be interviewed During the interview the coordinator should: ü Clarify the candidate the nature of the activity and his/her duties and rights as student-tutor ü Learn about the candidates motives for participation ü Check how the candidate perceives the relationship with the child ü Find out how the candidate relates to children ü Locate the candidates fields of interest ü Learn about the candidate’s abilities and skills ü Check the candidate’s persistence and the way he/she copes with complex situations ü Learn about objective limitations for acceptance ü Check the candidate’s suitability for a specific child Students’ Interview At the end of the interview with the student-candidate the coordinator should: ü Describe the next steps in the admission process ü Take notes of the interview Pairing Students with Children Perceptive eye and healthy intuition are the basis for good pairing During the pairing process the coordinator should consider the following: ü Proximity of inhabitance ü The child’s wishes ü Family request ü The student’s wishes ü Suitability of the student to the child’s needs and environment Students and children who are extremely different from each other should not be paired Students from a religious/traditional background should be paired with religious children Pairing Students with Children Many coordinators pay too much attention to the pairing. But The main work is the guidance and companionship that comes afterwards. The coordinator should summon his/her group of students to a preparatory meeting for their first encounter with the child Pairing Students with Children During the meeting the coordinator should: ü Present Perach’s vision ü Go through the working agreement - contract ü Prepare the students to their first meeting with the child ü Provide details and highlights in an individualized manner to students about the child they are going to mentor ü Encourage the student the student to have second thoughts regarding the task he/she is about to encounter Preparation for First Meeting with Child Before the first meeting the coordinator should provide the student with ideas for activities and guidelines for entering the child’s home - ü Written guidance concerning the first encounters with the child ü Relevant information about the child and his family ü Not “flood” the student with details in order not to raise fears or create prejudice ü ü The First Meetings The first encounter between student and child always takes place at school in the presence of the coordinator Each pair’s meeting takes place separately ü After an introduction the coordinator parts from the pair to allow them converse and fix a date for their next meeting ü After the pairing the coordinator sends the parents information about their child’s participation in the project ü The next few meetings must take place at the child’s home ü The student is instructed to hold a conversation with the parents regarding expectations from the tutoring ü The student is instructed to inform the parents regarding the times of the meetings and exchange phone numbers Meeting the Tutors/Mentors Meeting the students takes place within the coordinator’s weekly admission hours The admission hours are set by the regional office in collaboration with the coordinator During admission hours the coordinator holds at least one monthly conversation with each of the mentors Contact with School The coordinator should dedicate two mornings every month to visit the school. The purposes of the school visits are: ü To exchange information with the liaison person ü To meet the school principal and the children’s home-room teachers ü To maintain contact with the children ü To perform administrative tasks concerning school ü To hold admission hours for parents or near-by tutors Construction of Tutoring & Mentoring Research on T&M indicates that a well-constructed tutoring has a more successful ending. The student can’t deal with all the child’s weak points. Therefore he/she should focus on selected ones. Mentor should focus on achievable goals that combine his/her abilities with the child’s inner resources. Construction of Tutoring & Mentoring Principles of the system: ü A joint process for coordinator and mentor. It begins after the acquaintance and ends with termination of activity. ü Coordinator and mentor should locate the child’s resources, strength and needs. ü They should define a number of reachable goals. ü It is best to define measurable goals. ü First goals selected should be easy to achieve and should take advantage of the child’s inner resources. ü Taking one step at the time contribute to achieving further goals. ü Achieving even one small goal is also a success. ü Tools for action should be worked out together with the mentor. ü Coordinator should check regularly with mentor the child’s advancement and achieving goals. ü The mentor should document the process. Professional Counseling & Guidance Many mentors may come up with problems which require professional counseling Perach operates a professional counseling system to support coordinators and mentors to address such problems Coordinator and mentor may ask for help from school counselor as well Informative guidance leaflets on different issues are distributed throughout the year The Portfolio: Student-Child File After pairing the coordinator should open a file for the pair. The file should contain all relevant materials concerning the student and the child. Information in the file is essential and confidential and should be kept as such. At year’s end the coordinator writes his/her personal impression of the pair and their activity. Scholarships Every student who fulfills all his/her duties is entitled to a scholarship of approximately half a tuition. Mentors are entitled to get the scholarships as rightfully deserved and on time. Perach’s scholarship is wire-transferred directly to the student’s bank account. Scholarship is divided and allocated three times a year. Every mentor is entitled to appeal in cases of reduced scholarships. Refund of Travel Expenses to Students Perach covers with students’ travel expenses to the child Refund is added to the scholarship portion in accordance with mentor’s report Refund is limited to an informed amount Exception from the above mentioned rules requires prior approval of Perach’s regional manager Safety Regulations It is Perach’s responsibility for making rules that meant to keep the students and children safe from any harm It is highly important to emphasize to the student his/her responsibility for the child’s safety during Perach’s activity In any case of exception the coordinator should consult Perach’s manager and receive his/her permission Confidentiality and Research Perach deals with highly sensitive information that is gathered both on the students and the children To keep information from getting lost or reaching wrong hands coordinator should take the following measures: ü Keep all the forms and reports in the student-child file at the regional office. ü Keep additional information at the “professor” portfolio ü Deny access to information to anyone outside Perach ü No questionnaires or research should be conducted without permission from Perach’s national headquarters Dictionary Meeting - A meeting between the student and the child of a minimal duration of two hours Authorized meeting - A meeting that did not take place but is payable as if it was actualized Double meeting - A significant meeting of at least four hours of activity Completion of meeting - possible with a limit of no more than two per month of activity May and May Not The Coordinator may not ü ü Promise what he/she cannot keep Disappoint students and children The coordinator may All the rest Be dynamic, creative and full of ideas ü Ask a thousand of questions without being ashamed ü ü Ask for help ü Come with suggestions and complaints The coordinator is Perach’s representative and therefore should make sure to be attentive and provide the best service there is! Coordinator’s Tasks The coordinator is in charge of a group of about 40-50 mentors/tutors. The coordinator’s tasks are numerous and vary throughout the year of activity as follows: September: Coordinator’s Tasks ü Receiving forms containing details about the candidate children ü Holding interviews with each of the candidate children ü Visit the children’s home, meeting their parents, documenting impressions about the household members. ü Getting parents’ signed approval for their child’s participation if the project ü Selecting the children with assistance of the school staff and team-leader Coordinator’s Tasks September - June: ü Participating in weekly coordinators’ meetings ü Holding twice monthly talks with the team-leader October: ü Active participation in students’ recruitment ü Interviewing each student-candidate ü Selection of fit students üStudent-child pairing under supervising of Perach’s counselor and team-leader üFirst-group encounter of students to prepare for the beginning of their activity üHandling the students’ scholarships November: Coordinator’s Tasks ü End of pairing ü Conducting monthly talks with each one of the tutors ü School visits for updates ü Managing a student-child file for the entire group ü Participation in counseling groups run by the counselors December: Coordinator’s Tasks ü Set goals and action plan for the “construction of tutoring” process ü Teachers-students meetings at school (second group encounter) ü Preparation for first scholarship installment February: ü Construction of tutoring (continued) in monthly meetings with tutors ü Presentation of the “personal project” to the student March: Coordinator’s Tasks ü Conducting third group encounters for students (in small groups) ü Second house visits April: ü “Personal Project” exhibition at school ü House visits (continued) May: ü Preparing schools to fill out forms of children candidate for next year ü Preparation for third payment of scholarship ü Organizing Perach’s event at school ü Conducting group session preparing tutors for parting and “Saying Goodbye” June: ü ü Meeting for summing up with school Organizing end-of-year event at school Tasks of the Coordinator ü Meetings for summing up with students July: ü Preparing file for next year’s coordinator ü Preparing for fourth payment of scholarship ü “Summing up” conversations at regional office August: ü Some rest The Regional Office Perach’s regional office is comprised of two units - linear and horizontal. The linear unit carries out operational tasks and includes the regional manager, team-leaders and coordinators. The horizontal unit provides professional services for the linear one and includes a counselor and a secretary The Linear Unit The regional manager: The regional manager has sole accountability for the proper functioning and the daily regular work at the regional office. He/She is also in charge of carrying out the organization’s tasks (Perach’s vision) in the region that he/she is responsible for. The Linear Unit Goals of the regional manager at work are: ü Regular increase in the number of students and children at his/her area ü Development of a vision and goals for the region üChoosing, building and leading a team towards these goals ü Creating an infrastructure of external relations ü Maintaining a balanced budget and expanding its base The Linear Unit Regional manager’s tasks are: ü Planning, organizing and routing daily regular activity of the regional office ü Accompanying, guiding and leading the regional office’s staff (coordinators, team-leaders and counselors) ü Initiating new tasks and improving old ones – creating a system of reassessment and supervision of the regional office’s procedures ü Representing Perach and creating a dialogue with all bodies in touch with the regional office ü Handling the budget and creating additional income resources ü Advertising and marketing the project to schools and students The team-leaders The team-leader is a partner of the regional managing team. The team leader manages a group of coordinators and is responsible for the organizational and counseling activities of the group. The team-leader works in a full-time position. The number of team-leaders is set in accordance with the regional office’s size in a relation of 1 team-leader for 23 to 25 coordinators. The coordinators The position of the coordinator is apparently the most central and important in Perach’s organizational structure. The coordinator’s job is to operate, guide and supervise a group of students, operating in a town, school or project defined to him/her by the regional manager. The coordinator represents Perach in his/her contacts with the various bodies in town, schools or the institution that he/she works at. The coordinator is in charge of 45-50 tutor-mentors. The counselor The horizontal unit: The counselor serves as a professional authority in the psychological and educational fields. The counselor’s job is to provide professional psychological and educational advice to the manager, the team-leaders and the coordinators. The counselor is responsible for holding guidance meetings to groups of coordinators and for providing counsel for coordinators and tutors with problems that require profession knowledge. The counselor works part-time. The horizontal unit: The secretary The secretary is in charge of running Perach’s regional office. Her job is to receive, sort and rout applications from exterior and interior bodies. The secretary is responsible for keeping the regional office in order and for creating a pleasant work surrounding. The secretary is the “face” and “show window” for Perach’s region. Selection of personnel for the regional office The Team Leader The team-leader is selected by the regional office manager together with a representative of national headquarters. Skills & requirements A former senior coordinator who excelled in performance. Excellent managing and organizational skills, initiative, leadership, counseling ability, high motivation, self-discipline and good personal relations skills. Minimum requirement- first-degree (B.A.) Mobility Willingness to commit to position for several years. Selection of personnel for the regional office The Counselor The counselor is selected by the regional office’s manager and a representative of the national headquarters. Skills & requirements Masters Degree in Psychology, Educational Counseling or Social Work. 2/3 years of experience working with children/teachers/parents and para-professional workers as well as Experience in group guidance. The Secretary The secretary is selected by the regional manager. The secretary should master tasks related to office management, be service prone and have good personal relation skills. Selection of personnel for the regional office The Coordinator The coordinator is chosen by Perach’s regional manager and must be an active student preferablly an veteran Perach tutor experienced with guidance and management who is ready and capable of accepting responsibility and authority. The process of selecting coordinators is long and includes several stages. An admissions committee headed by the regional office manager includes a counselor or a team-leader and begins the process in May. The committee forms clear-cut criterias and agrees upon the manner of conducting the interviews. The selection process: • Sorting by C.V. • Sorting by group interview • Personal interview (for those who pass the group interview stage) Layout of Guidance The most important part in the regional office’s work involves the training and qualifying of the coordinators who in turn must accompany the tutoring relationships in the best possible form. Coordinators’ training starts before the beginning of the year by an extensive seminar and continues throughout the work year (on the job training). For this reason Perach has set a number of forums and frameworks for guidance. Patterns of instructional work • Three-day extensive seminar instructed by the regional offices’ staff at the beginning of the year. • Once a week: coordinators participate in a workshop held by the counselor in the presence of the team leader. • Every two weeks: team leaders meet with coordinators for an instructional meeting. • Once a month: counselor meets with coordinators in the framework of group- guidance. • The counselor dedicates time for the manager, team leaders, and the coordinators for individualize counseling when the need arises. • The counselor dedicates time for counseling of student-tutors during set times. • The counselor is a regular participant in the team meetings as a full partner. Suggested timetable for coordinators’ workshops September- October Acquaintance and coordination of expectations Students’ interviews Pairing Pairing meetings Preparing the student tutor for a meeting at the child’s home and the activity Optional: Handling stressful situations & Time management November The first activity report/structure of instructional conversation Common problems related to beginning of the relationship Preparations for student-tutors’ group meeting no. 2 Contact with teachers and school Optional: Presentation of the enrichment centers Games,crafts and child development December- January December The structuring of mentoring Relations with parents, parents’ involvement Inspection of scholarships Optional: The child protection agency- Dealing with child abuse The Pygmalion’s effect Hanukah party, Listening skills Preparation for distribution of 1st part of the scholarship A model for counseling the student- tutor in one meeting January Preparation for the mid-year crisis Dealing with student-tutors’ loss of interest Second house visits Monthly conversations with the student-tutors – points of focus for the conversation and counseling tips Handling clashes Optional: Feedback conversation with the student-tutor Learning disabilities Canceling a workshop due to exams’ period February Preparation for group meeting no. 3 – structure and essence Group meeting no. 3 – skills for instruction of a small group Common problems in tutoring Management styles, leadership and motivating workers. Optional: Canceling a workshop due to exams’ period Preparation for distribution of 2nd part of the scholarship March The personal theme Preparation for Perach’s annual event 3rd portion of the scholarship Distribution of A1/K1 forms to schools – Briefing of teachers Optional: Assertiveness April Perach Fair Passover vacation Optional: Effective communication Presentation Enrichment February-April May Perach fair Saying goodbye –behavior in students and children Preparing for the last meeting Summarizing conversation with students June Evaluation of student’s performance Outstanding student- tutors Personal and group summary Preparation for distribution of 4th part of scholarship Farewell party Counseling conversations for the coordinators At some points during the year (crossroads such as approvals of pairings, problems in the beginning of the relationships, and construction of the tutoring) the coordinators are required to meet Perach’s counselor for a conversation. These conversations serve goals both of the coordinator and the regional office. For the coordinator this is an opportunity to acquire tools that will enable him/her to continue the accompaniment of the students via imitation of a professional model. For the regional office this conversation serves as an opportunity to deepen the insight and work out a work plan for developing the coordinator’s management and instructive skill. It is also possible for a coordinator to initiate a personal meeting with the counselor in order to consult with questions that he/she feels that he/she has no answer for or that the answer that he/ she received from the team-leader is insufficient. Finally, the coordinator can be sent for consultation with the counselor by the team-leader Counseling conversation for the student-tutors Occasionally, Perach’s coordinators have difficulty giving student- tutors advice. It is possible that the coordinator might feel that he/she has no answer to give the student-tutor or that the situation needs professional interference. In this case the coordinator can turn to (alone or with the student-tutor) the counsel for consultation and advice. The counselor’s conversation with the student-tutor is short. During such conversations the counselor is required to know the student-tutor, gain his/her trust, understand the problematic dynamics in the tutoring relations that poses difficulties on the achievements of the goals and try to offer help of the type that the student-tutor can deal with. The regional office’s manager should make sure that counseling hours for student-tutors are allocated and for the availability of this service the students. Guidance of Student-tutors Individual meetings with the student-tutors Once a month the coordinator should meet with each of his/her student-tutors a meeting for to have a report and to give guidance. The meeting is at least half an hour long. The meeting should provide the student-tutor with basic assistance, definition of goals and ways of action, and clarification of the student’s feelings towards the tutoring relationship. Guidance of Student-tutors Group meetings Several times a year the coordinator meets for instructional group meetings. The meetings’ goal is to provide guidance for the student-tutors in critical crossroads during the year: Pairing, preparing for the tutoring relationship and for the first meeting with the child. Teachers – student-tutors encounters, Small group meetings according to needs, parting and Saying goodbye. Read more »
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MATCH NEW MEXICO: MENTORING AND TUTORING CREATE HOPE
EXECUTIVE SUMMARY Dropout rates and failure to graduate high school and college are increasing in New Mexico, with low income and ethnic (non-Caucasian) students at greatest risk. New Mexico college graduation rates are about 10% lower than the national average. Early signs of predisposition to dropout and failure to graduate high school appear in grade three and we support the new state government initiative to ensure competency in reading ability by the end of third grade. There is growing inequality in the educational system. There is one successful global model countering dropout, creating readiness to promote and successful retention in the educational system: the innovation started in 1974 at the Weizmann Institute of Science in Rehovot, Israel is called PERACH which means ‘flower’ in Hebrew and is also the acronym for tutorial project. College students receive a partial scholarship in return for mentoring and tutoring children from disadvantaged groups, matching the college student’s abilities with needs of the child. Each year 60,000 vulnerable Israeli children work with 30,000 Israeli college students in a Win-Win situation. PERACH has been adapted in 21 countries. Recently PERACH spawned programs at 45 Mexican colleges and universities. There is no American or African PERACH program. Could New Mexico benefit from development of a responsive, responsible and rational mentoring and tutoring program? Early evaluation from a project in the College of Education at New Mexico State University using principles in parallel with PERACH says Yes in a resounding way. MATCH NEW MEXICO believes gifted students recognized for merit, achievement or need should give something back to their community. Scholarships, foundation awards, governmental support, and other monies should be “reinvested” in the community through good works assisting others. The best of our capable college students can reward everyone. The vulnerable child gains needed attention, individual stimulation and the opportunity to excel on multiple levels. The college student receives direct financial support, gains experience and meaning while learning about social needs, and may gain direct experience in a chosen professional field of study while completing college credit. The academic center is energized by the social involvement of the students and closes the gap between ivory tower isolation and direct service to the surrounding community. Community pride with strong social values and cooperative spirit allows everyone to feel better. On a long-term basis, all of the gains blend together with shared awareness of community responsibilities.
NEXT STEPS
Report from 2011 Perach Organizing Committee HiddenFromView, a New Mexico Nonprofit Educational Research Organization
Contact Information: HiddenFromView 6100 Fourth Street, A-298 Albuquerque, NM 87107 (505) 798-9055
John R. Graham, abqparadox@comcast.net Judith Weinstein, judithhfvinfo@gmail.com Read more »
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MATCH NEW MEXICO: MENTORING AND TUTORING CREATE HOPE
EXECUTIVE SUMMARY Dropout rates and failure to graduate high school and college are increasing in New Mexico, with low income and ethnic (non-Caucasian) students at greatest risk. New Mexico college graduation rates are about 10% lower than the national average. Early signs of predisposition to dropout and failure to graduate high school appear in grade three and we support the new state government initiative to ensure competency in reading ability by the end of third grade. There is growing inequality in the educational system. There is one successful global model countering dropout, creating readiness to promote and successful retention in the educational system: the innovation started in 1974 at the Weizmann Institute of Science in Rehovot, Israel is called PERACH which means ‘flower’ in Hebrew and is also the acronym for tutorial project. College students receive a partial scholarship in return for mentoring and tutoring children from disadvantaged groups, matching the college student’s abilities with needs of the child. Each year 60,000 vulnerable Israeli children work with 30,000 Israeli college students in a Win-Win situation. PERACH has been adapted in 21 countries. Recently PERACH spawned programs at 45 Mexican colleges and universities. There is no American or African PERACH program. CouldNew Mexico benefit from development of a responsive, responsible and rational mentoring and tutoring program? Early evaluation from a project in the College of Education at New Mexico State University using principles in parallel with PERACH says Yes in a resounding way. MATCH NEW MEXICO believes gifted students recognized for merit, achievement or need should give something back to their community. Scholarships, foundation awards, governmental support, and other monies should be “reinvested” in the community through good works assisting others. The best of our capable college students can reward everyone. The vulnerable child gains needed attention, individual stimulation and the opportunity to excel on multiple levels. The college student receives direct financial support, gains experience and meaning while learning about social needs, and may gain direct experience in a chosen professional field of study while completing college credit. The academic center is energized by the social involvement of the students and closes the gap between ivory tower isolation and direct service to the surrounding community. Community pride with strong social values and cooperative spirit allows everyone to feel better. On a long-term basis, all of the gains blend together with shared awareness of community responsibilities.
NEXT STEPS
Respectfully, 2011 Organizing Committee HiddenFromView, a New Mexico nonprofit educational research organization.
MATCH NEW MEXICO: MENTORING AND TUTORING CREATE HOPE
INTRODUCTION John Gardner, in his 1963 publication Self-Renewal: The Individual And The Innovative Society writes, “The ultimate goal of the educational system is to shift to the individual the burden of pursuing his own education.” This burden is at the core of self-development, the stimulation of inquiry fueling growth and development and what is called scholarship in later years. When socioeconomic factors, instability of the family, geographic moves, migration, competition with older and stronger siblings, the inability of a parent to provide psychological closeness, sickness and social withdrawal create a gap in early growth and development, children can arrive at the pre-kindergarten level already scarred by deprivation though still hungry for the experience of a loving and available teacher. The interaction with a responsive adult can revive a child’s instinctual drive to reach out and interact, to get what is needed, to gain strength and gratify instinctual needs. Memories of a warm and loving teacher or mentor remain with us for a lifetime. When continuing difficulties rule out positive corrective experiences, childhood loss and gaps in self-development leave an imprint on each successive day. The burden of pursuing education may seem out of reach. We intend to change that by developing a mentoring and tutoring program available to every child at risk, enhancing the New Mexico educational experience to the highest possible level of individual attainment.
EDUCATIONAL DISTRESS IN NEW MEXICO
Thousands of New Mexicans in more than one hundred programs have tried to assist the educational system with tutorial programs in sciences, mathematics, reading and language skills, before, during and after school hours. The compassionate connection between child and mentor integrates intellectual pursuits with emotional and social aspects of growth and development. Mentoring and tutoring, discussed throughout New Mexico, needs to be pulled together, recognized and supported in a statewide program. Fortunately, there is an innovative model from a global leader available.
THE NATIONAL ISRAELI TUTORING AND MENTORING PROJECT Imagine a college student with abilities matched with a child’s needs, a responsive person close in age to the vulnerable child, wearing the same clothes, knowing the same singers and music, skilled in text messaging on mobile phones, who becomes the model of success packaged in a friendly and available hero. Picture the child walking on the campus of the mentor’s college or university and being told, “You can do this too. I know you can be a student here soon, like me.” Countering dropout, creating readiness to promote and successful retention in the educational system has one successful global model, started in 1974 and tested over time: the innovation at the Weizmann Institute of Science in Rehovot, Israel is called PERACH which means ‘flower’ in Hebrew and is also the acronym for tutorial project. PERACHoffers an innovative solution to the growing academic and social needs of children from minority groups. College students receive a partial scholarship in return for mentoring and tutoring children from disadvantaged groups, matching the college students’ abilities with needs of the children. Each year, 60,000 vulnerable Israeli children work with 30,000 Israeli college students in a Win-Win situation creating hope and improved outcomes. Israeli children assigned PERACH tutors gain academic achievements, self-esteem, motivation to study and social status. Israeli college students, who come for the scholarship money, stay on for the unique learning experiences with the children and a growing awareness of social responsibility. Multiple initiatives over the years have had amazing results including mentoring at the college level. A November 2011 report from one Israeli university concerned with a serious dropout rate between the first and second year in 2009 asked PERACH to provide mentors for the 2010 freshman class. After one year, the 2011 evaluation reveals reduction of dropout from more than 25% to 3.6%. Amos Carmeli, the National Director of PERACH presented at the University of New Mexico Mentoring Institute’s conference “Learning Across Disciplines” in October 2011 and summarized: “Globalization and modernization have led to masses of immigrants, working from early morning till late at night, hoping to improve their lives in a foreign country, while uprooting their children from their natural environment leaving them to face new and strange language and culture all alone. “These children, and children from one parent families, are more susceptible to living in conditions of poverty and neglect (physical and intellectual) and face an immediate danger of school dropout and entering the circles of drug and crime. In many countries today, multicultural societies are facing a growing inequality rooted in the educational system. Whereas financially established families are able to enrich their children's lives and knowledge with after-school classes and to provide their children with assistance in tutoring, low-income families cannot. This inability of low-income parents to provide enrichment and help for their children makes it impossible for the children to break the circles of poverty, leaving them with a sense of despair, frustration and low self-esteem.” PERACH has been adapted in 21 countries. Recently PERACH has spawned programs at 45 Mexican universities. There is no American or African PERACH program. Many New Mexico students are lost in the crowd of the classroom and street missing the enthusiasm, support and connection of one person who cares and guides the child into a learning experience, a pathway of renewal. The disadvantaged and at-risk child is getting behind, starting to drift, and losing ground each passing day. In contrast to blossoming and succeeding, the failure to thrive begins a downhill slide. Deterioration can be reversed with early intervention. If there is no identification of the despair and withdrawal, a detachment will encapsulate the child and become irreversible. We intend to change that situation with a PERACH-like program matching a bright and capable New Mexico college student with a vulnerable New Mexico child in a program called MATCH NEW MEXICO.
THE FACTS There are nine core issues shaping the organizing principles for MATCH NEW MEXICO.
Statistical data related to our students appear in Appendix A. Factual summaries on work-life and average earnings, populations most at risk for not graduating, education and employment figures, and critically important household-level food insecurity and very low food security percentages are presented. One example is presented below.
New Mexico Public Education Department 4-Year Cohort High School Graduation Rates*, Class of 2010* Group RecordsRate (%) All Students26,49067.3 Female12,89572.0 Male 13,59562.8 Caucasian 7,86375.6 African American 61662.1 Hispanic 14,39464.1 Asian 35183.9 American Indian 3,26660.5 Economically Disadvantaged 14,08961.3 Students with Disabilities 5,20966.0 English Language Learners 9,27160.8
*Certified 8/30/11
*Graduation Rates are the percentage of students that graduated on time, which begins when the student is first in the 9th grade.
GRADE THREE AS PIVOTAL POINT Research demonstrates students who can't read by the end of 3rd grade fail and drop out in high school at a much higher rate than skilled readers. The Annie E. Casey Foundationreports on "Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation," by Donald J. Hernandez.
Hernandez says, “Third grade is a kind of pivot point... We teach reading for the first three grades and then after that children are not so much learning to read but using their reading skills to learn other topics. In that sense if you haven't succeeded by 3rd grade it's more difficult to remediate.” The Annie E. Casey Foundation 2010 report “Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment?” includes important data. The proportion of students who are below grade level is highest for male students, for African American students, and for students who ever spent time in the foster care system. Forty-two percent of male students were below grade level (compared to 34% of females), 44 percent of African American students and 33 percent of Latino students were below grade level (compared to 18% of white students), and 52 percent of students who ever spent time in foster care were below grade level (compared to 38% of the overall population). TheCasey report notes third-grade reading level is a significant predictor of eighth-grade reading level.Eighth-grade reading level is related to ninth-grade school enrollment and course performance. Eighth-grade reading achievement and the ninth-grade school a student attends explain differences in graduation and college enrollment rates. The sooner struggling readers are targeted for supports, the easier it will be to ensure students are progressing on course toward strong performance in ninth grade, high school graduation, and college enrollment.
ACADEMIC ACTIVITIES AT THE COLLEGE LEVEL The struggling student at the grade three level and college performance are linked in this discussion by reading skills with the individual attention of mentoring and tutoring a key to success. There is no clearer example of an opportunity for potential success than the young reader and a listening mentor providing support, instruction and stimulation, one to one interaction, word-by-word individual learning. Increasingly, mentoring and tutoring becomes the vehicle for change within the agenda of higher education. So consider programming at one New Mexico campus leading the way. Among faculty meeting with Amos Carmeli of the Israeli program PERACH during a site visit to New Mexico State University, Denise Rodriguez-Strawn, M.A., the Service Learning Programs Coordinator, discussed projects based in Las Cruces and describes work in the following way: “Undergraduate and graduate students can participate in service learning opportunities, which include tutoring and fulfilling other roles with non-profit organizations. In all cases, the students serve as important mentors in the lives of the young students they work with. They help children to see that college is a possibility… I believe that the project and programs are innovative and because of the collaboration of all parties, we are a solution for growing academic and social needs of K-12 and university students. I also believe that the Service Learning for Educational Distinction Program with tutors/mentors provides K-12 students with strong role models, creating a world of ‘I can’ and ‘I will’ instead of thinking that higher education is beyond their reach because of poverty, lack of financial resources, etc. “In 2007, Mary Prentice, Associate Professor of Educational Management and Development (assisted by her then graduate assistant, Denise Rodriguez-Strawn) started the College’s Service Learning for Educational Distinction program with 19 students working with 27 teachers in the Las Cruces Public Schools. Prentice’s goal was to provide students with educational opportunities in community service through placement in educational institutions, nonprofit organizations, government agencies, and advocacy groups.” The program is very successful and growing. Rodriguez-Strawn has been program coordinator the past four years. Recent grants and awards are developing and supporting a variety of activates serving more than 350 students a semester with thousands of hours of service learning reaching out to high school students in the Las Cruces Public Schools and in the Gadsden Independent School District. There is more to come. Students at Dona Ana Community College will be offered the same service learning experiences as students on the main New Mexico State University campus. Strength in programming on each college and university campus is responding to need and success breeding increased interest.
PROGRAM DEVELOPMENT OF MATCH NEW MEXICO The Project Directors of HiddenFromView, a nonprofit educational research organization registered in New Mexico, encountered the Israeli PERACH program based at the Weizmann Institute of Science in Rehovot in 2009 while working under the auspices of the Albuquerque Sister Cities Foundation. John R. Graham and Etti E. Benvenisti developed an original video production entitled “Connections” about PERACH and started discussion of the educational innovation in 2010.
PROGRAM DEVELOPMENT OF MATCH NEW MEXICO The Project Directors of HiddenFromView, a nonprofit educational research organization registered in New Mexico, encountered the Israeli PERACH program based at the Weizmann Institute of Science in Rehovot in 2009 while working under the auspices of the Albuquerque Sister Cities Foundation. John R. Graham and Etti E. Benvenisti developed an original video production “Winning Connections” about PERACH and started discussion of the educational innovation in 2010. In 2011, HiddenFromView made arrangements for the New Mexico visit of Amos Carmeli, National Director of PERACH. Fourteen persons were appointed to an Organizing Committee meeting for ten hours, then completing this report. During a two-week October-November 2011 visit in New Mexico, Amos Carmeli presented at an international conference sponsored by the Mentoring Institute at the University of New Mexico, gave a public lecture in Albuquerque, and participated in discussions, site visits and conferences in Albuquerque, Santa Fe and Las Cruces. A video of Amos Carmeli’s public presentation “60,000 Vulnerable Kids and 30,000 College Students: An Israeli Investment in Education” with Rick Miera, Chair of the New Mexico Legislative Educational Study Committee as discussant and the “Winning Connections” production are available for viewing at the HiddenFromViewwebsite. Site visits and discussions described and prioritized planning issues for MATCH NEW MEXICO. The discussion topics highlighted below are discussed in Appendix B and then program benefits are summarized.
MATCH NEW MEXICO will benefit from the close working connection with PERACH. All educational materials will be shared openly. We anticipate the Israeli WIN-WIN advantages will be documented in an adaptation of their success model with a community-based program in New Mexico.
USING EVERYTHING THAT WORKS We do not know of any societal issue with a single best way of solving problems. Alternatives are always available. Developing and integrating all resources available creates the optimal use of community resources. There are multiple programs at the Pre-K level including the Home Instruction for Parents of Preschool Youngsters (HIPPY) program and other preschool, grade-one and two options. We believe in using everything that works and value all individuals and organizations responding to needs at all levels of child growth and development. We believe strengthening of our communities benefits from church, government, civic, business, corporate and private foundation initiatives and welcome the involvement of other community-based organizations.
EVALUATION RESEARCH The next step in planning will require resource people to describe the mission, define educational objectives and learning experiences, and then specify evaluation criteria that will serve two purposes. Most observers will see the obvious need to evaluate success in achieving the objectives of the program. Less obvious will be the evaluation measures providing the learner with a self-evaluation tool, measuring the learner’s progress toward the desired outcomes of the learning experience. Evaluation reinforces the learner-focused activity.
We hope evaluation will describe criteria matching the child and student with anything measureable in outcome evaluation. We hope personal and individualized goals of the vulnerable child will be integrated allowing the child to see their own progress annually.
NEXT STEPS What can and cannot, should and should not be doneis an evolving question for planners and program participants. This report is an entry to discussion and development of the next planning stage. We wish to stimulate program development with our initiative but have no wish to control or direct the program. In addition, we will remain involved helping organizational work until appropriate recommendations are set in motion.
Recommendations
Respectfully, 2011 Organizing Committee, HiddenFromView, a New Mexico nonprofit educational research organization. Contact Person: John R Graham, MD
Appendices
A. Statistical Data Supporting THE FACTS B. Discussion Points for Program Development C.Participants Contributing Time, Energy and Expertise
APPENDIX A STATISTICAL DATA SUPPORTING OUR FACTS
Work-LifeEarnings for Full-Time Employees (in $ millions) Professional Degree$4.4 Doctoral Degree$3.4 Master's Degree$2.5 Bachelor's Degree $2.1 Associate's Degree$1.6 Some College$1.5 High School Graduate$1.2 Some High School$1.0 Average Lifetime Earnings—Different Levels of Education. Source: U.S. Census Bureau, Current Population Surveys, March 1998, 1999, and 2000
Average Annual Earnings for College Graduates and Non-Graduates Professional Degree$109,600 Doctoral Degree $89,400 Master's Degree $62,300 Bachelor's Degree $52,200 Associate's Degree $38,200 Some College $36,800 High School Graduate $30,400 Some High School $23,400 Source: U.S. Census Bureau, Current Population Surveys, March 1998, 1999, and 2000.
New Mexico Public Education Department 4-Year Cohort High School Graduation Rates, Class of 2010* Group RecordsRate (%) All Students26,49067.3 Female12,89572.0 Male 13,59562.8 Caucasian 7,86375.6 African American 61662.1 Hispanic 14,39464.1 Asian 35183.9 American Indian 3,26660.5 Economically Disadvantaged 14,08961.3 Students with Disabilities 5,20966.0 English Language Learners 9,27160.8
*Certified 8/30/11
Graduation Rates are the percentage of students that graduated on time, which begins when the student is first in the 9th grade. Prior to 2008, rates are the percentage of seniors that graduated by the end of the year. Rates 2007 and earlier are not comparable to 2008 and later. In New Mexico, close to 50% of recent high school graduates enroll in remediation their freshman year of college; nationwide, 41% of employers are dissatisfied with high school graduates' ability to read and understand written material. To make matters worse for NM: 45% of jobs will require at least an associate's degree by 2018, up from 37% in 1992. Education completion rates further illustrate the dire situation in New Mexico. New Mexico’s colleges and universities have lower than expected graduation rates, For example, the University of New Mexico 6 year graduation rates are 45.1% contrasted with the national average for public institutions of 55.1%.
Populations Most At-Risk In Graduating The populations most at risk in graduating from high school and college are low income and ethnic (non Caucasian) students. With the exception of the elevated rates of Asian student graduation rates, the table above with 2010 Cohort high school graduation rates shows major ethnic and racial groups in New Mexico are 11-15% below graduation rates of Caucasian students. Low-income students, highly represented in New Mexico have an added impact on low graduation rates. NM vs. US Students 2009-2010
NM vs. US Schools 2009-2010
New Mexico's Indicator-Based Information System (NM-IBIS)Updated 07/13/2011
Education Completion Dropping out of high school is no longer an option. High school dropouts in New Mexico face a 13% unemployment rate and earn an average income of $11,426. Now, nearly every good job requires some certification, license, apprenticeship, associate's degree or more. Education level is strongly related to health status for a variety of reasons. Education is associated with better earning potential and higher income which enables purchase of better housing in safer neighborhoods, purchase and consumption of healthier food, health insurance coverage and more timely medical care. Persons who have clear goals and a sense of control over their own lives tend to have both a higher education level and better health (Lachman MEand Weaver SL. The sense of control as a moderator of social class differences in health and well-being. J Pers Soc Psychol.1998 Mar; 74(3):763-73). Short-term health problems associated with not graduating from high school include substance use, pregnancy, and psychological, emotional, and behavioral problems. For adolescent females, teenage pregnancy is the leading reason for not graduating; an estimated 30% - 40% of female teenaged dropouts are mothers. Early parenting also affects young males who leave school to support a child. Mental illness and emotional disturbance also account for a significant proportion of students who don't graduate (Freudenberg Nand J Ruglis. Reframing school dropout as a public health issue. JPrev Chronic Dis.2007 Oct; 4(4): A107). The rural population of New Mexico deserves special attention, especially when poverty heightens risk of not achieving higher educational goals and when geographic distances add another layer of complication in mentoring and tutoring in person.
Education Completion (Persons 25 and older) Percent not completing High School
Percent completing high school only
Percent completing some college
Percent completing college
Employment numbers for rural and urban populations Employment reflects drops that impact the ability of those populations to improve their lot.
Total number of jobs
Percent employment change
Unemployment rate (percent)
USDA Economic Research Service. State Fact Sheets: New Mexico. Updated October 27, 2011
Income Levels In Rural Vs Urban Settings Looking more directly at the income levels of those in rural vs. urban settings, we find significant evidence that New Mexico has a low overall income level with an even lower rural income. Per Capita (2009 dollars)
Earnings per job (2009 dollars)
Poverty Rate (percent-latest model-based estimates)
One in five rural households are defined as being in poverty. Adding to the poverty is the growing rate of food insecurity. Household-level Food Insecurity and Very Low Food Security
*Low food security:Reports of reduced quality, variety, or desirability of diet. Little or no indication of reduced food intake. **Very low food security: Reports of multiple indications of disrupted eating patterns and reduced food intake.
APPENDIX B DISCUSSION POINTS FOR PROGRAM DEVELOPMENT Identify The Decision Makers, Interest Groups And Stakeholders We value every individual and organization initiating work in repairing and enhancing the New Mexico educational systemat every level. At least 85 tutoring and mentoring programs have been identified in New Mexico with a descriptive study now underway directed by Natalie Sanchez, Executive Director of College Access Network, New Mexico, funded by the W. K. Kellogg Foundation. We believe the number will increase as the study progresses and new contacts are found. Thousands of individuals have been involved in programs addressing special needs and interests. Every initiative is needed in New Mexico. Access to available programs will be improved by a comprehensive database linking statewide programming options. Multiple initiatives by school systems, higher academic institutions, special interest groups, government agencies, private business organizations and others have specific topics and target groups. An open system sharing information is needed.
Earliest Possible Intervention With Children At Risk MATCH NEW MEXICO is aware of multiple programs that begin during mother’s pregnancy, infancy, early childhood, preschool programs and tutoring and mentoring programs at kindergarten, first and second grade levels. PERACH research demonstrates college students start to have a positive impact beginning with students at 3rd grade and above. We assume New Mexico students will have significant impact on our low income, rural, ethnic non-Caucasian populations and recommend college students as mentors and tutors begin work with children age eight and older. Mentors and tutors can begin with something as simple as reading to the child to awaken interest and build the language readiness needed to take advantage of reading instruction available in the school. Since reading skills are so crucial to success, MATCH NEW MEXICO mentors will be asked to check the reading skills of all children involved at every level.
Reinvesting in the Community: Social Commitments And Finances “Where are you going to find the money to assist college students with tuition?” This Committee discussed various alternative funding sources including business, government, philanthropy, foundation, work-study and internship sources. Scholarships were discussed in detail as a learning experience in social values and community commitment. The PERACH model with funding coming from multiple sources follows the axiom of American economist Milton Friedman saying, “There is no free lunch.” When a bright young person with intellectual gifts and the capacity to help others gains financial support, there is an opportunity to learn more about values, social needs and satisfaction when serving others. When given the opportunity, returning the gift using one’s abilities enriches the college experience. MATCH NEW MEXICO believes gifted students recognized for merit, achievement or need should give something back to their community. Presidential scholarships, foundation awards, governmental support, and other monies should be “reinvested” in the community through good works assisting others.
Successful College Students As Mentors And Tutors Each year 50,000 college and university students in Israel apply for the PERACH scholarship opportunity. Every applicant is interviewed. Following a security check, the abilities and demographics of the students lead to individualized awards to 30,000 college and university students who enter the program. Initial orientation and training precedes weekly supervision, seminars and on-the-job training. The option of a credit course in the PERACH model of Mentoring and Tutoring is available in selected university centers. The assignment of mentor to a child produces a wave of expectation. If the meeting occurs in a quiet, private setting with a child having uninterrupted attention for two hours, it is probably the most time any one person has focused on the needs, interests and accomplishments of the child ever. What a gift is given. Then the connection repeats twice weekly. Mentoring with learning through play, within a safe, predictable and trusted connection is life giving. We recommend studies of effective mentors be summarized and developed as measureable criteria for selection of compassionate and responsive students during the application and selection process. We wonder whether there are any age constraints on mentors or is being in college enough? Surveys of Israeli college students reveal financial need attracts them to PERACH but the enriching experience, the challenge of new social learning and feeling of value are sustaining factors leading them to return the following year. The service learning experience may be a factor in retention of the mentor as student on his or her own career pathway when stimulated by experiential learning in the mentoring and tutoring activity.
Identifying Needs Of The Vulnerable Child When needs of the child, in the family, in their community are identified and a remedial plan is written, referral to a mentoring and tutoring program will begin. The classroom teacher cannot meet all the individual needs and system requirements. If children are to be valued, we will find more clinical professionals providing direct service.
Matching Mentor And Mentee PERACH coordinators maintain a list of available mentors with description of their abilities and attributes. The needs of the child are matched to the abilities of the mentor. Research demonstrates success in outcome with only 5% of children dropping out of the mentoring/tutoring relationship. There is general acknowledgement that people of similar backgrounds do better in a working relationship than people of differing backgrounds. Mentors may have a preference for a certain match by gender, age, temperament, ethnicity or socioeconomic status. Transportation, especially in a rural state like New Mexico will be a challenge. Connections within walking distance in neighborhoods are limited. MATCH NEW MEXICO model will build in data collection on making the most effective “fit” of child and student in the program evaluation. We recommend an evaluation after six meetings to assess the relationship. If something is not working there should be the option of change, thus taking away any pressure of making it work or losing the potential benefits of a relationship.
Educational Model Focused On Mentor/Tutor Learning Including Supervision PERACH has multiple curricular outlines preparing the college student for work in mentoring and tutoring that are of interest and available to educators in New Mexico. All materials will be reviewed and summarized as entry to curriculum development. Since educators in this field are open to shared development of best practices, a coordinated and standardized methodology should be developed sharing materials from academic programs in New Mexico. Course work and experiential learning experiences should be designed with a learner-focused model, reinforcing the nature of the mentoring and tutoring orientation. The college student will bring needs, interests, past experiences and examples from actual learning experiences to fuel the classroom interaction. Though beyond the scope of this report, an evolving network of educators using prior experience in curriculum design should consider seminar content and staging, college credits, development of standardized materials for a possible training manual, use of expert consultants from related fields, etc. Techniques from related fields such as business, education, mental health professions and other disciplines using supervision and on-the-job training may inform best practices in the teaching and learning of skills.
Anticipating Special Problems Another topic beyond the Committee scope of work involves anticipating potential problems in advance. A not good enough “fit” between child and mentor may occur and building in review and management techniques will benefit the program, probably improve the success of matching also. Saying goodbye in a constructive manner when the mentoring and tutoring relationships are real can be difficult and should be discussed openly. Coming to an end of the week-to-week connections should be one discussion on actual cases in any course or supervision. Discussion of mentor and student meetings in a public place rather than alone in a “private” place brought the issues of boundary violations. Taking over for a child, not encouraging autonomy, using the child for personal needs, and entering into intrusive intimacies must be discussed in classroom and supervision. The nearly 40 years of Israeli experience does not suggest there is a problem. However, specific policy should be stated, a personal declaration signed by the mentor/tutor and specific locations documented where meetings occur.
Community Study Centers Communities in Israel and other countries having the benefit of PERACH programming have been expected to make a supervised study center available for after school hours. This location may be in a school, a public building or local business. A quiet setting for study, the option of a computer center sponsored by business and a secure comfortable room with desk space adds to the safety, support and stimulation of working alongside others. We recommend communities developing a program be asked to plan a suitable facility and have volunteers or employees available to provide adult supervision during specified hours.
In Summary We see a broad benefit to everyone, set in motion by the bright and capable young men and women of New Mexico. MATCH NEW MEXICO believes gifted students recognized for merit, achievement or need should give something back to their community. Scholarships, foundation awards, governmental support, and other monies should be “reinvested” in the community through good works assisting others. The best of our capable college students can reward everyone. The vulnerable child gains needed attention, individual stimulation and the opportunity to excel on multiple levels. The college student receives direct financial support, gains experience and meaning when learning about social needs, and may gain direct experience in a chosen professional field of study while completing college credit. The academic center is energized by the social involvement of the students and closes the gap between ivory tower isolation and direct service to the surrounding community. Community pride with strong social values and cooperative spirit allows everyone to feel better. On a long-term basis, all of the gains blend together with shared awareness of community responsibilities.
APPENDIX C
PARTICIPANTS CONTRIBUTING TIME, ENERGY AND EXPERTISE
Organizing Committee MATCH NEW MEXICO:
Paula Amar Schwartz, Ph.D., Retired Psychologist
Etti E. Benvenisti, Ph.D., Project Director, HiddenFromView
Judith Brillman MD, Professor Emeritus, University of New Mexico, School of Medicine
Ellie Edelstein
Chris Gelina, B.S. Ed, M.B.A., retired from Albuquerque Public Schools B.S. Ed, M.B.A, retired APS
John Graham, MD CM FRCPC FAPA, Project Director, HiddenFromView Chair, 2011 Perach Organizing Committee
Marge Lazar, Academic Program Analyst, Office of the Chancellor, California State University, 1966-1994; Chair, HaMakom Continuing Education, 2006—present.
Susan Paine, M.P.H., Senior Scientist, University of New Mexico
Don Peterson, Ph.D., retired from Sandia National Laboratories
Noel Pugach, Ph.D, Professor Emeritus, Department of History, University of New Mexico
Malcolm Siegel, Ph.D., M.P.H, Environmental Geochemistry and Epidemiology Division of Epidemiology & Biostatistics, Dept. of Internal Medicine, School of Medicine, University of New Mexico; LIS Consulting, Inc.
Rae Siporin, Ph.D., Director Emeritus, Undergraduate Admissions and Relations with Schools. University of California Los Angeles.
Judith Smith, M.A. Ed.S
Judith Weinstein, Executive Director, HiddenFromView
We wish to give thanks to the following persons for their contribution of time and expertise to the gathering of information for this report:
Amos Carmeli, National Director of PERACH, Weizmann Institute of Science, Rehovot, Israel
Dean Garrey Carruthers, Ph.D, College of Business, New Mexico State University
Robert Eisenstein, Director, Santa Fe Alliance for Science
Jill Douglass, M.A. LPCC, Associate Vice President, Academic Support and Student Retention, Santa Fe Community College
John Geier, Junior Achievement, Santa Fe
Sharon Gordon-Moffett, Director of Service Learning, Phi Theta Kappa & Skills USA, Central New Mexico College
Representative Rick Miera, Chair of Education and Legislative Education Study Committees
Dean Michael A. Morehead, EdD, College of Education, New Mexico State University
Margaret Odell, Director of Career Services, St. Johns University, Santa Fe
Helen Pacheco, Santa Fe Public Schools Volunteer Coordinator
Denise Rodriquez-Strawn, M.A., Field Experience/Co-op/Service Programs Coordinator, New Mexico State University
Natalie Sanchez, Executive Director of College Access Network New Mexico
Gerald Snyder, Vice President of Academic Affairs, Santa Fe University of Art and Design
Lis Turkheimer, MA, Director, Assistance Centers for Education, New Mexico College Read more »
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