ARIZONA MASONIC FOUNDATION FOR CHILDREN.PDF

Last updated: 02/06/2018
General information
Organization Arizona Masonic Foundation For Children
Contact First name Henry
Contact Last name Spomer
Contact e-mail 1papapie@comcast.net
Contact phone number 5206612021
Address
Street P.O. Box 32605
City Tucson
State Arizona
ZIP Code 85751-2605
From what tribe is the Gila River Indian Community
organization requesting the
grant?
Total grant amount request 36,000
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The Gila River Indian Community offers multi-year awards. If your organization is
requesting a multi-year grant for this project or program from the Gila River Indian
Community, enter the amount to be requested each year.
Amount
Year 1 (Gila River Indian
36,000
Community Grants Only)
Year 2 (Gila River Indian
Community Grants Only)
Year 3 (Gila River Indian
Community Grants Only)
Year 4 (Gila River Indian
Community Grants Only)
Year 5 (Gila River Indian
Community Grants Only)
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Gila River Indian Community Grant Application
Grant Cycle 2018
Cover Sheet
Municipality Information
1. Date of Application: 2/23/2018 (NOTE: Click or use up/down arrow keys to move among
fields)
2. Name of City, Town or County: Maricopa County
3. Mayor (City or Town) or Board of Supervisor’s Chairman (County): Steve Chucri, Supervisor
Chairman
4. Mailing Address: 301W. Jefferson #10
5. City: Phoenix State: Arizona Zip Code: 85003
6. Acknowledgement of Submission by Authorized Municipality Representative:
Typed Name/Title: Zackary Wolfe, Financial Department Signature:
Applicant Information
7. Department/Organization Name: Arizona Masonic Foundation for Children
8. Is this a 501c non-profit Organization? No Yes If yes, attach IRS Determination Letter
9. Application Contact Person: Henry Spomer Title: Funding Director
10. Phone Number: (520) 661-2021
11. Mailing Address: 6360 N. Orange Blossom Lane
12. City: Tucson State: Arizona Zip Code: 85741-2844
13. Email Address: FundingChairman@foundation4children.org Website Address:
www.foundation4children.org
Project Information
14. Project Name: Children at Risk Intervention
15. Purpose of Grant: Train School Educators to identify, intervene with and develop intervention plans for
At Risk Students - At risk for Alcohol/Drug Use, Bullying, Violence, Suicide, Poor School Performance &
Dropout and Radicalization
16. Priority Funding Area Public Safety
17. Annual amount requested $36,000
18. Number of years that funding is 1 yr.
requested
19. Total amount requested (annual $36,000
amount x number of years)
20. Has your organization received past 2007 - $32,000; 2008 - $32,000; 2014 - $36,000; 2016 -
funding from GRIC? If yes, list each year $36,000; 2017- $36,000
and amount
State of Arizona with emphasis on Maricopa, Pinal, and Pima
21. Geographic area served
Counties
For Office Use Only:
Data Entry Receipt Evaluation
Outcome A Approval Recommended/Amount $ A Denial

Gila River Indian Community Grant Application
Grant Cycle 2018

Gila River Indian Community Grant Application
Grant Cycle 2018
Narrative
Please structure your proposal to provide the following information in the order indicated. Provide the narrative
in paragraph form in the text field provided. Please be thorough but strive for brevity.
1. Briefly describe the organization’s history, mission and goals.
The Arizona Masonic Foundation for Children (AMFC) incorporated in 1995, for the initial and
principal purposes to do only in a charitable manner, all those things that will develop character
and usefulness, improve the spiritual, mental, social and physical condition of youth in the State
of Arizona; foster responsible citizens; combat and curb juvenile delinquency by sponsoring,
organizing and operating, without profit to the corporation, research based and data driven
programs directed at advancing the education, mental health and welfare of youth, thru
programs which address early identification, intervention, and individual implementation plans
to combat alcohol/drug abuse, bullying, suicide, violence, gang membership and school dropout.
We have provided training to over 265 schools and over 3,600 educators trained who provide
annually intervention services to some 25,000 At Risk and Bullied students. We continue to train
as funding becomes available. We are working to develop more donors and larger grants to
increase training to get ahead of the curve of those trained retiring or leaving the education field and
the increase in our youth population. We must also produce a larger number of educators trained
so we can start reducing the at risk and bullying problems in our schools thus improving the overall
welfare of our youth, families, communities and society.
In 2015 the Arizona Department of Education certified our Intervention Program for 21 hours of
Professional Development For CTE Certification for those Educators attending the three day
session.
“Overall, the proportion of youth having needs met through the MSAP far exceeded the nationally
reported findings for youth in need of behavioral health care …” (U.S. Surgeon General Ringel
& Sturn 2001). Individuals receiving MSAP intervention have a greater increase in education
obtained…. (Pennsylvania Commission on Crime and Delinquency evaluation)
2. If the applying organization is non-municipal or a non-profit 501c, please describe your relationship with
Arizona municipalities including past and present support, whether through partnerships, collaborations,
in-kind contributions, grants, tax-based funding or other. Describe the supporting municipality’s role in
this project. If the applying organization is a municipality governmental sub-division please enter the
text “Not applicable.”
In the past we have received $9,800 donation of RICO funds from Maricopa, Navajo, and Pima
County Attorney’s Offices and Sheriff’s Departments. S3 School grants providing funding for
one training session in the Phoenix area 2013. In addition to the many past successes,

Gila River Indian Community Grant Application
Grant Cycle 2018
since 2006 we have provided our Workshop to over 56 different school districts (26 in Phoenix
area) and 190 different schools (82 in Phoenix area) for over 2250 educators (960 in Phoenix
area) – which based upon National statistic represents a positive change in at least 11,250 and
more likely over 15,750 at risk children’s lives. Most recently, our workshop was given by
request from the Santa Cruz County School Superintendent’s Office, as well as, a request from
the Pinal County School Superintendent’s Office, and a class for 6 Districts in the Tucson area.
We are currently working on scheduling another training for the Apache Junction Unified
School District, Santa Cruz & Pinal County School Superintendent Offices, Casa Grande area
schools (Coolidge, Florence, Eloy), as well as, Tucson, Fountain Hills, Maricopa and the Gila
River Indian Community area.
3. Describe the proposed project and planned goals and activities.
Provide three (3) Children at Risk and Bulling Intervention trainings for two hundred forty plus
(240+) Arizona School Teachers through the Masonic Model Student Assistance Program
(MSAP) by Newman/Stecker & Associates. The Arizona Masonic Foundation for Children
(AMFC) provides this highly professional, intensive three-day training workshop, for Arizona
educators” to learn to, or improve their ability to: identify, intervene with, and create appropriate
intervention plans for students that may be at risk and bulling students. This workshop trains a
core team of four to eight educators from a school building in how to intervene early and
effectively with students that display patterns of behaviors that threaten their success and
others at school and in life. MSAP involves practical practice sessions designed to simulate
real events along with presentations on such subjects as: chemical dependency, depression
and suicide, conflict, anger and violence, communication skills and intervention, family
dynamics, enabling, life skills development, treatment and aftercare, and group process.
Participants leave the training with a specific plan for behavioral interventions, and a system
for implementing MSAP in their schools, and or incorporate worthwhile MSAP
concept/practices into their current program.
4. Describe how the proposed project satisfies one or more of the priority funding areas identified by the
Gila River Indian Community.

Gila River Indian Community Grant Application
Grant Cycle 2018
Educators learn to identify High Risk and Bullying Issues early on and how to intervene with
appropriate methods and actions. Public Safety: Violence, bullying, drug/alcohol use are
identified earlier and acted upon by proven (research based) intervention actions thus the youth
community and schools become a safer place for youth to grow and develop as future leaders
of our communities. Education: This program provides instruction in development of lacking life
skills and learning disabilities, which hinder development and education. Appropriate action
plans are developed for the student to address those needs or lack thereof. (Special Needs
students are most often not Special Education students.) High Risk Students are fitted with
specific intervention plans to address their risk and not referred to Special Education. This
reduces the over burdened on and the over flow of Special Education classes. With reduced
violence, substance abuse and other outside interference, schools are able to provide more and
better uninterrupted instruction to students. Health Care: Some students are burdened with
simple issues as personal hygiene or clean clothes to the more extreme of Physical or Mental
Health. Each student is provided with a specific intervention program to address these needs
and to help the student overcome these issues.
Healthier, happier, safer and better educated youth will result in a healthier, happier, safer and
more productive community and society.
5. Identify the needs/problems to be addressed, target population and number of people to be served by
the project.
(We are utilizing 2017 figures/stats from Arizona Children’s Alliance and The Anne E. Casey
Foundation nation wide data.) Whether the issues are related to physical and/or emotional
health, safety, education, or quality attention from a caring adult, statistics show in 2017 Arizona
ranked 46th in Overall child well-being, (4th worst state)¹, 44th in Education Domain, 46th in
Family and Community Domain, we lack strong social and cultural institutions, good role models
for children and the resources to provide safe and good schools; 43nd in Economic Well Being &
General Health. 49th in 16-19 year olds who are school dropouts, 47th in Birth to girls age 15-
17, 37th in Juvenile violent crime arrest rate, and we increased from 38th to 41st for Teen deaths¹¹.
655 youth die each year with 72 children killed by guns and we have 1,737 youth in Juvenile
Justice Custody each day (40th).¹¹¹ We need to do more to improve the welfare of our children.
There was 64 school shooting this past year with some here in Arizona. We must increase our
intervention efforts before we have more shooting and suicides. We must continue to provide
better protection for our children so they may obtain an education and become our future leaders.
Awhile back, two 15 year old girls were shot and killed at a high school in Glendale AZ, in what
appeared to be a murder/suicide - - if only their Elementary, Middle, and High School had a team
trained in our Children at Risk Intervention model?

Gila River Indian Community Grant Application
Grant Cycle 2018
Also, awhile back in Diane Sawyer’s interview of Sue Klebold, the mother of Columbine killer
Dylan Klebold about Columbine High School. Sue Klebold said: “I felt that I was a good mom…
That he would, he could talk to me about anything,” Klebold continued. “Part of the shock of this
was that learning that what I believed and how I lived and how I parented was - an invention in
my own mind. That it, it was a completely different world that he was living in.”
This is exactly what our Foundation has been teaching and informing for years now. The world
of Children has changed and few recognize that, much less have developed an understanding
of it and a set of solutions for it. Parents cannot do this alone – they are not experts in at risk
behavior and the intervention required - we long ago at our inception partnered with Educator to
provide our At Risk Intervention model because they most frequently interface with the children
and can provide a safe and supportive environment necessary for change. However, understand
the Educator is not an expert either. There are no at risk intervention classes at the university.
That 21 – 22 year old College Graduate with an Education degree doesn’t come with a kit bag
full of knowledge on at risk children, their behavior, or intervention development when they first
enter the classroom. We give that tool to use. Even where there are existing program in the
schools, the Educator constantly tells that our model or some portion supplementing or
augmenting their program is of great value to them.
Funds are needed to increase the number of trainings provided to meet the surge in demand
occurring as a result of our previous and recent workshop offerings in the Phoenix area, thereby
increasing the number of interventions with children who are “at risk” and will remain at risk until
someone intervenes.
While there is no known absolute head count for “At Risk Children” review of such available data
as that from the Children Defense Fund out of Wash DC www.childrendefense.org and Arizona
Children’s Alliance would lead anyone to the conclusion that this number is very large. Out in
their data base alone is:
Child Welfare in Arizona
Number of children who are victims of abuse and neglect 8,708
Number of children in foster care 10,883
Number of children adopted from foster care 2,275
Number of grandparents raising grandchildren 64,023
Youth at Risk in Arizona
Averaged freshman high school graduation rate 77%
Percent of teens not in school and unemployed 10%
Number of juvenile arrests 37,596
Number of children and teens in juvenile residential facilities 1,488
Ratio of cost per prisoner to cost per public school pupil 3.5

Gila River Indian Community Grant Application
Grant Cycle 2018
Number of children and teens killed by firearms 54
An article in the JAMA reported about a study based on 5.7M CPS confirmed cases between
2004 and 2011 which found that 1in8 or 12.5% of all children in the US experienced a CPS
confirmed case of maltreatment by age 18. In perspective this results in over 9.3M maltreated
children in the US and in Arizona over 200,000. Remember maltreatment consists of (neglect or
physical/sexual/mental abuse) and it is only one cause of at risk children.
¹ Annie E. Casey Foundation KIDS COUNT 2008 Data Book: Arizona Profile. ¹¹ State of Arizona’s Children 2007,
Kids Count Data Book, 2007 population survey data, Sources include Children Welfare League of America, U.S.
Census, Center for Disease Control, FBI Uniform Crime Reports, and National Center for Health Statistics. ¹¹¹
Children’s Action alliance, Kids Count Arizona
Target Population: We are currently working with schools in Phoenix area, Fountain Hills, Casa
Grande, Cooledge, Florence, Eloy, and Maricopa for scheduling sessions. This would equate to
about 200 more educators trained and 1920 more At Risk students assisted in Maricopa and Pinal
County alone. We also have three Schools in Glendale awaiting training. The Casa Grande area
training in the fall of 2017 was a success and there is another request for additional sessions.
Number of people to be served by the project: Two hundred and forty (240) educators will be
trained and approximately 1920 students will receive intervention assistance. There is no way to
determine how many other lives will be touched by the reduction of violence, substance abuse,
bullying and suicides. Arizona has an estimated one million (1M) school students, 230 School
Districts, 406 charter holders and 13 Joint Technological Education Districts, over 2000 public
schools, including over 1500 district schools, over 500 charter schools and over 60,000 certified
teachers. Children at Risk intervention is making a very slow advance on this population as
funding has been and remains very limited for this very important individual, family, community
and social need.
6. Define the project as a new or continuing program.
This is an ongoing program for the past 20 years, with some five (5) classes proposed for this year.
7. Provide a brief timeline including start and finish dates. Indicate if the timeline is flexible.
After funding is received it takes about three months lead time for schools to arrange staff to attend
training. Our motivation is always and will always remain having our workshops scheduled just as
quickly as we can to get the tools into the hands of the educators allowing them to positively impact
the at risk child. That said, we will do everything we so that all training and funds will be completed
within one year of funding receipt.

Gila River Indian Community Grant Application
Grant Cycle 2018
8. Identify other organizations, partners or funders participating in the project and their roles.
The requested funding is earmarked to fund the project identified in paragraph 3 above i.e.
Provide three (3) Children at Risk and Bulling Intervention trainings for two hundred forty plus
(240+) Arizona School Teachers through the Masonic Model Student Assistance Program
(MSAP). In our ongoing efforts we will continue to have organizations, partners, and funders
such as: Jim Click Charities Fundraising, RBC Wealth Management, Marion McDaniel Children
At Risk Charity Golf Tournament, Grand Lodge of Free and Accepted Masons of Arizona, Order
of Eastern Star, Arizona Motor Vehicle Masonic License Plate Program and RICO funding
requests to fund our ongoing projects and cover any deficiencies we may incur.
9. Would you be able to implement the proposed plan if your organization received partial funding for this
project?
Yes, partial funds would be combined with other funding such as that identified in paragraph 8
above.in an effort to fund a class.
10. Describe your plan for project financial sustainability beyond the grant period. If this is a
program/project previously funded by the Gila River Indian Community describe efforts made towards
the previously described sustainability plan.
Our membership provides the basic funding for two classes per year and has been doing so for the
past 20 years. We have established an Arizona License Plate program, (about $5,000 annual) and
annual Golf Tournament (about $8,300 annual) to maintain minimum classes. Grant funds are utilized
to provide the additional classes needed to expand the program to a larger population.
11. Describe your plan to document progress and results.
Statistical questionnaires reports will be requested from the schools and collected for plotting
results. Statistical data is also collected by the Arizona State Department of Education, the
National Children Defense, Arizona Children’s Alliance and the Annie E. Casey Foundation.
Final reports and news articles will be submitted.
12. Indicate any application to and/or awards made by a tribe other than the Gila River Indian Community
for state shared revenues for this and any other project for the past five (5) years. If this information is
included in a separate attachment, please indicate that here.

Gila River Indian Community Grant Application
Grant Cycle 2018
2017 – $11,000 Ft. Mcdowell; 2011 - $24,000 Tohono O’odham Nation; 2009 - Pasqua Yaqui
$12,000;

Gila River Indian Community Grant Application
Grant Cycle 2018
Project Budget
Budget Period: Click here to enter text.
For each budget item listed here please provide a narrative description on the following Project Budget Detail
page.
Proposed Budget Expense Amount Amount In Kind Total Budget
(list each budget item) requested from requested or contributions
GRIC secured from
other funders
1. Contract Instructors $34,000 $0 $0 $ $34,000
2. Manuals $0 $1,600 $0 $ $1,600
3. Travel for Instructors $2,000 $0 $0 $2,000
4. Lunch and Refreshments $0 $1,500 $0 $1,500
5. Certificates $0 $30 $0 $30
6. Pencils/paper/markers/tape $0 $40 $0 $40
7. Plates/Cups/Napkins $0 $40 $0 $40
8. Travel Cost for Staff $0 $0 $200 $200
9. Lodgeing Cost for Staff $0 $0 $1,500 $1,500
10. Meals Cost for Staff $0 $0 $450 $450
11. Click here to enter text. $0 $0 $0 $0
12. Click here to enter text. $0 $0 $0 $0
13. Click here to enter text. $0 $0 $0 $0
14. Click here to enter text. $0 $0 $0 $0
15. Click here to enter text. $0 $0 $0 $0
16. Click here to enter text. $0 $0 $0 $0
17. Click here to enter text. $0 $0 $0 $0
Total Budget $36,000 $3,210 $2,150 $41,360

Gila River Indian Community Grant Application
Grant Cycle 2018
Project Budget Detail
Please provide a narrative description for each of the project budget items listed on the previous page. Include
the dollar figure and how it was derived.
1. $34,000 is the contract price for two instructors for three three-day training sessions.
2. $1,600 is the production and royalty cost for 240 education manuals.
3. $2,000 estimated travel cost from prior travel costs over the past years.
4. $1,500 estimated cost for lunch and refreshments for 240 people for three days based on prior years.
5. $30 cost of making and printing Children At Risk Training Certificates and State Education Continuing
Education Certificates
6. $40 cost for pencils, paper, pens, felt tip markers, poster paper, cards based on prior training costs.
7. $40 cost for plates, napkins, cups based on prior trainings cost.
8. $200 Estimated gas cost paid by Foundation staff to travel to out of town locations for the three training
sessions.
9. $1,500 Estimated lodging cost to be paid by Foundation Staff to travel to out of town locations for the three
training sessions.
10. $450 Estimated cost of 30 meals to be paid by Foundation Staff while at out of town trainings.
11. Click here to enter text.
12. Click here to enter text.
13. Click here to enter text.
14. Click here to enter text.
15. Click here to enter text.
16. Click here to enter text.
17. Click here to enter text.
Other explanation: Click here to enter text.

Newman/Stecher International …
Newman/Stecher International is an education consulting firm that provides training and
technical assistance for at-risk prevention/intervention student assistance programming to
school districts, state departments of education and community groups throughout the United
States.
Our Mission ...
Newman/Stecher International is dedicated to human excellence and systems transformation
through personal, group, school, business, and community growth and development. By
sharing skills, knowledge, beliefs and resources, we are all much more than the sum of our
parts. We strive to expand as tools for change in both healing and celebrating the human
spirit.
Our Trainers …
Larry Newman
Mr. Newman is the Chief Executive Officer of N/SI. Mr. Newman has worked with more than
2,500 school districts in 30 states, and Canada. He is the author of several widely utilized
programs focusing on at-risk issues. His "Raising Drug Free Kids" parent education program
is being implemented in dozens of school systems and communities across the United
States. "Classroom Management Strategies for the New Millennium" helps today's teachers
work more effectively within their classrooms.
Prior to co-founding Newman/Stecher International in 1986, Mr. Newman was the Special
Projects Coordinator for the Pennsylvania Department of Education. He was responsible for
the implementation of a statewide drug/alcohol prevention education curriculum in all of
Pennsylvania’s 501 school districts. Mr. Newman received his B.Ed. from West Chester
University in 1971. He was awarded a Masters equivalency from the Pennsylvania
Department of Education through West Chester University in 1976. Mr. Newman is a former
classroom teacher who combines a working knowledge of the addictions field with an in-
depth understanding of the educational system. He provides workshop participants with a
balance of theory and practical application.
Thom Stecher
Mr. Stecher is the Chief Operations Officer for N/SI. He is a nationally recognized
motivational speaker and education consultant. He specializes in student assistance program
training and implementation, staff wellness and self esteem development.
Mr. Stecher holds a M.Ed. degree from Rutgers University and has a B.A. dual major degree
in Arts & Humanities and Psychology from Stockton State College. Additionally, Mr. Stecher
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holds a “Program Development Certificate” and a New Jersey Teaching Certificate, and he
has been a drug and alcohol counselor and crisis intervention specialist.
Raised in a family of educators, Mr. Stecher believes that education is a lifelong process. Mr.
Stecher is an inspirational speaker who motivates and creates an atmosphere of respect and
healing.
Dr. John Bearoff
Dr. Bearoff is both a licensed Psychologist in private practice, and a Certified School
Psychologist. Dr. Bearoff earned his Ph.D. in Counseling Psychology from Bryn Mawr
College in 1984, his M.A. degree in Psychology from West Chester University in 1975, and a
B.S. degree in Physics from Ursinus College in 1970.
Dr. Bearoff spent 24 Years working in Pennsylvania public schools, including 12 years as a
junior high science teacher. In 1987, Dr. Bearoff became responsible for initiating and
developing the North Penn School District’s Student Assistance Program for Drug and
Alcohol Intervention, and their Alternative Education and Suicide Prevention programs, all of
which were widely recognized as both innovative and effective. He also was the Student
Assistance Program Coordinator of four teams assisting 13,000 students in the district.
Joseph Brancoccio
Mr. Brancoccio brings a fresh perspective to the field of academia. He has an extensive
background in business, both as an owner and manager. His skills in negotiation techniques,
communication and conflict resolution are especially well-suited to help teachers, counselors,
and administrators increase their effectiveness when dealing with at-risk students and their
families.
Mr. Brancoccio’s expertise in creating “second chance companies” dedicated to the
employment of people in recovery provides him with insight into the problems and concerns
of families at risk, and the needs of children being raised in difficult circumstances. His
experience with assisting newly released prisoners in their searches for alternative career
choices supplies him with hands on experience helping to encourage success in lives where
none previously existed.
D. Craig Erb
Mr. Erb has been in the field of public/private school education, behavior management,
special education, and coaching for over 30 years. Since 1989, Mr. Erb has been an
experiential adventure-based facilitator having received training at Project Adventure in
Massachusetts, and the Outward Bound School of North Carolina. Since 1997, he has been
the President and owner of Experiential Dynamics, Inc., offering experiential adventure-based
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education to private and public schools, universities, camps, and corporations. Mr. Erb holds
a B.A. in Health and Physical Education from West Chester University.
Mr. Erb also teaches courses about Adventure-Based education, Classroom experiential
activities, and Building Classroom Communities at Saint Joseph’s University, the Chester
County Intermediate Unit, and Ursinus College.
Timothy J. Erb
Mr. Erb is a licensed clinical psychologist with 35 years experience in education as a teacher,
counselor, coach and consultant. Mr. Erb currently works as an Adjunct Faculty member in
Psychology at La Salle University’s student counseling center. He also maintains a private
counseling practice in Willow Grove, PA. Mr. Erb received his B.A. degree in Psychology
from La Salle University, and his M.A. degree in Guidance Counseling from Villanova
University.
Mr. Erb is a trainer for Newman/Stecher International. He is also the co-founder of
CorpSeminars which uses experiential and recreational approaches to foster the
development of teamwork, goal setting and life skills with diverse groups including students,
educators, and businesspeople. Mr. Erb has been a clinical member of the American
Association of Marriage and Family Therapy for 20 years and has given presentations at
various national and state conferences. Mr. Erb recently presented at the U.S. Department of
Education’s Office of Safe and Drug Free Schools National Conference and also at the
American College Personnel Association’s National Conference on the topic of “Adolescents
Transitioning through High School.” He is a past President of the Montgomery County
Counseling Association. He has coached at the community, high school and collegiate levels,
and has been recognized with numerous service awards by various universities, schools and
organizations for his work with young people.
Linda Kraft
Ms. Kraft comes from a family of educators and has worked in the field of education for more
than 30 years. Ms. Kraft holds a M.Ed. degree in Counseling and Student Personnel Services
from Purdue University and she holds a B.S. Degree in Education from Pennsylvania State
University. Ms. Kraft has taught first, second, seventh and eighth grades as well as high
school and graduate level college courses. She has an extensive background in group
process, primary prevention, and school counseling. Ms. Kraft was a school counselor for
more than 10 years. One of her honors is being named as the Pennsylvania School
Counselor of the Year.
Currently, Ms. Kraft enjoys providing training and consultation for parents, teachers, students
and administrators in the areas of school safety, alcohol and other drug prevention, and the
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intervention and support of at-risk students. Ms. Kraft has been involved with student
assistance since 1986 as a trainer as well as a Core Team member. She helped develop
Pennsylvania’s Alcohol and Other Drug Prevention curriculum guidelines and sits on
Pennsylvania’s Statewide SAP Committee.
Joann Mirgon
Ms. Mirgon has worked in the fields of adult education and leadership training in both school
systems and business for the past 25 years. She holds an M.A. degree in Business
Administration from the University of Denver and a B.A. degree in Psychology from
Pennsylvania State University. Ms. Mirgon began her career as a drug and alcohol
prevention specialist at Kennett Square Middle School in Pennsylvania. She worked with
school personnel, students and parents to educate and intervene with at-risk youth. She later
transferred to the business world and worked in the Human Resources and Training fields
with companies such as PepsiCo and Office Depot. Since 1997, Ms. Mirgon has been the
President and owner of Ashton Consulting Group which provides Human Resources
consulting and motivational and leadership training services to schools and businesses.
Gary L. Vermeire
Mr. Vermeire has been a leader in the education and human services professions for over 32
years, addressing comprehensive school and community prevention and intervention
programs and services for various at-risk behaviors. His extensive experience as a service
provider, trainer, administrator and consultant on national, state and local levels has revolved
around the development and implementation of systems-oriented approaches that empower
people and institutions to address and solve human problems.
Mr. Vermeire has served as an officer, leader and member of state and local boards, task
forces and advisory bodies, including the New Jersey Governor’s Council on Alcoholism and
Drug Abuse. He chaired the Interdepartmental Advisory Panel in New Jersey, and the
Pennsylvania Commonwealth Prevention Alliance, for which he was vice president. He is
also an Adjunct Faculty member to various colleges and universities. Mr. Vermeire has been
employed in a variety of capacities with the New Jersey Department of Education for more
than 17 years, working in the areas of student support services, intervention and referral
services, health education, comprehensive prevention and intervention programs, and
services for students with at-risk issues and concerns. Mr. Vermeire holds a B.A. degree from
Edinboro University of PA and is currently the Program Coordinator of the Safe and Drug
Free Schools Unit for the New Jersey Department of Education.
Masonic Model Student Assistance Program …
4

NS/I is the sole provider of MMSAP which is a comprehensive prevention and intervention
services training that can be integrated into district-wide policy, programs and curriculum.
MMSAP enables K-12 schools to accurately assess their current strengths and shortcomings
so that they may actively build a plan for future development. Through the dynamic
interaction of MMSAP-trained Core Team members, elementary schools are able to reduce
the number of referrals to Special Education. This model addresses the needs of the entire
school community by creating the consistency needed for student achievement, safety and
success. MMSAP believes that the earlier struggling students are identified and provided with
the help they need, the likelier they will succeed in school and rise to their true potential.
Over the years as the concept of Student Assistance services has grown, MMSAP training
has evolved to respond to the increasing demands placed on educators. In the early 1980s
Student Assistance Programs were focused on drug and alcohol issues. The Masonic Model
Student Assistance Program was one of the first SAP models to expand to a broad-brush
mental health approach. MMSAP seeks to address all at-risk youth behaviors while staying
specific to the educational concerns of behavior, attendance, health and academics. Our
focus on involving parents has also helped our schools create successful interventions. We
train teams to involve parents early and often in the children’s behavioral action plans.
Although schools cannot fix families, we train educators to understand what families are
going through and how to support them and support their children.
Very few elementary-aged children are involved personally with drugs and alcohol yet there is
significant research that points to precursor behaviors at the elementary level. We focus on
an early intervention formula that enables K-12 educators not only to address behaviors, but
also to address the life skill deficiencies that are predictors of behavior we see in later
development. Our work in life skills development, character education, multiple intelligences
and social emotional learning has allowed us to train educators to develop specific life skills
intervention plans for all students from grades K-12.
Satisfying the social and emotional needs of students does more than prepare them to learn -
it actually increases their capacities for learning. Social and emotional learning has been
shown to increase mastery of subject material, motivation to learn, commitment to school,
and time devoted to schoolwork. It also improves attendance, graduation rates, and
prospects for constructive employment while at the same time reducing suspensions,
expulsions, and grade retention. (Hawkins et al., 1999; Maleckie & Elliott, 2002).
Our training model invites participants to experience a variety of practical life skill intervention
activities that are useful for classroom implementation. MMSAP instructs Core Teams
through a specific, step by step, guided process, how to formulate a written behavioral action
plan that identifies who is responsible for accomplishing established objectives within an
5

appropriate timeline. Each participant leaves a training session with concrete, practical
behavioral action plan that can be immediately implemented in the school.
The Masonic Model Student Assistance Program has touched the lives of thousands of
children and families across North America. Our program helps to increase attendance,
improve academic performance and graduation rates, decrease disrespectful behaviors, and
increase a family’s ability to access behavioral health services. We have seen children who
were lost in the darkness of addiction and have helped them to dream of finding their life’s
purpose. We have brought children back from the brink of suicide and into the adventure of
life. We have intervened with children and families whose lives were full of fear because of
bullying and violence. We have touched their sorrow and brought them respect.
It is not important what our bank account says, what type of house we live in or what kind of
car we drive. Our titles are only invitations to humility. What is essential is the difference we
make in the world. The difference we make in the lives of our children. The Masonic Model
Student Assistance Program makes a difference!
6

TUSD
Robison Magnet Elementary School
An International Baccalaureate World School
2745 E. 18th St.
Tucson, AZ 85716
520 232-7800
fax 520 232-7801
January 21, 2016
To Whom it May Concern,
It is with great pleasure that I am writing to express support for the Masonic Student
Assistance Program. I participated in the training along with a team of five teachers from
my school about 8 years ago. As a veteran teacher and principal, it is one of the best
trainings I have ever attended. The Masonic Training gave our school the opportunity to
revamp our procedures for reviewing and supporting students who are struggling socially,
behaviorally and academically.
After attending the training, our team began using the documentation and the meeting
framework to identify student strengths and then develop interventions to support
students. Over the next few years, almost every teacher on our staff attended the
masonic training. Each time a new group attended, they came back raving, and then others
were asking to go.
A phrase I learned in the training that has resonated all these years is, “It does us no
good to ‘admire the problem.’” Previously, this is what happened in our traditional “Child
Study” meetings. After the training, our meetings had structure and purpose. A few years
ago, our district began implementing MTSS (Multi-Tiered System of Supports). Our school
was at an advantage because we were already proficient at identifying student strengths
and using that as the basis for our interventions.
When I moved schools three years ago, I insisted on implementing the Masonic Training in
our Child Study process. We have been fortunate to have four members from my current
school attend, and hope the trainings will continue so we can expand our team. Many
students come to school with influences that don’t support their education, and the MSAP
is the best step toward helping children being successful.
Sincerely,
Julie Laird PhD
Principal,

To Whom it May Concern,
January 22, 2016
I can’t express enough how fortunate our school has been to have the opportunity to participate in the
Model Student Assistance Program (MSAP) 3 Day Workshop and Booster classes. As the facilitator of
our Child’s Assistance Team for 15 years at Twin Peaks Elementary, I can attest to the excellent quality
of this workshop. For 12 years I have sent teachers to this training in order to be a member of our school
based Child Assistance Team. With over 75% of our staff currently trained in this model, approximately
35 teachers, we are able to identify students quicker and provide specific interventions that help students
become more successful at school. Our teachers that attend this training come back enthusiastic and more
knowledgeable about how to help not just in their classrooms, but all students at our school. Before this
training and system our school’s team did not have the resources, the knowledge, or the skills to help
students at risk, this training gave us a clear focus and direction. Each year we are able to identify just
over 10% of our population that is at risk and intervene with a systematic approach that is effective and
specific for the student. Our school based team has become so successful using this model, training, and
resources that other schools in our district have come to watch us in action. This training is extremely
useful to anyone who works with children.
Thank you,
Monica F. Baden
Monica F. Baden, MA
5th Grade Teacher
National Board Certified Teacher
Child Assistance Team Facilitator
Twin Peaks Elementary School
Marana Unified School District
579-4750 ex 6437
January 22, 2016
Hi, Jerry,
Here is my testimonial:
I participated in the 3-day MSAP training and two 1-day boosters. I
can truthfully say that this was the best professional development I
have ever had, and I have a Ph.D. and have attended a multitude of
conferences and seminars. The asset-based model focuses on what the
student CAN do and gives the teacher that feedback, because a child in
trouble is too often perceived as a problem. The teachers found the
process very user-friendly and followed the strategies. Many students
improved and were allowed to be dismissed from the MSAP process. Also,
the SEL activities were among the best community builders I have used,
including the use of these with emotionally disabled students,
withdrawn students, and depressed students. The training days
themselves were engaging and very interactive. The presenters were
informative and humorous and listened to what we, as educators, wanted
to know.

I hope you win that grant! You guys are awesome.
Phyllis
Phyllis A. Cowman, Ph.D.
Learning Supports Coordinator
Tucson Unified School District
ARIZONA MASONIC FOUNDATION FOR CHILDREN
345 W. Monroe Phoenix, Arizona 85003
Mailing Address P.O. Box 32605 Tucson, Arizona 85751-2605
TESTIMONIALS
A “We have a student who would no longer be with us if it had not been for your devotion to
bring this outstanding intervention program to us. There is no way that we can thank you
enough.” Principal
A This is a huge value to schools, staff and students. I am touched by the informal feedback
and desire to take (embrace) this information to our school.” Principal
A “Thank you for sponsoring this program. I can tell this program has helped many, many
children. It will help many more children and generations to come.” Teacher
A “Thank you – Money well spent on people who can have a huge effect on hundreds of
children.” Teacher
A “Thank you so much for your commitment to helping change children’s lives. It has made
such a difference in my teaching and relationships with my students.” Teacher
A “Thank you so much for your commitment to children. I really appreciate this opportunity to
learn how to better accommodate and help/enhance the lives of our at-risk children.”
Teacher
A “Your commitment to helping at-risk-children has such far reaching results that you will never
know.” School Psychologist