ARIZONA MASONIC FOUNDATION FOR CHILDREN - TOHONO OODHAM 2017.PDF

Last updated: 05/02/2017
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 Tohono O’odham Nation
organization requesting the
grant?
Total grant amount request 36,000
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ARIZONA MASONIC FOUNDATION FOR CHILDREN
345 W. Monroe Phoenix, Arizona 85003
Mailing Address P.O. Box 32605 Tucson, Arizona 85751-2605
Request for proposals for the ARS 5-601-02 12% Gaming Distribution
Children At Risk Intervention
a) Explain the perceived need and explain how this proposal will address that need.
Whether the issues are related to physical and/or emotional health, safety, education, or
quality attention from a caring adult, statistics show in 2015, 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; 42nd 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 There were 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.
This past year, two 15 year old girls were shot and killed at a high school in Glendale AZ, in
what appears to be a murder/suicide - - if only their Elementary, Middle, and High School
had a team trained in our Children at Risk Intervention model? We are expecting an
increase in demand from the schools in the Glendale area as a result of this tragedy.
Recently 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 learning that what I believed and how I lived and how I parented was-- an invention
in my own mind. That 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.

While there is no known absolute head count for “At Risk Children”, review of 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: Children who are -- victims of abuse and neglect 8,708, in foster
care 10,883, adopted from foster care 2,275, grandparents raising grandchildren 64,023
Youth at Risk in Arizona: Averaged freshman high school graduation rate 77%, teens not in
school and unemployed 10%, juvenile arrests 37,596, children and teens in juvenile
residential facilities 1,488, 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
Provide three (3) Model Student Assistance Program (MSAP)/Children at Risk (CAR)
intervention trainings for two hundred and 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. 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 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.
“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)
b) Describe the population who will benefit from the proposal if approved.
At this time we have three Schools in Glendale awaiting training. With sixty (60) educators
already signed up for the next scheduled training this fall. We currently have a waiting list of
500+ individual educators across the state Funding will allow us to provide training to

schools, not only Glendale but also in Avondale, Goodyear, Laveen, Buckeye and Tollison
schools. (We just completed one training session in Apache Junction area and are working
on a second class in that area as well as one in the Gila River Indian Community Area.)
Number of people to be directly served by the project would consist of approximately two
hundred and forty (240) educators trained and approximately 1,920 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.
Since 2000 we have provided our Workshop to over 25 different Phoenix area school
districts and 80 different schools for over 800 educators – representing a positive change in
over 6000 at risk children’s lives. Most recently, our workshop was given by request to the
Apache Junction Unified School District. Prior to that we conducted our training for the East
Valley Institute of Technology (EVIT) in Mesa, which is one of the best resources Arizona's
students have to guarantee their success. EVIT programs are tuition-free to high school
students who live in 10 East Valley school districts – Mesa, Scottsdale, Fountain Hills,
Tempe, Apache Junction, Chandler, Gilbert, Higley, Queen Creek and J.O. Combs. In
addition to the teams from EVIT, teams from 2 other Phoenix Area Districts also attended.
Thanks to this experience at EVIT, these districts will now become aware of our program.
Also, in 2015 with the sponsorship and support of EVIT, we received Arizona DOE approval
of Professional Development for CTE Certification for our MSAP Student
Assistance/Children at Risk Intervention, 3-Day Workshop. Because of our previously
successful workshop for the Apache Junction Unified School District, we are currently
working on scheduling another Apache Junction training, as well as, other trainings currently
anticipated in the Phoenix area.
c) Include a budget of the requested funds.
Tohono O'odham/Children At Amount Amount In Kind Total budget
Risk Grant Project Budget for requested provided Expense
three classes from by Arizona
Tohono Masonic
O'odham Foundation
Contract Instructors $36,000.00 $0.00 $0.00 $36,000.00
Manuals $0.00 $1,600.00 $0.00 $1,600.00
Travel for Instructors $0.00 $2,000.00 $0.00 $2,000.00
Lunch and Refreshments $0.00 $1,500.00 $0.00 $1,500.00
Certificates $0.00 $30.00 $0.00 $30.00
Pencils/paper/tape/markers $0.00 $40.00 $0.00 $40.00
Plates/cups $0.00 $40.00 $0.00 $40.00
Total Budget $36,000.00 $5,210.00 $0.00 $41,210.00

d) List other funding requests that have been made for this or substantially related proposals
and provide the status of those requests.
We have submitted a $36,000 grant request to the Gila River Indian Community to fund
three classes in the Florence, San Tan, Apache Junction, Coolidge, Gila River and Casa
Grande area. Also a like grant request to the Ft McDowell Tribe. Selection pending on both.
e) Indicate whether the entity has already received a 12% distribution form the Tohono
O’odham Nation or other Arizona tribes, along with the amount and date awarded.
The following are amounts and years of previous grants. Tohono O’odham $24,000 - 2007;
Pascua Yaqui $12,677 - 2008; Gila River $76,000 - 2009, $36,000 - 2014, $36,000 – 2016.
f) Identify a designated contact person and alternate:
Henry Spomer, FundingChairmanj@foundation4children.org PH (520) 661-2021, 6360 N.
Orange Blossom Lane Tucson, AZ. 85741 Fax (520) 544-0012; Jerry Badinger,
President@foundation4children.org PH (520) 749-4307
g) Indicate which priority area (from the above list) the proposal falls under.
Educators learn to identify High Risk 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 overburdened 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.
h) If the proposal is from a non-profit organization, include the name of the city, town, or county
an agreement will be made with if funds are granted.
Maricopa County Government

Studies and Results
External Studies
• (U.S. Surgeon General Ringel & Sturn 2001). “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 …
• Hawkins et al., 1999 & Maleckie & Elliott, 2002 (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.)
• Dr. Carl Fertman – Univ. Of Pitt. Statistics For 3 Year Period - (66% -- Either
Stabilized Or Improved Their Attendance; 60% -- No Additional Suspensions;
20% -- 1 More Suspension; 65% -- Promoted Or Graduated High School)
• NEW JERSEY – 2000 Decrease >50% in Referrals
• Illinois –S.A.P. Evaluation – 2002
3500 Educators Participated In MMSAT
25,000 Referrals
71% Had An Action Plan Developed By S.A.T.
29% Referred To Community Agency
68% Showed Improvement In Area Of Referral
MULTIPLIER EFFECT – This study laid the ground work for the
determination that for each educator who has attended our 3 day workshop
and has been trained in the MSAP Model they affect the lives of 5 – 9 at
risk children the 1st year out of the class they attended.
Arizona Results
• Statically Arizona Data Shows:
90.9% Of Students Referred To MSAP Were Excepted Into The Program
47.69% Have Completed The Program While 52.3% And Were Still
Working Through Their Agreed Intervention Plan
Of Those Intervention Plans Being Closed - 88.7% Were Showing A
Positive Change,
Referrals Were For The Following Issues: Academic 49.2%, Behavioral
45%, Health 5%, Attendance 9%, And Multi Reasons 16%.

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 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.
…