Life Guide for America Parent Curriculum by Cheryl Rischer

A large and growing body of research supports the importance of the parent-‐child relationship and its impact on the healthy growth and development of the child (Bornstein, 2002a). In addition, evidence is growing that parent education can impact parents’ interactions with their children in ways that lead to better child outcomes (Brooks-‐Gunn & Mark-‐ man, 2005; Karoly, Kilburn, & Cannon, 2005; Knitzer & Lefkowitz, 2006; Powell, 2005; Thomas, 1996). Given evidence that participation in parent education can enhance parents’ interactions with their children, which, in turn, supports the child’s development in specific areas, a critical look needs to be given to the nature and quality of the way parent education is delivered including the content that is addressed in parent education delivery. If we are to expand the delivery of parent education to reach more parents in our communities, we need to be certain that we are doing so in the most effective ways possible based upon current research. The impetus for developing the Life Guide for America Parent Curriculum and the process for using it was strongly influenced by this growing emphasis on accountability in education promoted by public policymakers, other funders, and the general public. The parent education curriculum resources presented in this document are a brief sample of the Life Guide for America parent experience and adds standardization to the field and leads to a greater clarity of the overall role parents can play in the academic success of their child. The complete Life Guide for America Parent Experience includes programs, support services, and resources offered to parents and caregivers that are designed to support them or increase their capacity and confidence in raising healthy children. The Parent Curriculum is designed as a teaching tool for prevention and intervention to support the Life Guide for America student component, which guides youth in envisioning a ‘productive life’. The Life Guide for America, parent education component has helped to equip parents with knowledge, information and strategies that allow for improvement. The Life Guide for parents consists of an ongoing series of short sessions, that are led by “Life Guides” who are professional counselors, financial experts, licensed practitioners, industry professionals, community leaders and educators who have been trained to address a number of concerns and life issues parents and guardians of DISD students may face. Each 50 -‐90 minute session is designed to offer a number of practical tips to increase the quality of life of today’s families while improving opportunities for success. The goals of parent education as described by the National Parenting Education Network (2011) are to strengthen families by providing relevant, effective education and support and to encourage an optimal environment for the healthy growth and development of parents and children. For that reason, the Life Guide Curriculum considers the 40 Developmental Assets as identified by the Search Institute as the building blocks of healthy development that help young people and families grow up healthy, caring and responsible and is supported by the belief that parents support their children’s development when they too are supported, informed and empowered.

Each Life Guide for America module contains four levels of information: 1. Domains: v Parent Development v Parent-‐Child Relationships v Adolescent Development v Family Development v Culture and Community 2. Components: Areas of content within each domain 3. Categories: Units of more specific learning content within each component 4. Indicators: Long-‐term learning goals in each category for parents participating in parent education. Each indicator has the stem “Parents support their children’s development when they...” followed by a specific indicator.

Example: Parent Development (Domain) Role of Parent (Component) Parents support their children’s development when they: Transition to Role (Category) 1. Accept and successfully transition to their role as parent(s) of teens/preschoolers, etc. parents. (Indicator) 2. Accept and adapt to their role as divorced parents, single parents, stepparents, or grandparents or others raising their children. (Indicator) The Life Guide for America Advisory Board and Life Guides include: v Robert Pitre, Chairman, President and CEO v Dr. Cedrick Smith, M.D. v Reginald Gates, M.A. v Kevin S. Wiley, Sr., J.D. v Levi Williams, M.A. v Travis Wortham, M.S. v Joe Powell, LCDC,CAS

Additional information included.

Module: Raising Productive Kids While Living on the Brown Side How to help your child when their environment hurts. After exploring and identifying causative factors that contribute to life on the brown SAMPLE side, parents are guided through a series of questions and problem MODULE solving techniques. This session deals specifically with Boundaries & Expectations, which are classified as External Assets: 1 DOMAIN: Parent Development, Culture and Community COMPONENT: “Parents support their children’s development when they limit the exposure and impact of negative environmental influences”. CATEGORY: Role of Parent-‐ 1) Identify and recognize factors that negatively influence family success and student achievement. 2) Accept and adapt to the role as parent as advocate. (Indicators) Research-‐based -‐ Indicators are consistent with the latest research in parent development, parent-‐child relationships, family development, and culture and community. Potential activities include: § § § § § § § § § § § § §

Discussion led by Life Guide to help parents discuss benefits and difficulties of established school/neighborhood boundaries. Identify behaviors that are characteristic and causative to brown side living and identify those that cause difficulty for their family. Participants will participate in a Q&A about boundaries. Discuss family expectations and complete activity to identify how the family will work within established boundaries Determine milestones for success Set progress goals: Parents will practice establishing goals and will monitor progress. View/discuss video scenarios of family boundaries. Discuss behaviors that are characteristic and causative to brown side living and identify those that are persistent in their family setting. Participants will complete a brief evaluation to help determine their personal boundary/expectation ‘rating’. Discuss family expectations and complete activity to assist with establishing goals. Complete exercise and activities to assist parents in establishing family boundaries and reasonable guidelines for behavior. Determine how successful implementation looks. Setting goals.

SAMPLE MODULE 2

This module is directed at educational efforts that attempt to enhance or facilitate parent behaviors that will influence positive developmental outcomes in their children (Smith, Perou, & Lesesne, 2002) Small Group=Large Support

SAMPLE' This is a cMODULE'' ollaborative opportunity for parents to meet in small group settings to plan for success and problem solve. The group is designed to be a support to parents who are often faced with questions and 2' challenges with no available resources. This session may also include phone support and ongoing ! effectively with a small group (similar to a family unit) to encourage discussion about how to work ! parental involvement in their child’s education to yield optimal results. Small groups are facilitated by “Life Guides” allowing participants to set goals and monitor success with dedicated support. This session deals specifically with establishing a Positive Identity, which is classified as Internal Assets. DOMAIN: Parent Development, Culture and Community COMPONENT: “Parents support their children’s development when they too are supported and aware of available resources. CATEGORY: Support Networks/Community Involvement-‐ 1) Become educated about a number of resources available for families and 2) Learn behaviors of cooperative groups and family units. INDICATORS: Role of Parent: To access available resources and improve family dynamics. This module includes working with families in smaller groups and is designed to work intimately with parents on issues of identified concern based on the premise that parents have influence over what happens in the life of their child. Example of group topics/activities include: v Finance: Parents who need assistance with establishing and committing to a family budget. v Planning and Decision Making: Parents receive assistance through guided practice with the process of planning and deciding family activities, boundaries and expectations. v Family Resources: A group of outside agencies, school personnel and family friendly supporters present, options, resources and services available for families. v Strategies for Success: Many families are doing all right, but would like to know what to do to take it to the next level. Participants will complete activities that include Affirmations for Radical Success that helps parents to identify and recognize failure patterns and adopt different patterns for success. If requested, a hotline can be established for campus/district parents to call with questions and receive support. (This option is available for 30 days after session occurs.)

SAMPLE MODULE 3

How to get your child to get up and go to school Simple ways to ensure your child gets up and goes to school and the resources a parent can use that can help to make it happen.

SAMPLE' DOMAIN: Family Development, Parent Development MODULE'' COMPONENT: “Parents support their children’s development when they provide guidance and 2' structure. CATEGORY: Guidance: Monitoring, management and providing necessary structure. INDICATORS: 1) Parents establish expectations, rules for accountability 2) Establish process for implementation.

Discuss Article: Organizing Your Home for Success By Jay Davidson I was intrigued to discover that there is a relationship between a clean, well-organized home and the educational and financial success of the children who grew up there. In a study done by three university sociologists, the findings were that children completed more schooling (13.6 years compared to 12) and earned a higher salary ($14.70 per hour compared to $12.60) in clean and well-organized homes than in “not very clean to dirty” homes. One long-term benefit of having an orderly home is that children learn this while they are growing up and under their parents’ influence. It’s a skill that can be applied as they move on to their teenage years during high school and then make the transitions to college and, ultimately, their own homes, whether they live alone, with friends, or with their own families. Underlying our culture is a mentality concerning the collection and retention of material possessions. Because many of us either lived through or are children of people who lived through the Great Depression, we have been schooled in the practice of stockpiling possessions, and, in many cases, retaining items whether or not they are useful or necessary. With this in mind, what are concerned parents to do? After all, families have so much to organize, as every member of the family has both visible and non-visible aspects of their lives to be organized. The visible objects may be easier to deal with, simply because they are visible; these are clothing, work/school supplies, hobbies, toys, and food. But that is not all! Each member of the family also has responsibilities, relationships both inside and outside of the home, and limitations on their time and skills. Mix these variables together, and you have the equivalent of a juggling act that takes many years of practice to keep moving smoothly. The study, “As Ye Sweep, So Shall Ye Reap,” was written by Jeanne Brooks-Gunn (Columbia University), Greg Duncan (Northwestern University) and Rachel Dunifon (University of Michigan). It was published in the May 2001 issue of the American Economic Review. The first step to take when you want to get your family organized for success is to purge what is no longer useful. Things that you are not using are in the way! These items form a barrier between your family members and their successful lives. Many children have too many possessions crammed into their closets, drawers, and all over their rooms. Time spent working with the family to weed out unwanted and unneeded excess in their rooms is productive. Your children probably have more books, clothing, and toys than they need or want, so help them to sort through it all. Continued

RO B ERT J. PITRE

(“Robert to his many friends and business associates alike) is a true story of the American dream. A native of Beaumont, Texas Robert is a self-‐taught, self-‐made millionaire who has become a successful entrepreneur developer, Inventor, community activist and youth advocate by self-‐help and individual initiative. His story is one that can only happen in America, where opportunity abounds for those who commit themselves to a path of excellence and demanding the best from themselves and those around them. Robert’s father died when he was just five years of age, leaving his mother Beatrice Pitre to raise him and his brother Presley and sister Mary. Beatrice, although she had few material possessions to share with her son, left him with spiritual and personal gifts that are valuable beyond measurement: (i) a good heart; (ii) a jovial outgoing personality along the lines of the great American humorist, Will Rodgers—Robert has truly never met a man he did not like; and (iii) a strong sense of religious purpose to serve and improve himself and his community with simple hard work, perseverance, and integrity. His savvy business ethics, influence and guidance have created hundreds jobs for many residents of Dallas County.

Our Life Guides are professional counselors, financial experts, licensed practitioners, industry professionals, community leaders and educators who have been trained to address a number of concerns and life issues parents and guardians of today’s students may face.

36 years ago, his fantastic journey began. In the middle of a depressed, urban ghetto in South Dallas, Robert bought a used Ford LTD for $272, parked it in a decrepit lot, and with $28 as operating capital, he opened for business. The car sold in about two days later for $592. So Robert bought two more cars. It was from this modest beginning the successful auto dealership known today as Pitre Auto was born. Another giant step for Robert was when he and his wife, Pennie, bought the sprawling Skyline Ranch with a view of the Dallas skyline. At the time of the purchase, the ranch had fallen on bad times, had been foreclosed upon by its lenders, and was held in REO portfolio. The ranch house was totally dilapidated and vandalized, the property unkempt, and streets and services neglected. Any other person would have been daunted by the challenge. Not Robert. Robert marshaled the down payment, selling assets and using his life savings, and did most of the work on rehabilitation of the ranch, improvements and grounds, himself and with friends with no prior experience in either construction or landscaping. He forced the City of Dallas to fix the infrastructure, improving streets, sewers, and other essential services. Today, the multimillion dollar Skyline Ranch plays host to conventions, family reunions, school functions and church retreats, and Robert is one of the largest landowners in the City of Dallas with 121 plus acres Robert is now focusing on “Life Guide for America” which is a prevention and intervention mentoring program for at-‐ risk youth and adults. The Life Guide Map he created is the classic example of life choices. Robert Pitre is committed to saving lives of our youth and adults; his goal is for every home in America to have a Life guide Map regardless of race creed or color. And when Robert puts his mind to any problem, it gets solved. Thus, do not bet on the side of the academics and intellectuals who claim that the American dream is lost, families are disorganized and broken, and children have a dimmer future than previous generations. You simply have not met Robert!

TRAVIS WORTHAM, JR. Professional Career Objective To use my skills, talents, and experience to enhance the development of people, systems and organizations to a level that results in effective change that positively impacts youth, families, and our communities. Summary of Qualifications v Consistent history of managing/attaining outstanding audits/monitors in all areas v Over 28 years of supervisory, management and administrative services by operating facilities for aggressive, violent and emotionally disturbed youth v 30+ years working with TYC v Over 30 years of community relations experience working with a variety of corporations, v Organizations, community groups and families v Over 20 years of effective work in cultural diversity, mediation and conflict resolution v Effective oral and written communicator v Facilitator on Racial Reconciliation v Lecturer, trainer, counselor, speaker, administrator, advisor, consultant

Special Training: CPR/First Aid Individual and Group Counseling Managing Managers Cultural Diversity Personnel Management Fundraising Drug Counseling Gang Intervention Budgeting Family Systems Psychological & Clinical Disorders Self Defense Interpersonal Skills Public Speaking Leadership Development Supervisory Strategies Aggression De-‐escalation Stress Identification, Management & Reduction Aggression De-‐escalation Techniques Effective Communication Styles Handle with Care+Therapeutic Crisis Intervention Strategies Gang Prevention, Intervention, Mediation & Program Design Education Bachelors of Arts, Political Science, Bishop College, 1975 Masters of Science, Counseling, Texas A & M University-‐Commerce, 1997

TRAVIS WORTHAM, JR. Continued

Experience Texas Youth Commission Job Title: Superintendent 1985 to Present v Manage 25 TYC staff, 1 DISD teacher, 4 GED tutors v Hire, select, train, direct, develop and evaluate staff, and ensure all is completed on time v Manage and train staff on policies & procedures received highest monitoring/auditing scores consistently for many years in education, including special education program operations, safety, health, food services compliance, fiscal, etc. v Managed compliance for American Corrections Association accreditation, and received some of the highest scores for several years history of securing staff for years, and yet ensuring accountability v Manage and discipline staff to ensure compliance with policy and procedures v Chief Local Administrator of the Youth Complaint System v Monitor and manage treatment, education, medical, fiscal programs v Oversee $1,000,000 budget annually, and remain within budgetary compliance v Manage and develop many community relations contacts and a milieu of networking services v Developed and manage a Family Workshop held monthly for over 25 years v Developed the first Victim’s Empathy Outreach Effort, over 20 years ago v Oversee, supervise and manage all treatment programs v Review and approve all youth admission and placement decisions v Counsel with youth and intervene in crisis situations v Investigate parent/guardian, volunteer and youth complaints, and take corrective actions v Prepare weekly, monthly, quarterly, and annual reports within required time frames v Review and approve staff scheduling, and ensure appropriate staff/student ratio v On call 24 hours a day/7 days a week v Make hospital runs in emergency situations with youth v Develop Corrective Action Plans v Assist in physical restraint of youth when necessary v Manage/oversee the development of community service opportunities for our youth v Assist youth and staff as guest speaker in the community to aid in prevention/education v Manage the compliance of CoNEXtions and cognitive skills programs of the agency v Manage compliance and report Serious Incidents and Alleged Mistreatment per policy v Maintain compliance & monitor processing of all incident reports and grievances v Review and approve staff scheduling, and ensure appropriate staff/student ratio v On call 24 hours a day/7 days a week v Make hospital runs in emergency situations with youth v Develop Corrective Action Plans v Assist in physical restraint of youth when necessary v Manage/oversee the development of community service opportunities for our youth v Assist youth and staff as guest speaker in the community to aid in prevention/education v Manage the compliance of CoNEXtions and cognitive skills programs of the agency v Manage compliance and report Serious Incidents and Alleged Mistreatment per policy v Maintain compliance & monitor processing of all incident reports and grievances

JO E PO W ELL Joe Powell is in long term recovery with twenty three year’s free of alcohol and other drugs. Because of long term recovery, Mr. Powell is a licensed Chemical Dependency Counselor who has treated and served individuals with addictions and co-‐occurring mental illness and substance use problems for 18 years in Dallas, TX. Joe currently works as Executive Director for the (APAA) Association of Persons Affected by Addiction, an organization for people seeking or in Recovery, family members and allies. In 1998, APAA was one of the first SAMHSA/CSAT federal funded Peer to Peer Recovery Community Support Projects. APAA recently made history by signing the first addiction recovery contract with the manage care company Value Options for Peer to Peer recovery support services. Mr. Powell started the first African American NAMI (National Alliance for Mental Illness) in Dallas in 1998. He recently sat on the following Board of Directors; Texas Recovers, National Faces and Voices of Recovery, National and Regional Addiction Technology Transfer Center Advisory, The (NLC) National Leadership Council for Behavioral Health for African Americans, Mental Health America (MHA)Texas and the National Alliance for Multicultural Behavioral Health Association, Addiction Technology Transfer Center Regional and National Advisory Board, SAMHSA/CSAT Recovery Month Planning Partners and a National Council on Alcohol and Drug Dependence (NCADD) affiliate. He has also participated in several SAMHA (federal agency) initiatives, including Co-‐occurring Substance Use and Mental Illness Report to Congress, SAMHSA/CMHS/Dallas County Transformation of the Mental Health System and the Texas Recovery Initiative. In addition, he serves on the Social Work/Substance Abuse advisory board for Eastfield College in Dallas, TX. He is originally from Harlem N.Y.C., from a family of seven brothers and one sister. All eight siblings suffered from addictions and 5 have severe mental illness. Mr. Powell has been married for 22 years to his wife, Sylvia Kemp-‐Powell, (Lieutenant Colonel in the U.S. Army) and has two sons, Max (23) and Tery (19).

C EDRIC K S M IT H, M . D. Dr. Smith has practiced occupational and urgent care medicine with Concentra Medical Centers since 2001. Dr. Smith is currently the Center Medical Director at the Post Oak location in Houston, Texas. Additionally, Dr. Smith currently is part owner and Chief Medical Officer of an up-‐start company Real Time Medicine, LLC; a full service telemedicine/telehealth company focusing on pre-‐urgent care needs of its clientele. Dr. Smith is highly respected in medical circles for his innovations in providing efficient and cost-‐effective healthcare and for unique implementation of customer service initiatives. He is the creator of a sales initiative called “All eyes/All ears” and has recently been inducted into the Concentra Medical Centers “Customer Service Hall of Fame”. He has received an award of excellence from Texas Mutual Insurance Company for excellence in treating injured workers. Additionally, Dr. Smith has many passions and is a writer “by night” and was formerly the managing editor of UZURI – an African inspired fashion magazine and co-‐writer of the locally published and nationally popular book I Can’t Afford To Marry You! A Guide To Understanding The True Cost Of Love with Author Marilyn “The Money Lady” Logan – he is an ardent advocate of financial health and literacy and is a principal partner with Marilyn Logan Enterprises, LLC. Dr. Smith received his undergraduate degree from Hampton University in Biology. Dr. Smith received a four-‐year golf scholarship to Hampton University where he was a four-‐year letterman, four-‐time MVP, a two-‐time NMJGA all-‐ American and voted Hampton University ‘male athlete of the year’ in 1992. Other awards of note during his college career include being name to the NCAA Division II Golf/Academic All-‐America team as well as being selected as a Howard Creel Fellowship recipient by the United States Golf Association. In the spirit of giving back to the game of golf, Dr. Smith served as a board member on the Leonard Jones Junior Golf Foundation from 2004-‐2005. Dr. Smith received his medical degree from University of Texas Medical Branch-‐Galveston in 1997. While in medical school, Dr. Smith quickly distinguished himself as a leader serving as President of the Student National Medical Association-‐Galveston chapter, a member of the UTMB admissions committee and served as Chairman of the National Student Research Forum. Furthermore, he was the keynote speaker at the 1993 ‘Health Occupation Students of America’ state convention. Dr. Smith has also been a national presenter at medical conferences across the country covering topics on how to better connect with patients to achieve better compliance and the role of the physician in customer service execution. Dr. Smith is currently a member of the Houston Medical Forum a donor to the Ensemble Theatre – Houston and enjoys reading, golfing, volunteering and writing financial literacy articles.

REG IN ALD G AT ES Mr. Gates describes himself as an advocate. Whether to ensure educational opportunity or economic opportunity for those historically unreached or underserved, he has spent his entire professional life promoting education and campaigning for the economic inclusion of African American owned businesses and legacy African American communities in the growth, enhancement, and sustenance enjoyed by the larger communities of which they are a part. After spending the last 20-‐plus years heading first the Fort Worth Black Chamber of Commerce and then the Dallas Black Chamber of Commerce, the oldest and largest black chamber in the country, Gates in June 2010 formally returned his advocacy focus to education as Vice-‐Chancellor of Communications and External Affairs for the Tarrant County Community College District where he is again working to connect those most in need to a college education. Immediately following graduation in 1980 from Bishop College, Gates became the college's youngest administrator, serving first as Director of Campus Housing before being tapped to join the president's cabinet as Director of Alumni Affairs, the youngest ever cabinet-‐level administrator for Bishop College. It was during his tenure as Alumni Affairs Director that Gates began his relationship with the United Negro College Fund. Roughly three months each year, Gates served as a loaned executive to the North Texas/Oklahoma regional office of UNCF to assist with its fundraising efforts. In 1983, Gates joined UNCF as its Project Manager for its Dallas, Fort Worth and Oklahoma telethon campaigns. In 1987, Gates’ accepted an invitation to join the Dallas County Community College District staff as a senior account executive at the District's Business and Professional Institute. While in that post, Gates broadened DCCCD's standing in the Dallas business community through training programs for major corporations. Gates identified individual business needs and then customized training programs to meet those needs.

KEVIN S. WILEY, SR. EDUCATION v 1966-‐1970 St. Mary’s University, San Antonio, Texas. B.A., Cum Laude. v 1970-‐1972 Trinity University, San Antonio, Texas, M.S. in Urban Studies. v 1972-‐1975 Harvard University, Cambridge, MA. J.D. TEACHING EXPERIENCE v 1975-‐1981 Adjunct Professor of Urban Studies, Trinity University, San Antonio, Texas. v 1994-‐ Adjunct Professor of Contract Law, Real Estate Law, El Centro College, Dallas, Texas v 1999-‐01 Adjunct Professor, International Business and Marketing, Brookhaven College, Dallas, Texas. v Adjunct Professor, Graduate School of Management, University of Dallas. v Adjunct Professor, Entrepreneurial Studies, El Centro College, Dallas, Texas MAJOR BUSINESS PROJECTS PROVIDING ADDITIONAL BASE FOR INSTRUCTION  2000 Directed Merger of Pro-‐Line Corporation with ethnic divisions of Alberto-‐Culver, Inc. (“NYSE:ACV”) into Pro-‐Line International, Inc. as the survivor ($75 million transaction). Pro-‐Line International, Inc. is now a wholly owned subsidiary of Alberto-‐Culver, Inc. and the second largest concern in ethnic health and beauty aids in the world.  2001 Directed Confidential Memorandum under Rule 144A for private placement of $25 million in capital for J.M. Products, Inc. to acquire Johnson Product Company brands divested pursuant to Hart-‐Scott-‐Rodino from Loreal, S.A. Investment placed with ICV Capital Management, Inc. ($20 million transaction with firm commitment but J.M. lost auction bid to higher bidder, Wella Mfg.)  2002-‐ 2004 Directed Confidential Memorandum under Rule 144A for private placement of $20 million in capital for Heritage Networks. (Closed $10 million tranche with First National Bank, Louisiana).  2007 Authored Valuation Report on 500 Shares of Common Stock of J.M. Products, Inc. and Consolidated Subsidiaries as of November 30, 2005, prepared for the Department of Treasury, IRS ($35 million in gross sales) IRS accepted report as basis for valuation for estate tax calculation by formal advice in 2006. Report included detailed industry analysis, ratio analysis, and comparable, and weighted valuation result.  2007 Directed sale of J.M. Products South Africa (Pty) Ltd. In a transaction valued at $2.75 million  2008-‐ Participated as an active member of management team in proposed acquisition of two ethnic HBA target companies, Colomer MCG with sales, circa $58 million; Johnson Products, Inc. with sales circa $23 million. Successfully closed acquisition of Johnson Products to become Director, Global Business Development, Johnson Products Company, Inc., 2008-‐2011.  2011-‐ Resigned from Johnson Products to start management consultant company, Southwest Management. Clients include High Time Products, Inc., #1 manufacturer of men’s ethnic HBA shaving products. PUBLICATIONS  Wiley, Kevin S. “Low Income Housing Allowances in the United States” (Master’s Thesis at Trinity University for the M.S. in Urban Studies. 1976)  Wiley, Kevin S. “Urban Land Use and Low Income Housing Policy in the Department of Housing and Urban Development” (Third Year Paper Presented to the Faculty of the Harvard Law School. 1975)

LEV I W ILLIAMS EDUCATION  Master of Arts in Human Development and Community Affairs  American International College, Springfield, Massachusetts (May 1977)

 Bachelor of Arts in Physical Education  Bishop College, Dallas, Texas (May 1973)  LICENSURE/CERTIFICATIONS  Licensed Professional Counselor (LPC) -‐ #619  Licensed Chemical Dependency Counselor (LCDC) -‐ #1844  Certified Criminal Justice Specialist (CCJS) -‐ #13052 PROFESSIONAL EXPERIENCE  Manager, Community Affairs, Dallas Police Department  (August 1987 to present):  Active liaison responsible for maintaining the vital communications link between various community minority organizations and the Police Department. Supervises a variety of sworn and non-‐sworn employees in the furtherance of fostering and improving good race relations, both internal and external, to the Police Department Serves as a contact person to improve the communications and ability of the Department to respond to community concerns about police services.  I was involved in the development of the Dallas Police Department’s First Offender Program since its conception in 1974 and I served as its Director for six years. The First Offender Program is now a nationally known program with an 80% success rate on keeping juvenile first offenders from coming into further contact with the law.  I was selected as the first Non-‐Sworn Employee of the Year, received a Certificate of Merit in 1984 and the 1990 Catalyst Award from the Greater Dallas Community Relations Commission. I formerly served on the Governor’s Juvenile Justice Advisory Board Subcommittee on Minorities in the Juvenile Justice System.  As Manager of the Office of Community Affairs and Employee Communications, I developed the Asian American Unit. The Unit is comprised of six Asian American employees. Their mission is to improve communications between the Police Department and the Asian community.  Levi Williams also a co-‐authored of two books, a Drug Education Workbook for Youth, and A Positive Steps Approach: A Parent’s Guide To Teaching Youth To Be Responsible For Today!

CHERYL RISCHER

EDUCATIONAL CONSULTANT Professional development, consulting and training for parents, teachers, administrators and central office staff in Early

Childhood through 12th grade environments. Consultant, 10/2007 to Present

Provide training and technical assistance in TEKS, instructional strategies, research-based best practices, curriculum development and integration as they relate to overall school improvement.

Selected Highlights: • Coach teaching, administration and central office staff. • Provide effective communication to assist in integrating all involved parties in efforts to improve student achievement. • Design and implement curriculum aligned with state standards • Assist schools in developing solutions and strategies for problems, which arise in development or implementation of curriculum, improvement planning, or curriculum alignment. • Offer trainings on capacity-building skills and the creation of internal processes to sustain improvement. LANCASTER INDEPENDENT SCHOOL DISTRICT A school district south of Dallas with over 6,000 students. Public Information Officer, 6/2010 to 11/2011

Primary responsibility included the strategic development and implementation, of strategies and activities designed to improve the public’s overall perception of the school district.

Selected Highlights: • Provide guidance including talking points and training, to principals, district administrators and other employees in the management of media issues, including crisis situations. • Develop a district wide public and media relations campaign that conveyed district initiatives, highlights, ongoing information and progress to the public and district stakeholders. • Use qualitative and quantitative data collection and analysis to track district progress and disseminate the data as needed. • Develop and design Superintendent’s formative evaluation report, presentations and all written and spoken communication. FREDERICK DOUGLASS ACADEMY Private school educating children 3 months - 5th grade Executive Director, 10/2007 to 6/2010

Primary responsibility includes the strategic development, implementation, and management of all aspects of school performance and operations. Selected Highlights: • Provide leadership by implementing programs, policies, and school goals, objectives and philosophy with staff, students and community. • Responsible for the daily operation of the school by ensuring school’s compliance with minimum standards. • Responsible for staffing, budget, student success, community relations, program development and operations and space utilization. • Work collaboratively with the Board, businesses, community groups, school personnel and church leadership to develop a strategic vision and implementation plan in accordance with the church’s vision. REGION 10 ESC The Educational Service Center for the 82 school districts in the region. Educational Consultant II, 8/2006 to 10/2007

CHERYL RISCHER

Continued

Provide training and technical assistance in TEKS, program models, research-based best practices, curriculum development and integration as they relate to school improvement. Selected Highlights: • Provide information and training to districts relative to data analysis for school improvement efforts. • Identify student learning and teacher development program needs. • Consult with local districts on the development and implementation of learning supports. • Consult regularly with local district administrative teams regarding school improvement. • Assist local districts with School Improvement site visits • Assist schools with accountability requirements. EL CENTRO COLLEGE A Dallas County Community College. Director of Teacher Preparation, 8/2003 to 8/2006 Coordinate and integrate services provided for students seeking an Associate of Arts degree in teacher education. Selected Highlights: • Responsible for managing all facets of the Urban Education Program. • Design and implement a program evaluation system and assist with curriculum design and development. • Maintain and monitor current articulation agreements and initiate new articulation negotiations. • Develop new retention strategies. • Hire train and supervise a staff of adjunct professors. THE BROWN SCHOOLS A Charter School educating over 3000 youth ages 10-18. Director of Education, 1/2002 to 8/2003 Responsible for overseeing the performance of all instructional duties through appropriate preparation of all teachers and campus administrators. Selected Highlights: • Provide leadership and direction to 8 campuses across Dallas County. • Responsible for the implementation of a comprehensive educational program for at-risk youth. • Responsible for implementing a system of evaluations to ensure the consistency and continuity in services provided. • Responsible for writing and executing continuous improvement plans, and addressing any anomalies in achievement, procedures, or existing processes. DALLAS INDEPENDENT SCHOOL DISTRICT The 2nd largest school district in Texas with over 160,000 students. Assistant Principal, 7/1998 to 7/1999 Selected Highlights: • Assist in the administration and evaluation of school-based programs, including staffing and placement of students into special programs. • Assist in the administration of curriculum, goals and objectives of school, state and federal regulations.

Bachelors of Science Major: Education | Minor: Communications BAYLOR UNIVERSITY– Waco, TX

Masters of Educational Administration UNIVERSITY OF TEXAS – Austin, TX

COST

Parent Education Seminar Rates (Estimated) 1-‐hour =$500.00 2-‐hour = $1,000.00 4-‐hour = $1,500.00

The fees shown above are standard fees for a one, two and four-‐hour presentation. Please note fees can vary based upon the length of presentation, location of event and number of participants. A discount is available for multiple dates. Any necessary travel, accommodations and incidental expenses are additional costs above the standard seminar rates. Fees quoted are good for 14 days only and are subject to change. Deposit & Cancellation Policy: A deposit of 50% of the fee is required upon confirmation of the booking. The remaining 50% of the agreed fee will be required no later than 24 hours prior to the event. In the event of program cancellation, Life Guide for America will re-‐book the program on a mutually convenient date with no penalty if the program is rescheduled within 60 days of the original date. If the program is canceled and not rescheduled, the initial deposit will be considered full and complete payment. A completed and signed contract is required to secure dates. Payment must be received within 14 days in order to secure the selected date(s). The date will remain open until the signed contract and deposit are returned. For questions or more information:

Robert Pitre LIFE GUIDE FOR AMERICA 1801 WHEATLAND ROAD, DALLAS, TEXAS 75241-‐6504 469.576.5222 pitrev@hotmail.com Cheryl Rischer EDUCATIONAL CONSULTANT/LIFE GUIDE 972.748.7535