One of target school's reading centers was in jeopardy of dissolving. Volunteered to add program management at Woodcrest Elementary to current assignment of two other schools. Kept program operating at Woodcrest site. Woodcrest School operated Saturday mornings, time least susceptible to neighborhood disruptions. Parents and students were not familiar with Sylvan, but they still desired to participate in reading program. Attendance was complicated by conflicting daily schedules and even 'lock-downs' (where school is physically locked up because of off-campus gang-related events).

Collaborated with staff and became familiar with main-office operations of each school. Developed proactive, working relationship with each administrative assistant and support staff member. Directed after-school and Saturday morning reading center operation hours, supervised teachers, advised parents, and evaluated students at each of three schools.

Sylvan reading program raised students' reading grade-level after prescribed amount of comprehension, vocabulary interactive exercises, and motivational rewards. All three reading centers achieved this goal for more than 90% of students participating throughout school year. Sylvan demonstrated how effectively defined pedagogy helped students improve reading comprehension skills. Within one year, assigned schools demonstrated reading skills improvement by one full grade-level equivalent in 36 hours of instruction. Teachers who participated raised monthly salaries by as much as 45%.

Students in College of Allied Health, Charles R. Drew University of Medicine and Science needed financial aid applications processed. Without financial aid, students could not continue and college would suffer reduction in student population and in fee revenue, estimated at $450K for 30 students. Financial aid coordinator for college had resigned. Assumed role as Director of Student Services and, in absence of financial aid official, developed means for students to have aid packages approved and disbursed, while meeting difficult deadline.

Thought "outside the box" by asking two financial officers, former colleagues from UCLA, to assist in processing of applications for 25 students. This request was based on previous working relationships while at UCLA.

Ensured receipt of nearly $450K in annual fee revenue and retained 30 students, each of whom was declared eligible for aid packages of between $10K and $15K per school year. Students moved forward with professional and academic degree programs in Allied Health.

Counseling Services Unit needed performance evaluations completed on nine counselors in academic advancement program. Was newly-appointed director and evaluations were overdue. Some counselors expressed concern over evaluations as many had acted as advocates for “first-generation students” and were not comfortable being personally evaluated. Counselors had not been evaluated annually.

Met with individuals privately and explained that it was in best interest for future promotions and possible salary adjustments to demonstrate cooperation and proceed with administrative necessity of evaluations.

By the end of 12-month period, completed each performance evaluation. Determined professional strengths and areas of need for staff members. This set stage for identification of short- and long-term professional development objectives that would benefit Counseling Services Unit, as well as entire academic advancement program. Seventy percent of staff remains in place after 15 years.

Responsible for coordinating first annual university summer college orientation program. Entering students needed to know how to use all academic and personal resources at university. Program had never been done before, and was especially important in that it involved scholarship athletes and other specially-admitted students.

Chaired cross-departmental planning committee including student affairs, financial aid, testing bureau, writing program, athletic department, and housing department. Used resources and staff of learning center to coordinate inaugural project. Took responsibility for budgeting, contracting, curriculum, and scheduling.

Twenty students from economically- and ethnically-diverse backgrounds successfully completed comprehensive orientation designed to promote success at USC. With estimated cost of $100 per hour to attend USC at the time, investment of orientation program demonstrated real benefits.

Fremont High School needed and wanted to challenge and enrich some students. The Congressional Award, a 501(c) (3) IRS-designated tax-exempt organization, is about challenge. Volunteered to implement Congressional Award program at Fremont High School, with student population of 5,000. With 100% minority student population, including 92% Hispanic and 8% African American students, participation in such enrichment programs is considered a luxury, and creates difficulty in meeting recruitment goals.

Dedication and passion surrounding enrichment programs led to voluntary launch of new program which was not widely understood in large, urban high schools. Urged leadership class sponsor and career development office to help publicize program to student body, teachers, and parents who might be receptive and interested. Used flyers, memos, videotapes, and in-class and faculty presentations to publicize public/private partnership created by U.S. Congress to promote and recognize achievement.

Five 11th grade students showed initial interest, proving there was interest in student body. Following understanding of award requirements, students felt that too much time was required. By introducing important public/private partnership to high school, built campus-wide awareness and great potential for further program development. Program is now better understood and is operating as part of Title-I "Beyond the Bell" initiative.

Too many 9th grade students were at great risk of dropping out of school because of unknown expectations. Fifty percent of 9th grade classes do not complete high school requirements and graduate. Some national sources report that one out of three high school students are at high risk of dropping out of school. Students needed to be informed about how Fremont High School operates and how to increase opportunity for academic success.

Fremont High School, with student population of 5,000, had not developed an orientation program for students and parents. Fremont is one of largest urban public schools in the city, if not the world. Some long-term staff did not appreciate prospect of additional work.

Sold idea of comprehensive orientation for 9th graders to assistant principal and counseling services personnel. Comprehensive orientation would require additional work on part of several school officials. Ninth graders would increase chances of graduation from high school with thorough orientation to new school. Orientation project, a four-hour Saturday morning orientation program, was approved and scheduled.

Graduation rates improved by 5% during five-year tenure at Fremont High School. New students knew better what was expected both academically and behaviorally. Entering students understood how high school operated. Principal, staff, and teachers were appreciative. Parents demonstrated stronger ownership of neighborhood campus through contact with counselors at school.

Had been teaching two classes per semester and wanted to teach three. Courses taught had same title but were weighted differently as one course was part of Psychology department and other was part of English department. Was occasionally offered third course, but was restricted from teaching three courses per term.

Declined to teach course on one campus, this led to opportunity to add third course of same title at another campus.

Taught three courses, reaching more students. College increased course revenue 60% by offering three courses per term. College realized increase in income; more students enrolled, and personally achieved greater impact on workforce development in community. Improved transfer rates to four-year institutions and increased number of students graduating with Associate degrees.

Desired to increase Lifespan Psychology course standard enrollment cap of 34 to 72 students. Class was prerequisite for nursing program. By keeping enrollment low, some students could be prevented from moving forward in program of study. Other restrictions included additional time needed to give students sufficient attention, need for larger classroom, and more time required for reading and grading class papers and projects.

Increased class enrollment to 72 and procured use of larger classroom. Changed classroom format to include more lecture and designed small-group presentations by students to encourage collective study groups.

Course drop-out rate fell to zero. Course revenue increased 100%, equating to additional $3K in fees for college. Each student who was a nursing program applicant remained in course and was able to meet application deadline. College collected increased revenue at a time when overall enrollment was decreasing.

Sub-regional working group of four Associate Peace Corps Directors needed to be convened. Face-to-face events in this sub-region are very important in order to maintain ongoing cost-beneficial collaboration between similar Peace Corps programs. This collaboration helped reduce more expensive international consultation from outside of Africa, which doubled costs of such events.

Funding for project was never identified, and had no real budget authority for this task. Substantial resources could be saved by hosting conference without funding.

Persuaded Associate Director and Country Director of Uganda, in Eastern Africa, to allow use of Makerere University Biological Station for five-day, sub-regional environmental conference. Decided that each program officer was to pay own air transportation, instead of waiting for possible reimbursement. Created project-specific training designs.

Organization saved approximately $360K because designs were implemented, allowing environmental program officers to share differing and respective efforts in agro-forestry, soil erosion, national park management, and environmental education that focused on inclusion of women and youth.

Parents wanted special education services for children as soon as possible. As many as 75 parents per year presumed that children could be designated special education students with little effort or time expended. It typically takes at least six months to demonstrate need and eligibility for special education services. Some parents felt they did not have time to wait for child's eligibility to be evaluated.

Took charge of coordinating school's Student Success Team; composed of parents, teachers, staff, and community specialists that all have stake in students' academic, personal, and behavioral growth. Within four-year period, helped parents understand what was necessary to get special education eligibility. Throughout four years, team worked with 60 students and families.

Student Success Team helped 10 students gain special education eligibility, increasing chances to graduate and school's success rate with students. Additionally, student’s parents gain from extra services and having children complete high school education.

Centerpiece event related to mission of new position in East Africa Indian Ocean sub-region was creation and coordination of sub-regional conference for Peace Corps Country Directors of Kenya, Eritrea, Ethiopia, Tanzania, Madagascar, and Uganda. Country directors had never convened like this before. Directors were accustomed to operating autonomously, and did not universally accept or support new, sub-regional coordinating position. Getting agreement on working date and location was tedious.

Developed productive relationship with Country Director in Uganda and agreement with request that conference be held in relatively central location of Entebbe, Uganda.

Each country director presented programming and training schedules and initiatives for next 12 months, which allowed for creation of shared priorities and generated new work groups on critical environmental issues. Discussion took place about integration of new role in sub-region. Six high-level country administrators had opportunity to discuss budget issues with regional supervisor.

While upcountry with Peace Corps Liberia (West Africa) vehicle, Liberia had coup d'etat. Liberian president was assassinated, and martial law declared. Became aware of coup during Saturday morning visit to town market in Gbarnga. Market was closed, which was quite unusual. To ensure personal safety and protect automobile, decided to cut trip short and return to capital city, Monrovia, 125 miles away from Gbarnga. Liberian army declared martial law, which included curfew. This made usual two-hour trip difficult and dangerous. Liberian army on main road set up aggressive, multiple checkpoints. Situation caused risk for personal safety as well as having automobile confiscated or impounded.

Decided that it would be better to return Peace Corps vehicle to Monrovia, rather than remain upcountry where risk for damage was greater.

Normal two-hour trip turned into six-hour plus ordeal. At one checkpoint, soldiers fired shots in the air to gain attention. All along the way, was stopped and ordered to present Peace Corps Training Officer identification. Stuck to plan and exhibited patience and confidence with checkpoint guards during 125-mile trip from Gbarnga to Monrovia, Liberia. Upon arrival at the outskirts of Monrovia, witnessed overturned trucks and cars, and soldiers everywhere. Reported to office on Monday morning to attend emergency staff meeting, and Country Director was surprised and appreciative of safe arrival.