DOCSLIB.ORG

Valley Opportunity Council Community Assessment Report and Strategic Plan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Valley Opportunity Council Community Assessment Report and Strategic Plan Valley Opportunity Council Community Assessment Report and Strategic Plan 2018-2020 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Table of Contents Executive Summary Page 1 Board Authorization Page 3 Agency Description Page 4 Mission Statement Page 5 Vision Statement Page 6 Community Profiles Page 7 Community and Internal Assessment Process Page 93 Key Findings: Community Assessment Page 97 Key Findings: Internal Assessment Page 104 Strategic Three Year Goals Page 109 Specific Objectives Page 116 Plan Monitoring and Reporting Page 119 Works Cited Page 120 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Executive Summary Valley Opportunity Council (VOC) has been serving low and moderate-income individuals and families in Western Massachusetts for over 50 years. VOC offers programming in a variety of areas including: Adult Education College and Career Readiness Early Education and Child Care Energy Assistance Homeless and Supportive Services Housing Nutrition Senior Services VOC’s leadership team began planning for our 2018-2020 Community Assessment Report and Strategic Plan in June of 2016. Since then, we have distributed, collected, and analyzed hundreds of surveys from community members, participants, board members, and employees. We have held multiple focus groups, interviewed various key stakeholders, and researched the causes and conditions of poverty in our community. All of this data was studied and compiled into our 2018-2020 Community Assessment Report and Strategic Plan (CARSP). The following report contains an overview of VOC, including a description of our agency, our mission statement, and our vision statement. Additionally, we have provided a detailed summary of all of the communities we serve, a total of 79, throughout Western Massachusetts. We have also provided a comprehensive account of our assessment process. The demographics, statistics, and community needs gathered from our research can be found in the Key Findings: Community Assessment, and Key Findings: Internal Assessment sections. Below are some of the highlights of our results. Our community members stated the following areas as the top five needs in the community: Affordable Housing Affordable Child Care Job Training Drug and Alcohol Addiction Services Nutrition Some of our key customer satisfaction findings were: 96% of respondents would recommend VOC services to friends or family 80% of respondents rate our customer service as Excellent or Good Some of the key internal findings were: 100% of our Board members take pride in being a VOC Board Member 95% of employees like their jobs 1 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Next, we outlined our Strategic Three Year Goals. This section details our plan to address the top five individual, family, and/or community needs. In this section, you will also find descriptions of funding strategies, our service delivery system, linkages, and how we plan to address the current service gaps for each of the five identified needs. In the Specific Objectives section, we describe, in detail, how we plan to achieve our goals over the next three years. This section provides additional specifications about the programming that we will be offering as well as information regarding the funding and partnerships we will be utilizing to achieve our goals. Some of the programming we plan on creating include: Increasing the number of safe and affordable housing units available in Chicopee and Holyoke Increasing the access and availability of affordable child care Increasing job training programs Providing individuals and families with referrals and resources for drug and alcohol addiction services Decreasing the amount of low-income families with food insecurity In our Plan Monitoring and Reporting section, we have outlined how VOC will monitor and evaluate the implementation of our CARSP. This section includes timing and key staff members who will be involved in the monitoring process. Finally, we have our Works Cited pages. Here, you will be able to find information about all of the secondary data we have gathered to help inform our CARSP. It is our hope that providing all of this information will give you a better understanding of VOC as an agency and the communities we serve. We are proud to be a part of this community and look forward to continuing to serve the residents for years to come. The information detailed in the CARSP is VOC’s plan for the next three years and it is our goal to achieve everything that is outlined in the following pages. However, this plan will be reviewed on an ongoing basis and therefore changes may be made based on funding availability and participant needs. In closing, I would like to thank the members of our Board of Directors as well as all VOC employees for their time and assistance with developing VOC’s Strategic Plan. It was an extensive process and their participation and input was incredibly valuable. Sincerely, Stephen C. Huntley Executive Director Valley Opportunity Council 2 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Board Authorization On June 15, 2017, VOC held a full meeting of our Board of Directors. VOC has a tripartite Board which consists of 18 members. One-third of our members are democratically elected representatives of the low-income communities we serve, one-third are public elected members of our community, and one-third are privately elected members of our community. The members of our Board of Directors, in particular our Program and Evaluation Committee, have taken an active role in the three year Community Assessment Report and Strategic Plan (CARSP). They have been involved in the process since it began and the CARSP was reviewed and discussed in detail and unanimously approved on June 15, 2017. The CARSP was submitted to the Department of Housing and Community Development (DHCD) on July 10, 2017. 3 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Agency Description Over 50 years ago, Lyndon B. Johnson declared a War on Poverty and it was this declaration that led to the formation of Community Action Agencies throughout the country. Valley Opportunity Council (VOC) is one of twenty three community action agencies in Massachusetts. VOC started out small in 1965 and was originally named the Community and Regional Opportunity Program. At that time, we only offered a few programs. VOC has grown significantly since then and now offers over 30 programs in a wide variety of areas including: Adult Education Housing Adult Basic Education Main Street Shelter Career Pathways Property Management Citizenship Classes Scattered Site Supportive Housing Distance Learning Veteran Single Room Occupancy English Speakers of Other Languages (ESOL) ESOL and Family Literacy Project Income Management Volunteer Income Tax Assistance (VITA) College Access and Career Pathways Educational Opportunity Center (EOC) Nutrition GEAR UP Chicopee Farmers’ Market Preschool Enrichment Team (PET) Summer Lunch Program Women, Infants & Children (WIC) Community Outreach Greening the Gateway Cities Senior Services Urban Tree Planting Program Senior Companion Program Early Education and Child Care Youth Services Center Based Cabot Manor After-School Program Family Based Cabot Manor Summer Camp Preschool Expansion Grant Montgomery Street After-School Program Mt. Carmel After-School Program Energy Assistance Youth Employment Emergency Utility Assistance Fuel Assistance (LIHEAP) Heating System Repair/Replacement (HEARTWAP) Several years ago, VOC also started investing in the local community by purchasing and renovating properties in Chicopee and Holyoke. These properties include market rate and low- income housing as well as multiple commercial and mixed-use buildings. When VOC first opened, we were only able to offer services in Chicopee and Holyoke, now many of our programs are available to participants throughout the greater Hampden County area. As we continue to grow our focus has been, and will continue to be, about helping people achieve a higher quality of life. 4 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Mission Statement VOC’s mission statement is: The Valley Opportunity Council Inc., is dedicated to eliminating poverty by providing the opportunity for our low and moderate- income neighbors, families, and friends in the greater Hampden County area, to achieve greater independence and a higher quality of life. The mission statement is reviewed by the full Board of Directors at least every five (5) years and was last reviewed, and unanimously approved, by the full board on April 28, 2016. As part of this review, the board members discussed the mission statement and confirmed that it still addressed poverty and that all of the agency’s programs and services are in alignment with the mission statement. VOC leaders also consider the agency’s mission statement in accordance with ROMA (Results Oriented Management and Accountability) practices and principles each time they consider a new grant proposal. 5 Valley Opportunity Council 2018-2020 Community Assessment Report and Strategic Plan Vision Statement VOC’s vision statement is: To help our community build opportunities. Our vision for the next three (3) years is to continue to support the members of our community by offering high quality and accessible programs and services. In addition to the goals
Load more

Recommended publications
  • Native Americans Ol'
    Native Americans ol' Clarendon, Vermont *This is only a report of my early findings. This is subject to charge as new evidence and facts arise. I\rly research has led me to cliscover two groups of Native Americiurs that could have resided in Clarendon and one other that may have simply passed through time to time. The tribe of Native l[mericans that has the highest likelihood of being in Clarendon isi the Mahican, specifically the subdivision Mahican proper. Their territory extended from Poughkeepsie, New York to Deerfield, I\4assachusetts, and extended flrttrest north in Rutland. It is important to mention that tlhey are not to be mistaken with the Mohegan tribes of Connecticut; however, they do have lineage witkr one another. As a side note, the Mahicans have lineage with the Lenape and ['equot. Other names for the Mahicans is as follows: Akochakanen (koquois name that means "Those who,speak a strangertongue"), Canoe Indians (Given by colonists), Hikanagi/Nhilcana (Given by the Shawnee), Laups (Given by the French), Orunges (,Given by a school textbook author, Chauvignerie, who rvas referring to a specific Mahican tribe in 1736), River Indians (Given by the Dutch), and Uragees (Again given by an author, Colden, in reference to a specific tribe of the.Mahicans 1747). Mahicans were hunters of southwestem and western Vermont. lheir langrllge belonged to the linguistic family of the Algonquian, spoken with an r-dialect. Sieldom did they settle anywhere in Vermont to stay due to the fact that they were typically hLunters, hotvever, it is not irnprobable that they had permanent selllements in Clarendon.r Historic territory of the |tdahicans l Swanton, John R., The lndion Tribes of North America,1953 pg.
    [Show full text]
  • Visitor's Guide
    AREA VISITOR GUIDE 2009-2010 AMHERST AND HADLEY ANNIVERSARY EDITION AMHERST AREA CHAMBER OF COMMERCE 28 AMITY STREET • AMHERST, MA 01002 413-253-0700 www.amherstarea.com Rich in history, natural beauty, cultural attractions, and fine shopping and dining, the Amherst area is perfect for a day...a weekend getaway...a six-month sabbatical...or the rest of your life! Take in an exhibit at one of our world-renowned museums. Hike an extensive trail network through beautiful meadows and mountains. And finish your day with a gourmet meal featuring cuisine from almost any corner of the world. Spend the night at a charming Victorian Inn, a comfortable bed-and-breakfast, or a gleaming new hotel with all the amenities—the choice is yours, and all within a 10-minute drive of our vibrant downtown, with its elegant boutiques, bookstores, cafes and specialty shops. We hope that you enjoy your stay in the Amherst area. Please tell your host that the Chamber sent you! Into our Rich History....................... 3 Amherst 250th Anniversary, Hadley 350th Anniversary Into a Living Past.......................... 5 Museums, historic sites, literary heritage A Vibrant Present.......................... 8 Art museums, galleries, art events Stepping Out for Fun...................... 10 Live performance, seasonal entertainment, family attractions, health and fitness, fun on the farm Educational Resources .................... 16 Area colleges and resources Calendar of Events........................ 17 Maps ................................... 18 Town of Amherst, regional highways, interstate highways Downtown Amherst ...................... 20 Directions ............................... 22 Driving directions, transportation Get Closer to Nature ...................... 23 State- and town-sponsored parks, Table of Contents Table outdoor recreation Shopping................................... 26 Restaurants ............................. 29 Accommodations........................
    [Show full text]
  • Mount Holyoke Range Planning Unit
    Massachusetts Department of Conservation and Recreation Bureau of Planning and Resource Protection Resource Management Planning Program RESOURCE MANAGEMENT PLAN Mount Holyoke Range Planning Unit Including Mount Holyoke Range State Park, Joseph Allen Skinner State Park, Mount Tom State Reservation and Holyoke Heritage State Park July 2013 Mount Holyoke Range Planning Unit Including Mount Holyoke Range State Park, Joseph Allen Skinner State Park, Mount Tom State Reservation and Holyoke Heritage State Park RESOURCE MANAGEMENT PLAN 2013 Deval L. Patrick, Governor Richard K. Sullivan, Jr., Secretary John P. Murray, Commissioner Resource Management Plans provide guidance for managing properties under the stewardship of the Department of Conservation and Recreation (DCR). They are intended to be working documents for setting priorities, enabling the Department to adapt to changing fiscal, social and environmental conditions. The planning process provides a forum for communication and cooperation with park visitors and the surrounding communities to ensure transparency in the DCR’s stewardship efforts. As I travel the Commonwealth, I am reminded of the variety of high-quality experiences offered by DCR parks. Those within the Mount Holyoke Range Planning Unit are among the best that this state has to offer. They provide a variety of recreational opportunities, from challenging hikes along mountain ridgelines, to family picnics on a promontory overlooking the Connecticut River Valley, to taking in a summer concert in downtown Holyoke. Although they may all be visited in a single day, the true character of these parks is best revealed through repeat visits. In addition to providing outstanding recreational opportunities, these parks protect important natural and cultural resources.
    [Show full text]
  • Ecoregions of New England Forested Land Cover, Nutrient-Poor Frigid and Cryic Soils (Mostly Spodosols), and Numerous High-Gradient Streams and Glacial Lakes
    58. Northeastern Highlands The Northeastern Highlands ecoregion covers most of the northern and mountainous parts of New England as well as the Adirondacks in New York. It is a relatively sparsely populated region compared to adjacent regions, and is characterized by hills and mountains, a mostly Ecoregions of New England forested land cover, nutrient-poor frigid and cryic soils (mostly Spodosols), and numerous high-gradient streams and glacial lakes. Forest vegetation is somewhat transitional between the boreal regions to the north in Canada and the broadleaf deciduous forests to the south. Typical forest types include northern hardwoods (maple-beech-birch), northern hardwoods/spruce, and northeastern spruce-fir forests. Recreation, tourism, and forestry are primary land uses. Farm-to-forest conversion began in the 19th century and continues today. In spite of this trend, Ecoregions denote areas of general similarity in ecosystems and in the type, quality, and 5 level III ecoregions and 40 level IV ecoregions in the New England states and many Commission for Environmental Cooperation Working Group, 1997, Ecological regions of North America – toward a common perspective: Montreal, Commission for Environmental Cooperation, 71 p. alluvial valleys, glacial lake basins, and areas of limestone-derived soils are still farmed for dairy products, forage crops, apples, and potatoes. In addition to the timber industry, recreational homes and associated lodging and services sustain the forested regions economically, but quantity of environmental resources; they are designed to serve as a spatial framework for continue into ecologically similar parts of adjacent states or provinces. they also create development pressure that threatens to change the pastoral character of the region.
    [Show full text]
  • Civilization and Sexual Abuse: Selected Indian Captivity Narratives and the Native American Boarding-School Experience
    ................................................................................................................. CROSSROADS. A Journal of English Studies 27 (2019) EWA SKAŁ1 DOI: 10.15290/CR.2019.27.4.05 University of Opole ORCID: 0000-0001-7550-3292 Civilization and sexual abuse: selected Indian captivity narratives and the Native American boarding-school experience Abstract. This paper offers a contrastive analysis of Indian captivity narratives and the Native American boarding-school experience. Indian captivity narratives describe the ordeals of white women and men, kidnapped by Indians, who were separated from their families and subsequently lived months or even years with Indian tribes. The Native American boarding-school experience, which began in the late nineteenth century, took thousands of Indian children from their parents for the purpose of “assimi- lation to civilization” to be facilitated through governmental schools, thereby creating a captivity of a different sort. Through an examination of these two different types of narratives, this paper reveals the themes of ethnocentrism and sexual abuse, drawing a contrast that erodes the Euro-American discourse of civilization that informs captivity narratives and the boarding-school, assimilationist experiment. Keywords: Native Americans, captivity narratives, boarding schools, sexual abuse, assimilation. 1. Introduction Comparing Indian captivity narratives and writings on the Native American board- ing- school experience is as harrowing as it is instructive. Indian captivity narratives, mostly dating from 1528 to 1836, detail the ordeals of white, Euro-American women and men kidnapped by Native peoples. Separated from their families and white “civili- zation,” they subsequently lived for a time among Indian tribes. Such narratives can be seen as a prelude to a sharp reversal that occurred in the late nineteenth century under U.S.
    [Show full text]
  • 8​Th​ Annual Five College Queer Gender & Sexuality Conference
    th 8 ​ annual five college ​ queer gender & sexuality conference rd friday march 3 ​ ​ ​& th saturday march 4 ​ hampshire college franklin patterson hall ​ table of contents About 3 Navigating Campus 4 Accessibility 4-5 Media Policies 5-6 Friday Schedule of Events 6 Saturday Schedule of Events 7-8 Opening Speakers 8 Keynote Speaker 9 Featured Speakers 10-11 Friday Night Events 12 Clothing Swap 13 Raffle & Cake! 13 Friday Workshop Descriptions 14-15 Saturday Workshop Descriptions 16-21 About Our Presenters & Organizers 22-27 Special Thanks 28-29 Save the Date! 29 2 about The Five College Queer Gender and Sexuality Conference aims to offer an ​ accountable and supportive environment to explore a wide range of topics and their intersections, such as race, genders, sexualities, ability, class, kink, religion, survival strategies, and many more, in a specifically queer context. Presenters include Five College students, faculty and staff, off-campus educators, and nationally-known performers, activists, speakers, and scholars. The conference is meant to be a safer space for engaging, learning, and fostering community. We are always looking for ways to adapt and improve, with the intention of remaining an annual event, and we welcome your feedback and participation in future organizing. As we enter our eighth year we are grateful for the tremendous level of support we receive from students, faculty, staff and administration throughout the Five College Consortium. We are committed to making this wonderful conference accessible, and are able to offer this as a free public event because of the generosity and dedication of volunteers and donors from the Five Colleges and beyond.
    [Show full text]
  • Continuous Forest Inventory 2014
    Manual for Continuous Forest Inventory Field Procedures Bureau of Forestry Division of State Parks and Recreation February 2014 Massachusetts Department Conservation and Recreation Manual for Continuous Forest Inventory Field Procedures Massachusetts Department of Conservation and Recreation February, 2014 Preface The purpose of this manual is to provide individuals involved in collecting continuous forest inventory data on land administered by the Massachusetts Department of Conservation and Recreation with clear instructions for carrying out their work. This manual was first published in 1959. It has undergone minor revisions in 1960, 1961, 1964 and 1979, and 2013. Major revisions were made in April, 1968, September, 1978 and March, 1998. This manual is a minor revision of the March, 1998 version and an update of the April 2010 printing. TABLE OF CONTENTS Plot Location and Establishment The Crew 3 Equipment 3 Location of Established Plots 4 The Field Book 4 New CFI Plot Location 4 Establishing a Starting Point 4 The Route 5 Traveling the Route to the Plot 5 Establishing the Plot Center 5 Establishing the Witness Trees 6 Monumentation 7 Establishing the Plot Perimeter 8 Tree Data General 11 Tree Number 11 Azimuth 12 Distance 12 Tree Species 12-13 Diameter Breast Height 13-15 Tree Status 16 Product 17 Sawlog Height 18 Sawlog Percent Soundness 18 Bole Height 19 Bole Percent Soundness 21 Management Potential 21 Sawlog Tree Grade 23 Hardwood Tree Grade 23 Eastern White Pine Tree Grade 24 Quality Determinant 25 Crown Class 26 Mechanical Loss
    [Show full text]
  • PRINCETON DAY SCHOOL JOURNAL Summer 1979 PRINCETON DAY SCHOOL JOURNAL
    PRINCETON DAY SCHOOL JOURNAL Summer 1979 PRINCETON DAY SCHOOL JOURNAL Summer, 1979 Vol. 1 1. No. 2 Editors David C. Bogle Contents Virginia H. Taylor lillen R. Kerney ’53 1. From the 1 leadmaster Douglas (). McClure 2. Elizabeth Bunting Fine 7. GM Names Princeton Native to VP Post by Daisy Fitch ’52 8. Goodbye Mr. Jones 10. ‘‘Carnival" al Circle by David Edelman ’79 12. "Carnival” Makes Big Broadway Debut by Kristen Garver ’7 1 14. Alumni Day 16. Sports 18. Alumni Notes Photo Credits: Robert Denby, Front cover, p*>. 2 (bottom Front Cover: “Carnival" p». (>. right pj>. 17): Ben Dubrovsky '79. p<>. 1: |eff Rodney ’HI, pj>s. 10,11,12,16: Jane Crigger, PH-S- 14,15,16; John Back cover: "Godspell" Denny HI, p*>. 17. back cover; John Marshall '81. p>>. 17. Notice of Non-Discriminatory Policy as to Students. Princeton Day School admits students of any race, color and national or ethnic origin. From The Headmaster. During my thirteen years at Princeton Day School even putting on a faculty review if one is allowed to one of the most exciting developments in what has call that a proper way of making music. When one been and continues to be a uniquely rewarding experi­ adds to this already impressive list the students who ence is the way music has become such a vital and study guitar, play in a recently organized stage band, significant part of what goes on in the school. The or simply play instruments and sing on their own it is Carnival production this winter, while perhaps the obvious that music is one of the major activities in most publicized example of some of the variety of Princeton Day School, and the Music Department musical activities that take place, is actually a rather deserves special recognition for its efforts in making modest segment of the entire spectrum.
    [Show full text]
  • Outdoor Recreation Recreation Outdoor Massachusetts the Wildlife
    Photos by MassWildlife by Photos Photo © Kindra Clineff massvacation.com mass.gov/massgrown Office of Fishing & Boating Access * = Access to coastal waters A = General Access: Boats and trailer parking B = Fisherman Access: Smaller boats and trailers C = Cartop Access: Small boats, canoes, kayaks D = River Access: Canoes and kayaks Other Massachusetts Outdoor Information Outdoor Massachusetts Other E = Sportfishing Pier: Barrier free fishing area F = Shorefishing Area: Onshore fishing access mass.gov/eea/agencies/dfg/fba/ Western Massachusetts boundaries and access points. mass.gov/dfw/pond-maps points. access and boundaries BOAT ACCESS SITE TOWN SITE ACCESS then head outdoors with your friends and family! and friends your with outdoors head then publicly accessible ponds providing approximate depths, depths, approximate providing ponds accessible publicly ID# TYPE Conservation & Recreation websites. Make a plan and and plan a Make websites. Recreation & Conservation Ashmere Lake Hinsdale 202 B Pond Maps – Suitable for printing, this is a list of maps to to maps of list a is this printing, for Suitable – Maps Pond Benedict Pond Monterey 15 B Department of Fish & Game and the Department of of Department the and Game & Fish of Department Big Pond Otis 125 B properties and recreational activities, visit the the visit activities, recreational and properties customize and print maps. mass.gov/dfw/wildlife-lands maps. print and customize Center Pond Becket 147 C For interactive maps and information on other other on information and maps interactive For Cheshire Lake Cheshire 210 B displays all MassWildlife properties and allows you to to you allows and properties MassWildlife all displays Cheshire Lake-Farnams Causeway Cheshire 273 F Wildlife Lands Maps – The MassWildlife Lands Viewer Viewer Lands MassWildlife The – Maps Lands Wildlife Cranberry Pond West Stockbridge 233 C Commonwealth’s properties and recreation activities.
    [Show full text]
  • Master Plan for the Town of Bernardston, Massachusetts
    Master Plan For the Town of Bernardston, Massachusetts Hillary Collins, Mike Conover, Warren Lee, Rachel Lindsay, and Kate O’Brien The Conway School ● 2015 - 2016 Acknowledgements The authors would like to thank the following people for their support, guidance, and contributions to this report. Hugh Campbell, Bernardston’s Town Coordinator, served as the community representative for this project. He prepared reference materials and organized the Master Plan Steering Committee and community meeting logistics. John Lepore, the Chair of the Master Plan Steering Committee, led the initiative to work with the Conway School, conducted personal tours of the town, and compiled the comments of the committee members for this draft. Eric Almeida, Cris Coffin, Rena Grover, Bill Hill, Ana Kaiser, Peter Shedd, and Barre Tozloski, the members of the Master Plan Steering Committee, met on a regular basis and shared the perspectives of the committees and sectors they represent. Lou Atherton, President of the Historical Society, generously led an off-season tour of the unheated Historical Museum. Karen Stinchfield from the Cushman Library offered space to work and access to historical documents. Many departments, organizations, and individuals contributed information. Thank you to the more than thirty participants in the four community meetings, and to John Lepore, Annette Wadleigh-Mackin, Chris Wysk, Wendy Abramson, Bill Shores, Bill Montiglio, Peter Shedd, Catheryn Thomas, and Mary Leyden, who graciously shared photos. Mary Praus, Ryan Clary, Jessica Atwood, Megan Rhodes, and Glen Ayers from the Franklin Regional Council of Governments provided previous studies and GIS map layers, and shared their experiences working with the small towns of Franklin County.
    [Show full text]
  • Explore Becoming an ASSIST Host Family
    ASSIST Today’s scholars. Tomorrow’s leaders. Explore becoming an ASSIST host family 52 Countries • 5,050 Alumni • One Family www.assistscholars.org THE MISSION OF ASSIST ASSIST creates life-changing ASSIST was founded to create opportunities for leading international students of talent and promise to contribute strongly to American opportunities for outstanding independent secondary school communities. ASSIST students are selected with great care from 20 or more countries in Asia, Europe, Australia, the Middle East, and Africa through a rigorous national scholarship competition in each country. international scholars to learn from After initial pre-screening by in-country leaders, ASSIST interview teams spend 10 or more weeks overseas interviewing finalists. We seek students 15–18 years of age with impressive academic credentials, strong spoken and written and contribute to the finest American English, engaging personalities, and talents that can be shared in extracurricular programs. independent secondary schools. We shape each ASSIST Class with time-tested, handcrafted methodology. Of the 1,060 students who applied for the Class of 2017/18, 526 were credentialed strongly enough to interview; of those, 160 were selected to receive scholarships (an acceptance rate of 15%). Our Scholars will serve as ambassadors representing 23 countries. For 2017/18, our 81 member schools are investing scholarships totaling U.S. $5.8 million in our students. I consider my host family to be one of the best parts of not only my exchange year, but my life in “the future. I was placed in a beautiful family that gave me the best year I could have wished for.
    [Show full text]
  • New England Mathematics League
    We group schools together for the purpose of regional awards. These regional groupings will be identified in the next Score Report Summary OCTOBER 2019 HIGH SCHOOL SCORE REPORT SUMMARY County/School Name #1 TOT County/School Name #1 TOT CONNECTICUT Berkshire Fairfield Buxton School 16 16 Brookfield HS 26 26 Mt. Greylock Reg. HS 19 19 Convent of the Sacred Heart 23 23 Wahconah Reg. HS Darien HS 26 26 Bristol Immaculate HS AL-Noor Academy 7 7 King School 24 24 Bishop Connolly HS 10 10 Masuk HS 22 22 Coyle & Cassidy HS 10 10 Ridgefield HS 25 25 Mansfield HS 22 22 St. Joseph HS North Attleboro HS 20 20 Stamford HS 20 20 Essex Stratford HS 16 16 Bishop Fenwick HS 17 17 Hartford Brooks School 26 26 Academy of Aerospace & 24 24 Peabody Veterans Mem. HS East Granby HS 16 16 Phillips Academy 27 27 Farmington HS 26 26 The Governor's Academy 25 25 Granby Memorial HS 13 13 Franklin Simsbury High School 23 23 Deerfield Academy 25 25 St. Paul Catholic HS 11 11 Eaglebrook School Suffield Academy 26 26 Hampshire Litchfield Williston Northamp. Sch 26 26 Canterbury School 23 23 Middlesex Hotchkiss School 25 25 AMSA Charter School 25 25 Kent School 25 25 Beaver Country Day Sch 15 15 New Milford HS 19 19 Belmont Hill School Northwestern Regional HS 23 23 Buckingham Browne & Nichols 25 25 Taft School 28 28 Burlington HS The Gunnery 17 17 Cambridge Rindge & Latin Sch Middlesex Cambridge Sch of Weston 22 22 Franklin Academy 24 24 Chelmsford HS 22 22 Middletown HS 17 17 Framingham HS 21 21 New Haven Jonas Clarke Middle School 28 28 Cheshire Academy 25 25 Lowell Catholic High School Cheshire HS 23 23 Malden Catholic HS Daniel Hand HS 25 25 Maynard HS 15 15 East Haven HS Natick HS 18 18 Oxford High School 14 14 Newton Country Day Sch 22 22 Sacred Heart Academy Reading Memorial HS New London Somerville HS 22 22 St.
    [Show full text]