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Career Development Program Helps Students ‘Do More, Be More, Achieve More’

October 25, 2019/in Leonora Hughes, News

At The Florida School for the Deaf and the Blind (FSDB) our vision is to provide students the opportunities to Do More, Be More, and Achieve More as they prepare for a lifetime of success. Career Development and Career and Technical Programs (CTE) enable our students with deaf/hard of hearing or blind/visually impaired to compete in the world of work. FSDB offers students comprehensive programming to prepare them for college and careers. Students can explore potential careers and obtain skills within those career paths such as Construction Technologies, Culinary Arts, Digital Media, Horticulture Science and Services, Promotional Enterprises, and other exploratory courses. In addition, students can participate in post- secondary CTE programs at local colleges.

Instructor and student working on a t-shirt design

However, even with these courses available, students who are deaf/hard of hearing or blind/visually impaired still have obstacles to overcome before entering the workforce. At FSDB, we are grateful to have the Johnson Scholarship Foundation that graciously supports the work we do to give our students the readiness career skills they need to be successful and contributing citizens. Our CTE programs prepare students to learn technical skills and earn industry certifications by utilizing rigorous curriculum rooted in critical instruction, professionalism, and employable skills.

As our motto at FSDB states, students…

“Do More.” By guiding them through the process of advocating for themselves and taking initiative, students who are deaf/hard of hearing or blind/visually impaired are taught to embrace their passions and abilities. This is supported by our Job Coaches who give our students the personal guidance specific to the tasks they perform on the job. Our community partners and employers can count on the Job Coaches to assist the students to learn the hands on tasks while continuously providing guidance and feedback to students on how they can improve their work and effectiveness in the workplace. This enables students to become valuable employees for life.

Instructor and two students working in a garden nursery

“Be More.” In the Career Development office, students can apply for on campus work through our After School Work Program. Students have over 40 available paid positions on campus. They are guided through the job search, application and interview process — just like in the real world. Students look for job postings through various communications on campus, obtain an application, complete it, and wait for the email for an interview. By going through the interview and receiving feedback this entire process improves their job searching skills.

“Achieve More.” Students are asked to go above and beyond when preparing for the work placement programs at FSDB. Students have opportunities to work on and off campus to gain hands-on real world experience and put the skills they have obtained to the test. These experiences enable our students to further develop knowledge and skills to select career options, access community resources, and apply work-related behaviors through guided practice in school and community work settings. Some students are able to obtain community work placement as paid employment.

Instructor and two students working in a wood shop

Entering the job market can be a stressful time for anyone. Often, deaf/hard of hearing or blind/visually impaired have more to overcome than the average person with the same skill set. Our students enter the workforce with career skills, preparation and practice — all of which build confidence and resilience. This prepares them to overcome the obstacles placed before them. As this is National Disability Employment Awareness month, FSDB is grateful to have business partners that understand our students’ abilities and potential. We ask them to share their employee success stories with other employers to spread the awareness. We desire for our students to have positive employment opportunities in the community through the FSDB K-12 work placement program. This is just one way in which employers will be able to perceive all people as potential employees. Through personal experiences, they recognize there is a greater population of skilled and ready-to-work individuals with the ability to become successful employees.

Leonora Hughes is Executive Director of Career Development for the Florida School for the Deaf and the Blind. She works in the Career Development office overseeing Career and Technical Programs as well as instruction, workforce training, campus and community internships, paid employment for students and developing industry partnerships with community stakeholders.

Supporting First-Generation Students

November 2, 2018/in Leslie Pendleton, News

What are some ways in which institutions can support first-generation college students? The following podcast, courtesy of the University of Florida’s Office of Faculty Development and Teaching Excellence, features insights from first-generation University of Florida student Adrian Cruz and Dr. Leslie Pendleton, director of the Machen Florida Opportunity Scholars Program. The Johnson Scholarship Foundation was an early supporter of this nationally recognized program.

Teaching Excellence at UF · First Generation Students

Dr. Leslie Pendleton is the Senior Director of Retention and Success Initiatives in the Division of Student Affairs at the University of Florida. Within this role, she serves as Director of the Machen Florida Opportunity Scholars Program and supervises the Disability Resource Center.

Adrian Cruz is a first-generation student at the University of Florida and a Machen Scholar.

Five College Success Takeaways from the Johnson Scholars/Take Stock Senior Summit

June 8, 2018/in Lady Hereford, News

On a recent Thursday morning, more than 100 recent high school graduates sacrificed a morning of their hard-earned summer vacation to equip themselves for the next step — college.

Held on the campus of Palm Beach State College, this year’s Senior Summit — a half-day boot camp of sorts — was nothing new for these students. All of them had spent the past four years in a college readiness program supported by the School District of Palm Beach County, Take Stock in Children Palm Beach County and the Johnson Scholarship Foundation. All have been accepted to a college or university. A few of them already have college credits or even associate’s degrees they earned through dual enrollment while still in high school.

But even though these students will continue to receive support services from the program while they are at college, they soon learned there are several steps they need to take on their own to be successful. Here are five of our favorites.

Get involved. During an icebreaker exercise, the students were challenged to get out of their comfort zone and meet people by trying out elaborate (and frequently silly) handshake techniques. The point? The best way to make the most of your college experience is to study hard but also make an effort to reach out to other students. As Resource Teacher Gbolade George put it, “you won’t meet new friends sitting in your dorm room.”

Success is no secret. The primary non-secret that Mr. George addressed was that students need to have a vision. “If you don’t know where you are going, you’re never going to get there.” Students were encouraged to dream big, set goals and then take action. The second non-secret is that success takes hard work and students have the choice of working at their education or not. Mr. George stressed the need for work by noting that “if you don’t pay the price for success [work], you will pay the price for failure.” He encouraged the students to value their time and use it wisely.

Money management is important. The day’s activities included a crash course in budgeting and the different types of financial aid. Take Stock in Children Director of Program Services Marilyn Schiavo encouraged students to look for grants instead of loans, and to be aware that many types of aid require them to keep their grades above a C average. They also received a budget template as part of their College Success Guide to help them keep track of expenses.

Take care of your mental health. In a session titled “Get Your Mind Right,” Jeannie Hoban, a Palm Beach State College counselor and faculty member, talked about why mental health is important and why it matters in college. She encouraged students to find out what resources are available on their campus and to take advantage of them. The most common types of mental illness are anxiety and depression, and people often have co-occurring illnesses, she said. For students who suffer from test anxiety, she said deep breaths are the quickest way students can calm themselves down.

Know what to expect. Take Stock College Retention Specialists Irijah Kanoyton and Ruth Ann Dean introduced the students to the Kuder Career Interests Assessment program. Using individual computers, every student was able to complete a survey that produced not only what career areas are of most interest to each student, but what actual jobs there are in those areas, what those jobs are currently paying, and what college courses need to be taken to prepare for those jobs. They stressed the value of knowing what you want and planning appropriately, as well as the value of really working with guidance counselors and advisors to get on track and stay on track.

Lady Hereford is a program specialist with the Johnson Scholarship Foundation. She has spent significant time working in journalism and public relations, and she assists the Foundation’s communications efforts as it expands its impact across sectors. More information about the Johnson Scholarship Foundation can be found at www.jsf.bz.

How the Johnson Scholars Program Changed My Life

May 4, 2018/in Maniuka Valliere, News

The following is an essay written by a graduating senior in the Johnson Scholars Program, a college readiness program that is a partnership between the School District of Palm Beach County, Take Stock in Children Palm Beach County and the Johnson Scholarship Foundation. We will feature other student authors in the coming weeks.

The thought of entering high school petrified me; thousands of thoughts raced through my mind which caused my heart rate to escalate. With no one to turn to for guidance, I felt deeply lost and had no clue what to expect. All due to the fact that, neither of my parents had the opportunity to finish college. I viewed being the first generation as some type of tormenting curse. My dad was my only hope after my mom passed away. Sadly he had very little time for me because he was always working two jobs to keep our family stable. I was unaware of all the vast amount of opportunities out there and thought I had to figure out this high school and college process on my own. One day a magnificent opportunity crossed my path.

I applied to the Johnson Scholars program and was accepted. Johnson Scholars has truly changed my life in a beneficial way. I will be a first-generation high school graduate in my family to attend college. The Johnson Scholars Program has provided me with a free portfolio to keep all the information and worksheets given to me. I thought the portfolio was just a waste of time and space, but it has truly incrementally improved my organization skills throughout these past four years. Additionally, during each after-school and lunch meeting the Johnson Scholars staff has always provided me with encouraging pieces of advice and helpful handouts from how to remain debt free to valuable interview tips. All these factors are how the Johnson Scholars Program has equipped me to be college ready.

The moment I became a member of this program they have cared for my academics as much as I do and want nothing but the best for my future. I have been exposed to a surplus of opportunities because of the Johnson Scholars Program. The splendid opportunities they offer include ACT/SAT prep workshops, financial aid workshops, free college tours, and much more. If one were to run out of school fee waivers for taking the ACT/SAT, they pay for the test because they want to see individuals succeed. In addition, the staff always checks up on how I am doing in my classes and provide me with help if needed. The inspirational after-school activities have opened up my eyes, allowing me to become a better version of myself. There is no possible excuse for why I should not be college ready after being a part of this great influential program.

Being a part of the Johnson Scholars Program is not just about the scholarship money to me. It is about how my mindset has changed drastically from the beginning of my freshman year to now. All the techniques and resources they have revealed to me have all played a major part in equipping me to be college ready. I have taken every part of it into consideration and will continue to do so in the future. I am more optimistic and confident in myself, a future in college, and most importantly my family legacy.

Maniuka Valliere is a senior at Santaluces Community High School in suburban Lantana, Florida. She is a student in the Johnson Scholars Program, and she plans to major in biomedical sciences in college. Her career goal is to become a pediatrician.

Unwrapping the Gift of Potential at Clarke

December 15, 2017/in Lady Hereford, News

The spirit of the season filled the classrooms on a recent day at Clarke Schools for Hearing and Speech in Jacksonville, Florida.

In one class, a teacher led her energetic preschoolers in an assignment that involved decorating a Christmas tree. Later that morning, a student practiced her language skills by reading her letter to Santa aloud to a group of visitors. Schoolwide, classes were preparing for an upcoming holiday concert.

Other than the hearing aids and cochlear implants worn by the children, the scene was no different than in any other preschool anywhere.

Administrators at Clarke know that visitors are sometimes surprised when they visit one of their campuses for the first time. In a post for Giving Matters earlier this year, Chief Development Officer Lillian Rountree challenged anyone new to Clarke to “just spend a few moments with our preschoolers to see—and hear—the potential.”

For me as a first-time visitor, that definitely was the case, even though I was aware that Clarke is where deaf and hard of hearing children learn to listen and speak.

Clarke has been involved in this work for some time. In fact, 2017 has been a year of celebration for Clarke, which has been serving deaf children and those with hearing loss for 150 years. Its Jacksonville location also celebrated its 20^th anniversary this year.

Indeed, there is much to celebrate. Clarke serves more than 1,300 children annually at its five campuses along the East Coast. In addition to the one in Jacksonville, there are campuses in Boston and Northampton, Massachusetts; New York, New York; and Philadelphia, Pennsylvania.

Clarke has the ability to reach thousands more children and their families through programs like its Early Intervention Program and its Telepractice Virtual Intervention Services for Infants and Toddlers, or tVISIT. Through tVISIT, Clarke can serve families in distant locations through video conferencing.

JSF provided financial support for the tVISIT program. Over the past 10 years, the Foundation has provided grants for many other purposes as well, including residential scholarships, website upgrades and support of the Early Intervention Program.

I was excited to learn that in addition to the tVISIT program, another way in which Clarke reaches beyond its borders is by providing internships for student teachers who are interested in working with children who are deaf or hard of hearing. Some 60 education students from Florida colleges and universities complete their practicum requirements at Clarke Jacksonville each year, helping to fill a need for skilled teachers of the deaf.

Not surprisingly, the leadership at Clarke Jacksonville can attest to many success stories. Co-Director Alisa Demico has been at the site since it was founded two decades ago, and she remains in touch with many of the students who were in the very first preschool class. Today, most of those students either have graduated or are attending college, she said.

That is likely welcome news for many Clarke parents. For them, a bright future for their children is not just a holiday wish. At Clarke, it is becoming reality, each and every day.

A Recipe for Success, Part 2

October 13, 2017/in Bea Awoniyi, King Jordan, Malcolm Macleod, News, Tori Lackey

In honor of National Disabilities Employment Awareness Month, we bring you the second in a two-part series on the Johnson Scholarship Program. Now in its 26^th year, the program provides scholarships for students with disabilities and a network of support services to enhance student success.

Research shows that there is a great gap between educational expectations and reality for students with disabilities.

A 2006 National Longitudinal Transition Study commissioned by the U.S. Department of Education’s Office of Special Education Programs and Institute of Education Sciences showed that 85 percent of youth with disabilities plan to complete some form of post-secondary education (26 percent expected to complete a post-secondary vocational, technical or trade school; 34 percent expected to graduate from a two-year college; 25 percent expected to graduate from a four-year college). However, the same study also indicates that only one in 10 of these students actually complete any sort of post-secondary education (5 percent graduated from a post-secondary vocational, technical or trade school; 4 percent graduated from a two-year college; 1 percent graduated from a four-year college).

The Johnson Scholarship Program helps to narrow the gap between expectation and attainment. Data kept by Florida Atlantic University finds that 66.1 percent of the students receiving at least one scholarship disbursement have graduated and another 20 percent are still enrolled in post-secondary education. The role of the Disability Support Services (DSS) office in helping students through this process cannot be overstated.

The good work of the DSS in delivering the scholarship program to students is enabled by its partnership with the Johnson Scholarship Foundation and the Florida Board of Governors’ office. The scholarship program depends upon a unique collaboration among the philanthropic, higher education and legislative sectors.

The Board of Governors Office performs essential leadership functions. It serves as a liaison between the Foundation and the universities, disseminates information on best practices, and helps to standardize processes. It manages and distributes the scholarship money to the various SUSF schools and it also provides expertise on legislative and policy changes that might affect students with disabilities.

The Board of Governors scales the support of students with disabilities to a state level, providing a greater platform for advocacy and building allies across sector lines in Florida. Such allies are invaluable as students with disabilities graduate from college and pursue employment.

At the heart of the partnership among JSF, the Board of Governor’s Office and the campus DSS is a one-day annual meeting, convened by JSF. The purpose of this meeting is to review the performance of the scholarship program, discuss developments affecting students with disabilities and best practices and opportunities for learning and collaboration. Professionals from outside the SUSF are sometimes invited to attend the annual meeting and speak on issues relevant to students with disabilities and their educators.

The underlying reason for JSF’s mission in education is to facilitate meaningful employment. Unfortunately, there is huge underemployment of people with disabilities, even those with university degrees. According to the Current Population Survey (CPS) data released in June 2017, the unemployment rates for people with disabilities is more than double the rate for people without disabilities. The under employment of students with disabilities has been a recurring topic of discussion at JSF Scholarship annual meetings.

The Johnson Scholarship Program for students with disabilities is based upon a unique working relationship among JSF, the State of Florida, the SUSF and the university campuses, particularly the DSS at each campus. It is this partnership that has made the scholarship program successful. We have repeatedly noted that the real value of the program is in the work of the people involved (rather than the money).

The program builds on infrastructure, expertise and resources that are already in place in the state of Florida. The Board of Governors is the governing body for its 12 state universities and DSS are well established at each campus. The delivery of the Scholarship Program causes additional work for these partners but the incremental cost is small compared to the benefits.

The JSF SUSF Scholarship Program is a proven winner that is easily replicable in other states. The administrative machinery, DSS and a philanthropic sector are already in place. All that is required is an individual or group of individuals to champion the program.

For more information about Johnson Scholarship Foundation, visit www.jsf.bz.

A Recipe for Success

October 6, 2017/in Bea Awoniyi, King Jordan, Malcolm Macleod, News, Tori Lackey

In honor of National Disabilities Employment Awareness Month, we bring you the first in a two-part series on the Johnson Scholarship Program. Now in its 26^th year, the program provides scholarships for students with disabilities and a network of support services to enhance student success.

What if scholarships weren’t really about the money?

As a private philanthropic foundation, the Johnson Scholarship Foundation invests to obtain the highest possible rate of return. The return on its scholarship grants is defined by the rate of successful matriculation and completion of post-secondary education.

JSF has learned that scholarships that include wraparound support are more likely to help a student to succeed. Money provides the financial stability and opportunity for post-secondary education, but it is not what gets a student through. Non-monetary supports attached to a scholarship contribute more to post-secondary success than money. This is especially true for students with disabilities.

JSF’s scholarship for people with disabilities attending a school within the State University System of Florida (SUSF) delivers both scholarship and non-monetary support by way of a collaboration of JSF, the SUSF and the Florida Legislature. Scholarships are awarded to students with disabilities who enroll at any one of the 12 SUSF campuses.

The program was founded in 1991. It began with an agreement between JSF’s founder, Theodore Johnson, and the State of Florida, which was expressed by an Act of the Legislature entitled “…The Johnson Scholarship Program.” This Act provides for a scholarship program for students with disabilities to be funded by JSF. It also provides for a 50 percent state match for JSF grants and charges the Department of Education to administer the program.

Over the past 26 years JSF has made grants exceeding $9 million, which have all gone to student scholarships, together with the state match. However, the State’s commitment to administer the scholarship program has proven even more valuable than its matching funding.

The Florida Board of Governor’s office and each campus of the State University System form the backbone of a comprehensive student support system, which accompanies the scholarship. This is the secret sauce that makes the scholarship work. The award of the scholarship may capture a student’s attention, but the real magic of the scholarship lies in the mentoring and assistance that goes with it.

This is not to downplay the importance of money. Without it, JSF has no mission and there are no scholarships. Money is assuredly the main course. But it is the secret sauce that enables students to sit down and stay for dinner. And it is the secret sauce that students remember long afterward. Scholarships plus Supports equals Achievement ($ + S = A).

Secret sauce can be defined as the personal, non-monetary support, wrapped around the scholarship. The Disability Support Services (DSS) at each campus plays a critical role. It advertises the scholarship, receives the applications, leads the selection process, makes the award and provides ongoing support to scholarship recipients. JSF believes that the DSS’ ownership and control of this scholarship process and the support that they provide to each student throughout their college careers is central to the increased persistence and graduation rates of students with disabilities on each campus.

The scholarship program provides reciprocal benefits to the DSS offices, one of which is enhanced awareness of disability issues in other areas of the university. Ten of the 12 DSSs surveyed indicated that they use a selection committee to determine scholarship recipients. The selection committees are comprised of faculty and professionals drawn from various university departments. This increases knowledge of the special aspects and requirements of students with disabilities, thus producing allies for these students across campus. Another enhancement of the DSS profile within the university stems from a supplementary matching grant for scholarships that JSF offers to each SUSF campus. The local DSS office typically takes a leadership role in negotiating the grant and advocating for the matching funds within the university and the development office.

The most important reciprocal benefit that the scholarship provides is the enhanced opportunities for students to connect with the DSS staff and services. Eight out of 12 DSS offices report an increase in the use of services because the scholarship has heightened awareness of the office and the services it has to offer.

The enhanced relationship between the DSS and scholarship recipient gives the DSS access to the recipient’s academic progress. Some schools take advantage of this to determine when they need to offer appropriate guidance, support or to consider or reconsider accommodations. Even the act of applying for the scholarship can help students form social and support networks.

The benefits of mentoring and support for post-secondary students, particularly those at risk, seem self-evident. Anecdotal evidence abounds. However, there is not much reported research. In Mentoring Individuals with Disabilities in Postsecondary Education: A Review of the Literature, Brown, Takahashi, and Roberts find distinct themes in the research that was available:

Within these 10 articles, however, several themes did emerge, including: a) the positive role of technology; b) the desire to use current mentees to become future mentors; c) a focus on specific disability groups, such as learning disabilities, psychiatric disabilities, and disabilities perceived as mild; d) the usefulness of mentoring for academic, career, and social skills; and e) the value of establishing long-term mentoring relationships.

The DSS at each SUSF campus responds to most of the themes identified by the authors. These offices typically provide adaptive technology, expertise and focus on specific disability groups, academic and social mentoring and long-term relationships. The JSF Scholarship Program also strengthens long-term relationships between the DSS and scholarship recipients. In addition to the annual application and award process, local DSS offices organize recognition events attended by students, parents and faculty. Many times, JSF representatives are in attendance as well.

Next week: Bridging the gap between educational expectations and reality for students with disabilities.

Founder’s Legacy Continues Through Scholarships for UPS Employees’ Children

August 18, 2017/in Lady Hereford, News

Volunteering with the Special Olympics has given Shelby Leonard of Fort Myers, Florida, a glimpse into her future.

The Florida SouthWestern State College student hopes to become a pediatric nurse “to help all types of children, especially those with special needs,” she says.

Shelby recently wrote a thank-you letter to the Board of Directors of the Johnson Scholarship Foundation for awarding her a scholarship to help her achieve her goals. As the daughter of a UPS employee in Florida, she was eligible to apply for a scholarship through the JSF Scholarship Program.

This year, the program awarded a total of $293,500 to 53 new recipients, including Shelby. In addition, 146 students received renewal awards totaling $873,400.

From 1992, when the program began, to 2016, the Johnson Scholarship Foundation awarded more than $18.4 million for scholarships for more than 1,200 students.

This core program was dear to JSF founder Theodore R. Johnson, who joined United Parcel Service as an industrial engineer in 1923. He later became the first personnel manager and vice president for industrial relations before his retirement in 1952. He and his wife, Vivian, believed strongly that higher education paves the way to a better life.

Today, the Foundation that is their legacy funds a number of programs that support disadvantaged students, students with disabilities and Indigenous Peoples.

As a core program, this scholarship program receives annual support from the Foundation. It is administered by Scholarship Management Services, a division of Scholarship America.

The scholarship is for dependent children of full-time or permanent part-time UPS employees and UPS retirees in Florida.

The recipients attend schools throughout Florida and are studying a variety of subjects. Many of the students are active in campus activities and are gaining work experience through internships.

Samuel Alfonso, a student at the University of South Florida, recently spent the summer completing an internship with a civil engineering firm in Tampa.

“I have learned so much over the past couple of months about how civil engineering really works,” he wrote. “I have helped produce several sets of plans for the drainage division, and have even led proposal efforts on a job issued by the Florida Department of Transportation.

“None of this would have been possible without the support of you all, and I am so thankful that I have your backing for my final two semesters of school.”

Another scholarship recipient, Kassidy Wells, aspires to become a nurse. She is a student at Rasmussen College in New Port Richey.

“While working and going to school full time, this scholarship has let me focus more on school and stress less about my finances,” she wrote. “I plan to follow your footsteps and one day give back to the community as you graciously have done for me.”

For more information about the scholarship program, visit www.jsf.bz.

‘Believe in Yourself’: A Star Student Shares Tips for Scholarship Success

June 16, 2017/in Lady Hereford, News

Nancy Stellway, Karla Menchu-Saban and Suzanne Boyd (Photo by Living Exposure)

Photo courtesy of Carl Dawson/Living Exposure

From the time she was in middle school, recent high school graduate Karla Menchu-Saban set her sights on attending Florida Atlantic University in Boca Raton, Florida.

“I used to say, ‘One day I will study and graduate there,’” said the teen, who attended Lake Worth Community High School, a few miles up the road from FAU.

Her dream is coming true, and in a big way. The first-generation college student will be attending FAU this fall with all expenses paid, thanks to several scholarships.

Since her freshman year, she has participated in the JSF-funded Johnson Scholars college preparatory program at her school. The program, offered at seven high schools (10 next year) in partnership with the School District of Palm Beach County and Take Stock in Children Palm Beach County, provides mentoring and other support for students to make a successful transition to college.

Those who successfully complete the program are guaranteed a two-year tuition scholarship. However, that was just the beginning for Karla. She was named a finalist and eventual recipient of Take Stock in Children’s Leaders 4 Life Fellowship, which offers up to $40,000 for college. Only six highly motivated students from across the state of Florida were selected for this award.

(To see a video of Karla finding out she had been chosen for the fellowship, click here.)

She said that she is grateful to God and her family, friends and community for helping her to reach this point. “I hope one day I can give back, and I don’t expect anything back because it comes from my heart,” she said.

During her high school years, she maintained a high GPA while being dual enrolled in classes at Palm Beach State College. She also was involved in her school’s Air Force ROTC program.

At FAU, she plans to study education. She also has an interest in nursing and eventually would like to work in the field of pediatrics.

What advice does she have for other high school students who hope to obtain scholarships?

We all have the ability to accomplish anything. “We all have goals and dreams to accomplish,” she said. “The only way to complete that is by having your head up. Have a positive attitude and believe in yourself.”

We all can overcome any circumstance, no matter what. “I know there can be many obstacles that can hold you back, but it’s up to you overcome that issue. You must think of whom your benefiting and why are you doing it.”

Be true to yourself, and don’t be afraid to seek out guidance. “Mentors are individuals who offer support, guidance and encouragement. They help a child to build their dreams and goals.”

Among those she considers her mentors are her mother, Maria Saban; Take Stock In Children Palm Beach County Executive Director Nancy Stellway; Johnson Scholars Program Specialist Wanda Kirby; Johnson Scholars Site Coordinator Abbe Gleicher; Take Stock in Children Palm Beach County Director of Program Services Marilyn Schiavo; Palm Beach State College Post Secondary Advisor Cynthia Trager; Lake Worth High School Assistant Principal Caelethia Clemons; and her family, friends “and every individual who supported me in every aspect. They all were there from the beginning and will be there for me until the end.”

Lastly, perseverance is the key to success. “My dream came true based on my willingness to strive for excellence in my education, along with perseverance.”