The Petey Greene Program has worked extensively within the Connecticut region throughout the last couple of years with local universities and prison facilities. To date, the Connecticut Department of Corrections has 15 correctional facilities that vary in security levels. 14 of these 15 facilities serve men only. Unlike many other regions in the United States, Connecticut houses both sentenced and un-sentenced individuals in their facilities, meaning jails and prisons in this state are combined facilities. Currently, there are roughly 15,393 individuals within Connecticut prison facilities.
Currently, the Petey Greene Program has formed multiple partnerships with local universities, like Yale Law, the University of Connecticut, and Eastern Connecticut State, and various state and county prison facilities, providing the connection between these two institutions in order to promote the educational quality of incarcerated people in the state. The program has helped over 40 students in the last two years, serving facilities like Corrigan-Radgowski CI and Garner Correctional Facility in Newton. Our hope is to expand this program in the region, both in the number of universities and facilities reached and in the number of volunteers in our program, in order to gain a flourishing volunteer group that will passionately provide educational support to men and women in Connecticut correctional facilities.
This wiki page provides the necessary resources for volunteers to access information on our tutoring services. Within these pages, we have placed documents related to tutor strategies, training, policies and procedures, directions, and much more.
Please contact Samuel Chang, gro.eneergyetep|gnahcs#gro.eneergyetep|gnahcs or Chandra Bozelko, gro.neergyetep|oklezobc#gro.neergyetep|oklezobc, for further questions.
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Contents
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1 About the Petey Greene Program
| Ralph Waldo "Petey" Greene |
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| Radio talk show host and community activist who was the inspiration for this program |
Our organization is named after Ralph Waldo "Petey" Greene, Jr., a TV and radio talk show host and community activist who overcame drug addiction and a prison sentence to become one of the most notable media personalities in Washington, D.C. history. While incarcerated for armed robbery, Greene became the prison’s disc jockey and subsequently a role model for many other individuals incarcerated in the facility. Greene’s close friend and mentor, Charlie Puttkammer, was inspired by Greene’s life, and founded the Petey Greene Program in his honor, to strengthen correctional education services and offer college students the opportunity to pursue meaningful and valuable work in the criminal justice system. Since 2009, the Petey Greene Program has operated as a 501(c)(3) nonprofit organization.
1.1 Our Vision
The Petey Greene Program envisions a world in which all incarcerated people have access to high quality academic programs and all people recognize their stake in supporting education in correctional facilities.
1.2 The Mission
The Petey Greene Program supplements education in correctional institutions by providing individualized tutoring. We work to support academic achievement in prison classrooms in order to support people and build stronger communities.
1.3 Objectives
The Petey Greene Program strives to:
- Provide a free, effective, and reliable supplemental tutoring service that prioritizes individual needs of incarcerated learners,
- Build strong relationships between academic institutions, communities, and departments of corrections,
- Train volunteers in the skills necessary to tutor a variety of subjects,
- Improve student achievement in high school equivalency, adult basic education, workforce development, post-secondary education, and other academic programs,
- Encourage a positive academic environment grounded in professional and respectful interactions,
- Increase awareness of the positive impact of correctional education.
In order to:
- Ensure that people leave prison with the knowledge and skills necessary to pursue further academic opportunities and/or meaningful and fulfilling employment,
- Promote life-long enthusiasm for learning and study,
- Foster patience, conscientious effort, and confidence in both tutors and students,
- Facilitate tutor-student connections rooted in mutual respect,
- Generate increased support for correctional education in society at large,
- Build an understanding of the criminal justice system’s role in our country and communities.
1.4 The Problem
The United States of America currently incarcerates 2.2 million people. We have more people behind bars than any other country.
The people in America’s prisons are disproportionately from minority, low-income, and socially marginalized communities. The experience of incarceration and the consequences of having been to prison - including institutionalized barriers to social welfare programs, housing, employment, voting, higher education, and more - leaves formerly incarcerated people even more likely to remain poor and marginalized. Though the United States spends upwards of $86 billion on corrections each year, incarcerated people are given few resources to facilitate successful re-entry. 90 percent of incarcerated people will be released, but 40 percent will return to prison within three years. Cyclical recidivism weakens communities and families and, in doing so, perpetuates social and economic inequalities.
Education has repeatedly been shown to be one of the most effective ways to decrease both crime and the financial and societal costs of incarceration. Researchers at UCLA’s Department of Policy Studies found that while $1 million spent on corrections prevents 350 crimes, the same amount spent on education in prisons prevents 600 crimes. A recent study by the RAND Corporation determined that those who participated in correctional education programs were 43% less likely to return to prison than those who did not. Beyond reducing recidivism, education also positions people to successfully re-enter society and make positive impacts on their families and communities.
Providing high quality education programs in correctional facilities is both challenging and costly. The literacy level of incarcerated people is well below that of the general population, and between 35 and 40 percent of people in prison have not completed high school. For these reasons, there is a high need for quality education at a variety of learning levels. Meeting the needs of all students is challenging in the best of classrooms, and classrooms in correctional facilities face the additional challenge of underfunding. In 1994, Congress prohibited people in prison from receiving Federal Pell Grants, significantly reducing higher education programs in correctional facilities. Since the economic recession, many Departments of Corrections have had to cut resources for all educational programming. These cuts further limit the Departments’ ability to provide the variety of programs and resources that would best meet the educational needs of incarcerated people.
This is where the Petey Greene Program is working to make a difference. Since 2008, the Petey Greene Program has been actively working to supplement education programs in correctional facilities – at no cost to prisons or taxpayers.
1.5 The Tutoring Model
In 2013 the NJ Department of Corrections (NJ DOC) conducted a quantitative analysis of the effects of the Petey Greene Program in five NJ DOC facilities. This study, entitled “Petey Greene: Impact Evaluation,” analyzed the key metrics of our program and found that students who participated in our program achieved statistically significant improvements in math and reading functional level as compared to those who did not. Participation in the Petey Greene Program was also associated with higher GED passing rates.*
The study, which controlled for demographic and sentencing factors, used a rigorous matching design to measure differences in test score improvement between the experimental group (students who received a tutor) and the control group (those who did not).
Three of the five institutions that offer Petey Greene tutoring generated a sample large enough to demonstrate that students who received math tutoring accelerated by more than one full grade level in math over the course of a semester of tutoring, with statistical significance. There was a similarly strong positive correlation between tutoring and improvements in reading level, such that students who worked with a tutor accelerated by more than one full grade level in a single semester added on average of more than one full reading grade level.
GED pass rates reflect similar gains. Students studying for the GED are the second largest population served by the Petey Greene Program. Tutored students who were preparing for their GED passed at a rate of 90% versus 83% for non- tutored students. The impact of higher passage rates is notable according to prison administrators; every additional person who takes and passes the GED serves as an example of achievement to others. With each GED earned, hope for the future is cultivated and nourished.
Additional benefits of both one-on-one and small group tutoring were recorded through evaluations written by students, prison staff, and tutors. These include reduced violence in prison, increased attentiveness in class, higher self-esteem, and an increased optimism about the future.
While reduced recidivism rates are often the single criterion used to assess the efficacy of prison education, the true impact of such programs and the opportunity for further education are profound, and harder to quantify. Approximately 10,000 people are released from NJDOC custody each year, and over 700,000 are released from custody nationwide. The benefits of returning thousands of better educated men and women to society each year with improved self-esteem, a more positive outlook, and improved job-related skills are immeasurable. The foundations of a good education and the infinite possibilities it holds are life-changing.
*Functional levels are the primary metric for education reform initiatives and compare pre-test and post-test results as measured on a Test of Adult Basic Education (TABE). The results measure “grade level” changes, i.e., “reading improves from a second grade to a third grade level.” Federal adult educational grants are generally awarded based on the performance of students vis-à-vis achievement of functional level standards. Pass rates for the GED exam is self-explanatory.
2 Fall 2016 Volunteer Application
Sign-up link will be active soon! Please check back later!
3 Fall 2016 Training Calendar
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If you need to attend the Petey Greene Program's new tutor training but can't make the one scheduled for your area/university, please consult our Fall Training Calendar, which lists all open sessions. This calendar will be updated as soon as the schedule is finalized by our partners.
4 Fall 2016 Tutoring Schedules & Important Dates
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Check our facility schedules to see all the important dates to keep in mind for the Fall term. This calendar will be updated as soon as the schedule is finalized by our partners.
5 Volunteer Information
5.1 Rules and Procedures
5.1.1 Background Checks/Paperwork
All tutors are required to submit to a background check conducted by the Connecticut Department of Corrections. It can take several weeks for the paperwork to be processed, so if you think you will be tutoring for the upcoming semester, get your paperwork in as quickly as possible!
- Download the DOC clearance paperwork.
- Download the Petey Greene Informed Consent form.
- Complete all papers and sign all THREE sections that require a signature.
- Make a copy of your current photo ID - if you were born outside the U.S. (even if you're a U.S. citizen), you MUST submit your passport photo as ID. Otherwise, it can be a driver's license, school or staff ID, etc.
- Return the paperwork to Samuel Chang or Chandra Bozelko via mail, email, or in-person
- Wait for your clearance! Volunteers cannot begin tutoring until the clearance has gone through the DOC.
Volunteers must submit this paperwork annually; Tara will send you the renewal forms as your expiration date approaches.
5.1.2 Orientation and Training
All tutors must attend the following training events:
- New tutor training (only needs to be completed ONCE)
- At least one follow-up training or reflection activity during the semester (required of all volunteers each semester)
- The Department of Corrections custody training (must be completed once each year) - We make every attempt to bring DOC staff to the universities to conduct large-scale trainings for volunteers, but we cannot guarantee our ability to do this each semester. We will do our best to make the custody training feasible for all volunteers.
5.1.3 Attendance
It is important to attend every tutoring session. Petey Greene’s relationship with the facility and the DOC as a whole depends on our promise to provide volunteers on a regular schedule. Furthermore, the success of the program comes from tutors and students working together closely over the course of a semester.
Additionally, factors outside the control of the program within prison, such as testing, lock-downs, or student and teacher absences mean that there will invariably be missed sessions. This makes it even more important that volunteer tutors attend regularly.
In the case of illness or another emergency, call your Van Leader and the Volunteer Coordinator (Chandra Bozelko) to tell them you will not be able to make your session immediately, at least 24 hours in advance whenever possible.
5.1.4 Clearance
All volunteers are required by the Connecticut Department of Corrections to fill out clearance forms and sign a terms sheet. Please read these carefully and answer the questions accurately. More information about these forms can be found on the Program Requirements page. You must submit originals signed in ink to your Coordinator as soon as possible. Please be sure to sign in all the required places (three signatures required in total). These forms generally take 2 to 3 weeks to process, though in some cases they can take longer. Please note that the forms ask for your Social Security number and cannot be processed without this information. If you would like to submit your clearance form in an envelope, please do so. The forms are hand-delivered by the Coordinator to a DOC official.
If you have a previous criminal history, or have family members in Connecticut correctional facilities, you must disclose this on the forms. Depending on the circumstances, you may not be allowed to tutor. Previous criminal history does not mean parking tickets or moving traffic violations, but offenses that would likely turn up in a comprehensive background check; for example, convictions of trespassing, disorderly conduct, driving while intoxicated, or any kind of drug usage or possession. Trespassing or other offenses related to civil disobedience or political protest generally will not prevent you from being cleared, but please list these on the form if applicable, as they will come up on the background check. You need not list family members incarcerated or on parole in states other than Connecticut.
You must sign the criminal background check form even if you have no criminal history or relatives in the NJ corrections system.
5.1.5 Dress Code
You must follow the Petey Greene dress code when you enter the facility. The DOC has a strict dress code and will prohibit volunteers from entering the facility if staff feels they are not dressed in accordance with the guidelines listed below.
All tutors are required to wear:
- A loose-fitting Petey Greene t-shirt
- Long pants or loose jeans (no shorts, skirts, or leggings)
- Close-toed shoes
- For women: a bra without underwire or metal, such as a sports bra. The metal in an underwire will set off the metal detector and you will not be allowed to enter the facility.
- Keep jewelry to a minimum. Do not wear expensive jewelry, but you may want to wear a watch, since some of the classrooms do not have clocks.
You are NOT permitted to wear khaki, orange, or cobalt or navy blue into the facilities.
5.1.6 Materials
- You are allowed to bring your license or ID.
- You should leave any personal belongings in your car or the van, including your wallet and phone. Your car is safe in the parking lot, but if you are uncomfortable leaving these items in your car you can also use a locker at the security check. The lockers require a 50-cent deposit.
- You may not bring a cell phone or any digital device into the prisons. Before going through the security screening, double check that you do not have your cell phone in your pocket.
5.2 Tutoring in the Facilities
(NOTE: You may want to visit our facility-specific pages to find out more about policies and procedures unique to those locations.)
- Proceed through the metal detector and follow the directions of the officers. The procedure here is similar to an airport: put anything you have in your pockets, including car keys and coins, along with any metal jewelry in the tray on the conveyor belt. If you bring a bag with materials in it, that will also go on the conveyor belt. You do not need to remove your shoes before going through the metal detector, though if the metal detector goes off you may be asked to remove your belt. Common things that may make the detector go off may include metal jewelry or metal glasses frames.
- Inform the officer at the front desk that you are a Petey Greene volunteer tutor and give them your state-issued or university-issued ID. The officer will then check to make sure you are on the "visit slip" or "pass list" for that day.
- The officer will keep your ID for the duration of your visit in exchange for a facility ID badge. Clip this badge to the neckline of your t-shirt, as it must be visible and at chest level at all times. Be sure to return your badge and reclaim your license/ID on the way out. It is a good idea to check that the license you picked up is yours.
- The officers at the front desk have the ability to prevent you from entering the facility and will do so if they perceive you to be discourteous or impatient.
- You will likely be asked to sign your name on a volunteer sign-in sheet upon entering or multiple sign in sheets in different locations, if required by the individual facility.
- The officers may wait for all expected teachers to arrive before letting you go down to the education wing.
- You may be escorted to the education wing by a member of the education staff or an officer. If you need directions, do not hesitate to ask an officer or member of the education staff for help.
- When you enter the education wing or library, please check-in with the education staff and let them know you have arrived and are ready for class.
- Please be respectful of education staff, officers, and incarcerated people at all times. Please refer to officers as "officers" or “correctional officers” (which will sometimes be shortened within the facility as “C.O.”), not "guards." In the facility, the term that officers tend to use for incarcerated people is “inmates,” though in the Petey Greene context, tutors should refer to students as “students.” It is a good practice to thank the officers for letting you in and out of the prison, as well as to thank the teachers for letting you work in their classrooms.
5.2.1 Tutoring Folders
At some facilities, Petey Greene has tutor folders that help tutors and education staff communicate about students' education and progress. The folders can include worksheets for each tutoring session, a summary of most recent TABE test scores and, if applicable, GED test scores, a comments sheet to express particular recommendations or observations to teaching staff, and a program form. The program form tracks the individual student, and tutors should document the date, subject tutored, and work completed every session. Your school’s Coordinator will explain how to use the folders in more detail during the program’s orientation.
5.2.2 Classroom Conduct
- Please arrive at the facility at your scheduled time (generally a half hour before class starts).
- Introduce yourself by your last name (i.e., Ms. Smith or Mr. Jones). You should also address the students by their last names.
- Avoid physical contact with the students. Even casual physical contact can put the students at risk for harsh punishments.
- Do not discuss the students’ offenses or the length of their sentences. If a student brings this up in conversation, promptly and respectfully guide the conversation back to the academic subject at hand.
- Discussions and interactions should always be of a professional nature. Be friendly, but avoid talking in detail about your personal life or theirs.
- Each facility has a washroom designated for staff use. Ask an officer or education department employee for directions and a key, if needed.
- You should not develop a pen-pal relationship with any student, nor should you carry any messages for them outside the facility. This includes distributing student writing, even for academic assignments, to individuals outside the prison.
- If you wish to rearrange the desks in a classroom, make sure to clear this with the teacher or supervisor and put the chairs back in the same place when you leave. If you arrange the desks in a circle, try to place your own seat closest to the classroom door or have a line of sight to the door. Additionally, do not box yourself into a corner. If an officer or education staff member sees that you are seated far from the door, he or she may interrupt your class to ask you to rearrange the seating.
- Clearly demonstrate your expectations about appropriate classroom conduct at the beginning of your first session. If students use language or behave in ways that you find objectionable or disruptive, ask them to stop. If the problem continues, address the problem with the classroom teacher.
- Class attendance is not something you control. However, if an absence strikes you as out of character or unusual, you may ask an officer to call a student down from his unit.
- It is important that we keep accurate attendance records. Please fill out the attendance sheets provided by your coordinator and, if asked to do so, please fill out the attendance sheets that are provided by the education supervisor in the prison.
- Students are only allowed to leave the classroom to use the restroom or if an officer explicitly tells you to excuse a student from class.
5.2.3 Feedback
You will be asked to provide feedback about the program by your Coordinator at the midpoint and end of every semester. In addition, you are welcome and encouraged to provide feedback as often as you would like.
5.2.4 Incidents
This section presents three cases of potentially problematic situations that may occur while tutoring within a correctional facility. The safe option is always to follow the guidelines provided by your Coordinator and correctional facility. If you find yourself in an awkward or potentially dangerous situation, maintain composure, be assertive, and immediately reach out to teachers or administrative staff nearby. After you leave the facility, tell your Van Leader and Coordinator about the incident immediately.
While the classroom space is intended to be as normal an academic setting as possible, please do not forget that you are in a correctional facility. Be aware at all times and do not place yourself or the students in unnecessary danger. With everyone's commitment to safety and proper practices, we can continue to provide education to Connecticut's incarcerated population.
Case 1: A student asks you to pass on a letter to a friend, newspaper journalist, or someone else.
Proper Response: Do not agree to take the letter. This is strictly against prison guidelines and could jeopardize our program. There are ways for incarcerated people to send letters to family and friends, as well as internal mechanisms for facility maintenance and oversight. Your responsibility within the prison is limited to tutoring. Simply explain to the student that passing the note is against program guidelines.
Case 2: While tutoring, a student does something extremely inappropriate, such as exposes himself or becomes belligerent.
Proper Response: Immediately notify the teacher or nearest supervisor or corrections officer about the incident. Do not panic and do not simply accept the behavior.
Case 3: A student asks for personal information like your full name, phone number, or address.
Proper Response: Do not give out any personal information other than what is necessary to tutor; for instance, your first or last name or college. It is important to be friendly and build a professional tutor-student relationship to facilitate the learning process, but prison rules also require that tutors do not disclose personal information to students.
5.3 Frequently Asked Questions
Q: How much time will I need to commit?
A: The average commitment per week is three hours, including approximately 1 hour of transportation to and from the facilities and 2 hours of tutoring.
Q: Is transportation provided?
A: Transportation largely depends on the university and the facilities where volunteers tutor. Please ask Samuel Chang or Chandra Bozelko for further instruction.
Q: What subjects will I tutor?
A: It depends on your interest, the needs of the students, and the time you choose. Generally, tutors work on high-school equivalency or adult basic education reading, writing, math, science, and history. Tutors have also worked in computers, health, economics, and ESL classes.
Q: Is it safe?
A: We have never had a serious incident in the years the program has been running. The volunteers need to follow the prison rules assiduously and, if there is a problem, there are always teachers and officers nearby.
5.4 Extra Links
Reminders
DOC Visiting Rules & Regulations
GED Handbook - General tutoring tips included here, too!
6 Tutoring Resources
6.1 Information on Correctional Education
- Correctional Education Association: While this isn't a great website, the organization serves correctional educators all over the country, so it's a good way to see hot topics popping up in the field of correctional education. You might also find the NJ Chapter site helpful.
- NJ-STEP (New Jersey Scholarship & Transformative Education in Prisons): This is a statewide college-level education program for incarcerated men and women in New Jersey.
6.2 Information on Tutoring
- Purdue Online Writing Lab (OWL), Teacher & Tutor Resources: Purdue OWL is a great resource for students and tutors alike, with a primary focus on literacy.
6.3 General GED and High School Equivalency Resources
- GED Testing Service: Want to know more about the GED your students will take? The test was revamped in 2014, and most recently, they've changed the scoring system to make it slightly easier for students to pass. Take the practice test to see how you do (it's harder than you think!). See how the GED is used in Corrections.
6.4 Volunteer Handbook
Welcome to the Petey Greene Volunteer Handbook! Use the Table of Contents below to access the section most relevant to your immediate needs. We highly suggest that you take a look at the rest of the handbook when you have some spare time, though - it's chock full of good info for making your volunteer experience as smooth as possible.
Refer to this link for more resources: Volunteer Handbook
6.5 Academic Subject Specific Materials
Math
Language/English
Writing
Science
Social Studies
6.6 Studying Tips for Students
- Review the prep materials right after a prep class. The information is still fresh in your memory, and the review can actually improve your memory.
- Do not do all the studying the night before the test. We all tend to put things off until the last minute, so make a study plan early on. Try to space out your TASC test studying by section, and review the content well before test day.
- Study in a quiet, well-lit and comfortable place. Find time when there are few distractions. Here’s another hint: studying in bed will make you want to sleep. Find somewhere that keeps your mind awake.
- When you start to study, do not try to memorize everything from the beginning. Read it through once to get the big ideas, and then go back and take notes.
- Learn general concepts first. It prepares your mind to learn and remember the details.
- Take notes in your own words. They should include a summary of the big ideas and the details that fall under those general concepts.
- Make flash cards for the important ideas. Ask a question in your own words on one side of the card, and write the answer in a few words on the other side. When you’re ready to check your memory, shuffle the flash cards, read the questions out loud, and flip them over to quiz yourself. The questions you answer correctly can be set aside while you work on others. As you get closer to the test, put all the cards back into the deck to be sure you’re prepared.
- Take short breaks every 20 minutes. Why? Studies have shown that your long-term memory is best at the beginning and end of these 20-minute study periods. Start and end your study sessions with the topics that need the most work.
- If you study a set amount every day (say two 20-minute periods) for as many days as you need to cover everything, your long-term memory will kick in. Remember: it’s your long-term memory that will help you develop the critical thinking skills you need for TASC test. Many small sessions of studying can add up over time.
- Think about what you’re reading, and really try to understand it. Talk about it with someone. Ask yourself questions about it. Get into it so the lessons can get into your head.
- Take advantage of the pre-tests and assessments that can let you know in advance what areas you most need to study. You only have a certain amount of time to study for TASC test. If you find out that you are a good enough reader to pass that part of test but need a lot of work in the sciences, spend more time prepping and studying for the science section.
- The human brain is not designed to multi-task. You can jump from your book to your phone to your music to the TV and back to your book. But this only distracts your mind from focusing on the intended task – studying. Learn to focus.
- Study during the time that you’re usually awake. You’ll probably need to sacrifice other activities for a short time, but the investment will pay off.
7 Campus Leadership Resources
The Petey Greene Program is only as strong as its volunteer base. We are great because our tutors are great! The Campus Leadership team is an opportunity to empower our tutors by giving them hands-on experience in nonprofit work. The leaders are involved in multiple aspects of programming on their particular campus with the hope that they they will discover and/or deepen a passion for social/criminal justice, education and service. They gain knowledge of the field and marketable skills through:
- Tutor recruitment, interviewing and training
- Event planning
- Conducting focus groups and gathering feedback
- Liaising between Petey Greene staff and tutors
- Assisting with the establishment of a formal organizational partnership with the college/university
- Creating and lead a Petey Greene Club on campus
- …and more!
7.1 Campus Leader Application
More to come!
7.2 Roles & Expectations
More to come!
7.3 Event Ideas
Film Screening
First Degree
Workshop
- Invite a formerly incarcerated person who participated in an education program while incarcerated to speak about his or her experiences
- Invite someone who teaches in the prisons - perhaps someone at your school who teaches at your university and a prison!
- Considering bringing these people together, and add some others, to create a panel! A local activist group or other Criminal Justice themed organization on campus may be interested in co-hosting with you.
8 Regional Information
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This section will include all the necessary regional information for Connecticut. While the Petey Greene Program is expanding throughout the Northeast regions, Connecticut continues to be a primary location for our volunteers to interact with the prison community. We are working towards solidifying our partnerships with both universities and the prison facilities in an effort to deepen our program's influence across the region.
Our DOC Partners - Check here for driving directions!
Our Non-DOC Community Partners - Check here for driving directions!
8.1 Our University Partners in Connecticut
The Petey Greene Program is currently working on expanding its university partnerships in Connecticut. The list below highlights the current institutions that have partnered with us in the region.
The University of Connecticut: Storrs
Connecticut College
Eastern Connecticut State University
Yale Law School
9 The Petey Greene Team
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National Center Staff
Jim Farrin - Executive Director, gro.eneergyetep|nirrafj#gro.eneergyetep|nirrafj
Jess Weis - Program Director, gro.eneergyetep|siewj#gro.eneergyetep|siewj
Barbara Reeder - Office Coordinator, gro.eneergyetep|redeerwb#gro.eneergyetep|redeerwb
Rosemary Parish - Development Manager, gro.eneergyetep|hsirapr#gro.eneergyetep|hsirapr
New Jersey Region-Specific Staff
Sam Thoma - Regional Field Manager, gro.eneergyetep|amohtjs#gro.eneergyetep|amohtjs
Tara Ronda - Volunteer Coordinator, gro.eneergyetep|adnort#gro.eneergyetep|adnort
Frenel Ciede - Transportation Coordinator (Mobile: 609-529-8231)
Megan Tavares - TCNJ & Montclair State University Volunteer Coordinator, moc.liamg|67seryagem#moc.liamg|67seryagem
Rhode Island Region-Specific Staff
Eleanor Roberts - Massachusetts and Rhode Island, Regional Field Manager, gro.eneergyetep|strebore#gro.eneergyetep|strebore
Eric Seligman - Masschusetts and Rhode Island, gro.eneergyetep|namgilese#gro.eneergyetep|namgilese
Massachusetts Region-Specific Staff
Eleanor Roberts - Massachusetts and Rhode Island, Regional Field Manager, gro.eneergyetep|strebore#gro.eneergyetep|strebore
Eric Seligman - Masschusetts and Rhode Island, Volunteer Coordinator, gro.eneergyetep|namgilese#gro.eneergyetep|namgilese
Sam Chang - Massachusetts and Connecticut, Regional Field Manager, gro.eneergyetep|gnahcs#gro.eneergyetep|gnahcs
Connecticut Region-Specific Staff
Sam Chang - Massachusetts and Connecticut, Regional Field Manager, gro.eneergyetep|gnahcs#gro.eneergyetep|gnahcs
Stan Hale - State Manager, gro.eneergyetep|elahs#gro.eneergyetep|elahs
Chandra Bozelko Volunteer Coordinator, gro.eneergyetep|oklezobc#gro.eneergyetep|oklezobc
NYC Region-Specific Staff
Alejandro Van Zandt-Escobar - Regional Field Manager, gro.eneergyetep|ezva#gro.eneergyetep|ezva
Jonathan Cortez - Regional Field Manager
Kathy Morse - Volunteer Coordinator, gro.eneergyetep|esromk#gro.eneergyetep|esromk
DC Region-Specific Staff
Sarah Jill Bashein - Volunteer Coordinator, gro.eneergyetep|niehsabs#gro.eneergyetep|niehsabs
Philadelphia Region-Specific Staff
Rashida Brooks - Volunteer Coordinator, gro.eneergyetep|skoorbr#gro.eneergyetep|skoorbr
Eilene Frierson - Volunteer Coordinator, gro.eneergyetep|nosreirfe#gro.eneergyetep|nosreirfe