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I see the need to Provide Students with our different options and constant positive reinforcement of Their goal and how all
the steps Have Already Been drawn for them and They just need to continue to strive for Their best and ask for help needed
... When Mentoring is the key for students to finish Their education and Their life goals ... We Americans All have a duty
to be Involved with our community in one way or another. We are all part of a chain for change and we can not Afford to be
the weak link ... The Education Department is nothing without the community and without the local and national business the
Involvement to Promote and work on our future and Most Important asset: our children and youth ... "Choosing to be positive
and Having a grateful attitude is going to determine how you're going to live your life." Ramos Rest- Educational Services
& Translations, Inc. proposes a personalized tutoring or mentoring style more personal and motivating and individual using
the computer as a mediator educational level mentor to help our students achieve reach and increase their level of self-esteem
and execution the subjects of English and mathematics. Ramos Rest- Educational Services & Translations, Inc. offer through
tutorials; You dare help remedy a motivational environment as an effort to reduce dropouts. Several studies point to the school
backwardness and lack of mastery of basic skills has a cumulative effect and the student reach the ages of 12 to 16 years
is a potential deserter. new projects, results and make decisions according to these: a board by Grade Teachers, Students,
Parents and Community Leaders with weekly meetings then meet in total all grades every two weeks to discuss is created. Puerto
Rico currently 90,000 students take tutoring and other 360,000 in need. We have over 850,000 students in grades K-12 or 400
students per 5,692 inhabitants on our island. Of those 400 students 300 have direct or indirect access to computers or the
Internet. REST Ramos & Educational Services Translations, Inc. will focus on providing a tutorial level mentor, with reports
every two weeks to the father percent charge of implementing / improving skills mastering grade level. To ensure exposure
to technology learning will be using various computer tutoring programs at the time of tutoring with a lap-top used by the
Tutor / Mentor. DENIAL AND INFORMATION COPYRIGHT Unpublished Work © 2011Luis Angel Ramos Irizarry. All rights reserved. No
part of this publication may be used, reproduced, stored in a storage system (in any medium) of any nature, or transmitted
in any form or by any electronic, mechanical, digital tal, photocopying, recording, scanning or any other except as permitted
without the prior written permission of Luis Angel Ramos Irizarry. DENIAL AND INFORMATION COPYRIGHT Unpublished Work © 2011Luis
Angel Ramos Irizarry. All rights reserved. No part of this publication may be used, reproduced, stored in a storage system
(in any medium) of any nature, or transmitted in any form or by any electronic, mechanical, digital tal, photocopying, recording,
scanning or any other except as permitted without the prior written permission of Luis Angel Ramos Irizarry. REST proposes
a personalized and individual tutorials using the computer as a mediator educational level mentor to help our students achieve
reach and increase their level of self-esteem and execution in the areas of English and Mathematics. REST dare offer tutorials;
You dare help remedy a motivational environment as an effort to reduce dropouts. Several studies point to the school backwardness
and lack of mastery of basic skills has a cumulative effect and the student reach the ages of 12 to 16 years is a potential
deserter. Focus on Tutoring at Home as 54% of the causes of dropping out are linked to problems at home. centers will be established
in the West area (Target Market Aguadilla, Aguada, and Moca) and then other areas of need in Puerto Rico. Each center will
have a weekly one-hour meeting. The centers will be part of the decision-making individual and a representative (leader of
the Centre or his representative) center will attend a two-hour meeting monthly from all REST Centers Each Center tutorials
REST will be an ally or part of a private partnership / dud-profit where REST receive 70% (to cover expenses Salary (including:
Social Security, Unemployment, Special Contribution and Disability) gains and each Tutoring Center receive a 30% profit generated
in it. initial expenses and promotion and salaries will be initially absorbed by REST and then begin class sessions latter
will be fully absorbed by the established centers. the centers will be responsible for daily, weekly, monthly and yearly the
number of students reporting, wages , promotion costs and to present 30% of the proceeds to REST Centers will be responsible
for hiring and paying your REST Coordinator Center with its 30% profit. Each Board for Centre will be responsible for daily,
weekly, monthly and annual reports of the number of students, and academic performance improvement compared constantly, promotion
and the number of sponsors and community mentors. CLUB Rest- in each center high school students were selected to mentor intermediate
students and these same students serve as mentors elementary level. Teachers and Community Leaders or Guardians sponsored
by local business leaders help students as mentors secondary or higher level. PROBLEM OR NEED: Desertion School in Intermediate
and Higher Education in Puerto Rico Dropout: As recently as 2003, the Center for Research and Public Policy and Rafael Hernandez
Colon Library Foundation published a work entitled Dropout. In the same we talk about the dropout problem in the same terms
as previous studies. According to this study, he cites the Department of Education recognizing that the problem of school
dropouts is 51% of students entering elementary school and leave school without a high school diploma. the dropout and strategies
to retain profile. Magazine Pedagogy, Faculty of Education at the University of Puerto Rico in 1988 published an article under
the signature of Eduardo Aponte, entitled, the dropout profile and strategies to keep him. In this work Aponte makes a summary
of previous work on the subject of desertion have been published in the years 1964, 1976, 1985 and 1988 also mentions the
work of Mercedes Otero de Ramos entitled Socio-Economic Survey of dropout and Juvenile delinquency (1970) pointing on the
study that was the first defection link with crime and criminality. He cites the work of the Planning Board published in 1971
entitled Observations of potential defectors. On the same notes that school backwardness and lack of mastery of basic skills
has a cumulative effect and the student reach the ages of 12 to 16 years is a potential deserter. Most of the defectors interviewed
in the studies we found was on the level, and said that the school did not prepare adequately for the world of work and much
less to find and keep a job. Most revealed his interest in returning to school at night to work during the day. Daytime classes
may be useful for students unemployed more night will be the most used by our dropouts return to school. The reality is that
deserters students have a very close relationship with situations such as unemployment, crime and use of most social funds
for their lack of skills, abilities and retention. The first step in helping our youth in Puerto serious Rico identify students
at risk and use retention strategies with a focus Mentoring Adults (Teachers, Parents, Guardians, Community Leaders and Agencies
Nonprofit and relevant government agencies . According to the 2003 study by the Center for Research and Public Policy and
the Library Rafael Hernández Colón Foundation they published a work entitled dropout appointment to the Department of Education
recognizing that the problem of school dropouts is 51% of students who start school elementary and leaving school without
obtaining a high school diploma. the main causes for low or dropouts were frequent absences. the second reason was to marry.
a third of the students live with both parents, while the remaining 66% lived with one parent, or had formed a separate household.
for the parents of these students, they have reflected as average schooling of their children. In this figure we must add
that the employability of parents is under the minimum wage, which places them in an economic index below the poverty line.
The net effect for society represents the defector student contributions on annual losses estimated at $ 510 million income.
A similar situation generates annual cost of crime attributable to desertion. About desertion and crime, Acosta cites information
for 1987 reveals that 88.5% of offenders in adult prison population had been truant in childhood. 76.4% of convicted without
previous record had also left school before completing high school. In the population of the correction system, they identified
two thirds of young people between the ages of 15 to 17 years and those 85% were high school dropout. (Aponte, Millán Pavon
1995, pg. 4) A Justice Department study in 1996 revealed that most of the murders and killings in our country are committed
by young people between the ages of 16 to 20 years. The vast majority of those who committed murders and killings were school
dropouts. The income of these at the time of the offense was $ 500 and $ 600 monthly. (See table Education in Puerto Rico
University and Gender in Puerto Rico http://www.tendenciaspr.com/Educacion/Educacion.html Dropout Population 18 to 24 who
have not completed 12 years of school). REASONS: 1. Lack of communication between students, parents, teachers and administration
2. Low academic achievement 3. Low Self-Esteem / Attitude Defeat (See Test of Self-Esteem by Dr. Cirilo Toro Vargas to be
administered to all our customers first contact) 4. discipline problems 5. justice 6. Problems with absenteeism problems 7.
8. Problems health problems is their interpersonal relationships 9. student is on grade 10. Working hours of study (study
says students who worked 4.00 hours did not graduate compared with those who worked 2.2 hours STRATEGIES tO RESOLVE graduated:
1. Program Monteria 2. Mentoring Program 3. Prevention Program use of Alcohol, Snuff and Drug 4. Creation Program Partnerships:
Community groups, Government Agencies and Private Sector Trade 5. Create Publisher Electronic "E-Newsletter" 6. Program 7.
Juvenile delinquency Prevention Program Teen Pregnancy Prevention Program 8. 9. Substitute Teachers Program Parent involvement
Program compulsive 10. References to relevant agencies by Masters DENIAL AND INFORMATION COPYRIGHT unpublished Work © 2011Luis
Angel Ramos Irizarry. All rights reserved. No part of this publication may be used, reproduced, stored in a storage system
(in any medium) of any nature, or transmitted in any form or by any electronic, mechanical, digital tal, photocopying, recording,
scanning or any other except as permitted without the prior written permission of Luis Angel Ramos Irizarry. THE DIFFERENCE
OF REST Our Community Partnerships guarantee a profit ratio for community centers and promotes the involvement of its members,
directors and executive board or directors as allies to a common goal of a better Puerto Rico through some tutorials with
measurable results, using tutors / mentors and individualized tutoring each using a laptop with educational programs to mentor
in English and Spanish for math and English. The computer will serve as an educational mediator with an approach / style mentor
to help achieve our students achieve and increase their self-esteem and performance in the subjects of English and mathematics.
In addition, the tutorials have been proven as a successful strategy against dropouts. The tutorials will focus on mastering
skills by subject and grade student restated to their situation with a percent improvement in management skills for their
level of 7% -17% after completing the tutoring / mentoring. (See Test to be administered before Tutoring / Mentors) DENIAL
AND INFORMATION COPYRIGHT Unpublished Work © 2011Luis Angel Ramos Irizarry. All rights reserved. No part of this publication
may be used, reproduced, stored in a storage system (in any medium) of any nature, or transmitted in any form or by any electronic,
mechanical, digital tal, photocopying, recording, scanning or any other except as permitted without the prior written permission
of Luis Angel Ramos Irizarry. Magazine Pedagogy, Faculty of Education at the University of Puerto Rico in 1988 published an
article under the signature of Eduardo Aponte, entitled, the dropout profile and strategies to keep him. In this work Aponte
makes a summary of previous work on the subject of desertion have been published in the years 1964, 1976, 1985 and 1988 also
mentions the work of Mercedes Otero de Ramos entitled Socio-Economic Survey of dropout and Juvenile delinquency (1970) pointing
on the study that was the first defection link with crime and criminality. He cites the work of the Planning Board published
in 1971 entitled Observations of potential defectors. On the same notes that school backwardness and lack of mastery of basic
skills has a cumulative effect and the student reach the ages of 12 to 16 years is a potential deserter. Most of the defectors
interviewed in the studies we found was on the level, and said that the school did not prepare adequately for the world of
work and much less to find and keep a job. Most revealed his interest in returning to school at night to work during the day.
Daytime classes may be useful for students unemployed more night will be the most used by our dropouts return to school. The
reality is that deserters students have a very close relationship with situations such as unemployment, crime and use of most
social funds for their lack of skills, abilities and retention. The first step in helping our youth in Puerto serious Rico
identify students at risk and use retention strategies with a focus Mentoring Adults (Teachers, Parents, Guardians, Community
Leaders and Agencies Nonprofit and relevant government agencies . According to the 2003 study by the Center for Research and
Public Policy and the Library Rafael Hernández Colón Foundation they published a work entitled dropout appointment to the
Department of Education recognizing that the problem of school dropouts is 51% of students who start school elementary and
leaving school without obtaining a high school diploma. the main causes for low or dropouts were frequent absences. the second
reason was to marry. a third of the students live with both parents, while the remaining 66% lived with one parent, or had
formed a separate household. for the parents of these students, they have reflected as average schooling of their children.
In this figure we must add that the employability of parents is under the minimum wage, which places them in an economic index
below the poverty line. The net effect for society represents the defector student contributions on annual losses estimated
at $ 510 million income. A similar situation generates annual cost of crime attributable to desertion. About desertion and
crime, Acosta cites information for 1987 reveals that 88.5% of offenders in adult prison population had been truant in childhood.
76.4% of convicted without previous record had also left school before completing high school. In the population of the correction
system, they identified two thirds of young people between the ages of 15 to 17 years and those 85% were high school dropout.
(Aponte, Millán Pavon 1995, pg. 4) A Justice Department study in 1996 revealed that most of the murders and killings in our
country are committed by young people between the ages of 16 to 20 years. The vast majority of those who committed murders
and killings were school dropouts. The income of these at the time of the offense was $ 500 and $ 600 monthly. (See table
Education in Puerto Rico University and Gender in Puerto Rico http://www.tendenciaspr.com/Educacion/Educacion.html Dropout
Population 18 to 24 who have not completed 12 years of school). REASONS: 1. Lack of communication between students, parents,
teachers and administration 2. Low academic achievement 3. Low Self-Esteem / Attitude Defeat (See Test of Self-Esteem by Dr.
Cirilo Toro Vargas to be administered to all our customers first contact) 4. discipline problems 5. justice 6. Problems with
absenteeism problems 7. 8. Problems health problems is their interpersonal relationships 9. student is on grade 10. Working
hours of study (study says students who worked 4.00 hours did not graduate compared with those who worked 2.2 hours STRATEGIES
tO RESOLVE graduated: 1. Program Monteria 2. Mentoring Program 3. Prevention Program use of Alcohol, Snuff and Drug 4. Creation
Program Partnerships: Community groups, Government Agencies and Private Sector Trade 5. Create Publisher Electronic "E-Newsletter"
6. Program 7. Juvenile delinquency Prevention Program Teen Pregnancy Prevention Program 8. 9. Substitute Teachers Program
Parent involvement Program compulsive 10. References to relevant agencies by Masters DENIAL AND INFORMATION COPYRIGHT unpublished
Work © 2011Luis Angel Ramos Irizarry. All rights reserved. No part of this publication may be used, reproduced, stored in
a storage system (in any medium) of any nature, or transmitted in any form or by any electronic, mechanical, digital tal,
photocopying, recording, scanning or any other except as permitted without the prior written permission of Luis Angel Ramos
Irizarry. THE DIFFERENCE OF REST Our Community Partnerships guarantee a profit ratio for community centers and promotes the
involvement of its members, directors and executive board or directors as allies to a common goal of a better Puerto Rico
through some tutorials with measurable results, using tutors / mentors and individualized tutoring each using a laptop with
educational programs to mentor in English and Spanish for math and English. The computer will serve as an educational mediator
with an approach / style mentor to help achieve our students achieve and increase their self-esteem and performance in the
subjects of English and mathematics. In addition, the tutorials have been proven as a successful strategy against dropouts.
The tutorials will focus on mastering skills by subject and grade student restated to their situation with a percent improvement
in management skills for their level of 7% -17% after completing the tutoring / mentoring. (See Test to be administered before
Tutoring / Mentors) DENIAL AND INFORMATION COPYRIGHT Unpublished Work © 2011Luis Angel Ramos Irizarry. All rights reserved.
No part of this publication may be used, reproduced, stored in a storage system (in any medium) of any nature, or transmitted
in any form or by any electronic, mechanical, digital tal, photocopying, recording, scanning or any other except as permitted
without the prior written permission of Luis Angel Ramos Irizarry. Magazine Pedagogy, Faculty of Education at the University
of Puerto Rico in 1988 published an article under the signature of Eduardo Aponte, entitled, the dropout profile and strategies
to keep him. In this work Aponte makes a summary of previous work on the subject of desertion have been published in the years
1964, 1976, 1985 and 1988 also mentions the work of Mercedes Otero de Ramos entitled Socio-Economic Survey of dropout and
Juvenile delinquency (1970) pointing on the study that was the first defection link with crime and criminality. He cites the
work of the Planning Board published in 1971 entitled Observations of potential defectors. On the same notes that school backwardness
and lack of mastery of basic skills has a cumulative effect and the student reach the ages of 12 to 16 years is a potential
deserter. Most of the defectors interviewed in the studies we found was on the level, and said that the school did not prepare
adequately for the world of work and much less to find and keep a job. Most revealed his interest in returning to school at
night to work during the day. Daytime classes may be useful for students unemployed more night will be the most used by our
dropouts return to school. The reality is that deserters students have a very close relationship with situations such as unemployment,
crime and use of most social funds for their lack of skills, abilities and retention. The first step in helping our youth
in Puerto serious Rico identify students at risk and use retention strategies with a focus Mentoring Adults (Teachers, Parents,
Guardians, Community Leaders and Agencies Nonprofit and relevant government agencies . According to the 2003 study by the
Center for Research and Public Policy and the Library Rafael Hernández Colón Foundation they published a work entitled dropout
appointment to the Department of Education recognizing that the problem of school dropouts is 51% of students who start school
elementary and leaving school without obtaining a high school diploma. the main causes for low or dropouts were frequent absences.
the second reason was to marry. a third of the students live with both parents, while the remaining 66% lived with one parent,
or had formed a separate household. for the parents of these students, they have reflected as average schooling of their children.
In this figure we must add that the employability of parents is under the minimum wage, which places them in an economic index
below the poverty line. The net effect for society represents the defector student contributions on annual losses estimated
at $ 510 million income. A similar situation generates annual cost of crime attributable to desertion. About desertion and
crime, Acosta cites information for 1987 reveals that 88.5% of offenders in adult prison population had been truant in childhood.
76.4% of convicted without previous record had also left school before completing high school. In the population of the correction
system, they identified two thirds of young people between the ages of 15 to 17 years and those 85% were high school dropout.
(Aponte, Millán Pavon 1995, pg. 4) A Justice Department study in 1996 revealed that most of the murders and killings in our
country are committed by young people between the ages of 16 to 20 years. The vast majority of those who committed murders
and killings were school dropouts. The income of these at the time of the offense was $ 500 and $ 600 monthly. (See table
Education in Puerto Rico University and Gender in Puerto Rico http://www.tendenciaspr.com/Educacion/Educacion.html Dropout
Population 18 to 24 who have not completed 12 years of school). REASONS: 1. Lack of communication between students, parents,
teachers and administration 2. Low academic achievement 3. Low Self-Esteem / Attitude Defeat (See Test of Self-Esteem by Dr.
Cirilo Toro Vargas to be administered to all our customers first contact) 4. discipline problems 5. justice 6. Problems with
absenteeism problems 7. 8. Problems health problems is their interpersonal relationships 9. student is on grade 10. Working
hours of study (study says students who worked 4.00 hours did not graduate compared with those who worked 2.2 hours STRATEGIES
tO RESOLVE graduated: 1. Program Monteria 2. Mentoring Program 3. Prevention Program use of Alcohol, Snuff and Drug 4. Creation
Program Partnerships: Community groups, Government Agencies and Private Sector Trade 5. Create Publisher Electronic "E-Newsletter"
6. Program 7. Juvenile delinquency Prevention Program Teen Pregnancy Prevention Program 8. 9. Substitute Teachers Program
Parent involvement Program compulsive 10. References to relevant agencies by Masters DENIAL AND INFORMATION COPYRIGHT unpublished
Work © 2011Luis Angel Ramos Irizarry. All rights reserved. No part of this publication may be used, reproduced, stored in
a storage system (in any medium) of any nature, or transmitted in any form or by any electronic, mechanical, digital tal,
photocopying, recording, scanning or any other except as permitted without the prior written permission of Luis Angel Ramos
Irizarry. THE DIFFERENCE OF REST Our Community Partnerships guarantee a profit ratio for community centers and promotes the
involvement of its members, directors and executive board or directors as allies to a common goal of a better Puerto Rico
through some tutorials with measurable results, using tutors / mentors and individualized tutoring each using a laptop with
educational programs to mentor in English and Spanish for math and English. The computer will serve as an educational mediator
with an approach / style mentor to help achieve our students achieve and increase their self-esteem and performance in the
subjects of English and mathematics. In addition, the tutorials have been proven as a successful strategy against dropouts.
The tutorials will focus on mastering skills by subject and grade student restated to their situation with a percent improvement
in management skills for their level of 7% -17% after completing the tutoring / mentoring. (See Test to be administered before
Tutoring / Mentors) DENIAL AND INFORMATION COPYRIGHT Unpublished Work © 2011Luis Angel Ramos Irizarry. All rights reserved.
No part of this publication may be used, reproduced, stored in a storage system (in any medium) of any nature, or transmitted
in any form or by any electronic, mechanical, digital tal, photocopying, recording, scanning or any other except as permitted
without the prior written permission of Luis Angel Ramos Irizarry.
I see the need to provide our students with different options and constant positive reinforcement of their goal and how all
the steps have already been drawn for them and they just need to continue to strive for their best and ask for help when needed...
Mentoring is the key for students to finish their education and their life goals...
We Americanos all have a duty to be involved with our community in one way or another. We are all part of a chain for change
and we can not afford to be the weak link... The Education Department is nothing without the community and without the local
and national business involvement to promote and work on our future and most important asset: our children and youth...
"Choosing to be positive and having a grateful attitude is going to determine how you're going to live your life."
R.E.S.T.- Ramos Educational Services & Translations, Inc. propone unas tutorías personalizadas estilo mentoras o más personales
y motivadoras e individuales utilizando la computadora como mediadora educativa a un nivel de mentor para lograr ayudar a
nuestros estudiantes alcanzar y aumentar su nivel de autoestima y ejecución en las materias de ingles y matemáticas. R.E.S.T.-
Ramos Educational Services & Translations, Inc. ofrecerá a traves de las tutorías; ayuda remediaría atreves de un ambiente
motivacional como un esfuerzo de reducir la deserción escolar. Varios estudios señalan el rezago escolar y la falta de dominio
de las destrezas básicas tiene un efecto acumulativo y al estudiante llegar a las edades de 12 a 16 años es un desertor en
potencia. Se creara una junta por Grado de Maestros, Estudiantes, Padres y Líderes Comunitarios con reuniones semanales que
luego se reunirá en total de todos los Grados cada dos semanas para discutir: proyectos nuevos, resultados y tomaran decisiones
de acuerdo a estos.
Actualmente en Puerto Rico 90,000 estudiantes toman tutorías y otros 360,000 las necesitan. Tenemos sobre 850,000 estudiantes
en los grados K-12 o 400 estudiantes por cada 5,692 habitantes en nuestra Isla. De esos 400 estudiantes 300 tienen acceso
directo o indirecto a computadoras o el Internet.
R.E.S.T. Ramos Educational Services & Translations, Inc. se va a enfocar en proveer una tutoría a nivel de mentor, con reportes
cada dos semanas al padre encargado del por ciento de ejecución/mejoramiento dominando las destrezas del grado o nivel. Para
garantizar la exposición a la tecnología de aprendizaje se estarán utilizando varios programas de tutorías por computadora
al momento de la tutoría con una lap-top utilizada por el Tutor/Mentor.
NEGACIÓN E INFORMACIÓN SOBRE DERECHOS DE AUTOR
Trabajo sin publicar © 2011Luis Ángel Ramos Irizarry. Todos los Derechos reservados. Ninguna parte de esta publicación se
puede utilizar, reproducir, guardar en un sistema de almacenamiento (en cualquier soporte) de cualquier naturaleza, o transmitir
de cualquier forma o por cualquier medio— electrónico, mecánico, digital, fotocopia, grabación, digitalización o cualquier
otro—excepto según permitido, sin el permiso escrito previo de Luis Ángel Ramos Irizarry.
NEGACIÓN E INFORMACIÓN SOBRE DERECHOS DE AUTOR
Trabajo sin publicar © 2011Luis Ángel Ramos Irizarry. Todos los Derechos reservados. Ninguna parte de esta publicación se
puede utilizar, reproducir, guardar en un sistema de almacenamiento (en cualquier soporte) de cualquier naturaleza, o transmitir
de cualquier forma o por cualquier medio— electrónico, mecánico, digital, fotocopia, grabación, digitalización o cualquier
otro—excepto según permitido, sin el permiso escrito previo de Luis Ángel Ramos Irizarry.
R.E.S.T. propone unas tutorías personalizadas e individuales utilizando la computadora como mediadora educativa a un nivel
de mentor para lograr ayudar a nuestros estudiantes alcanzar y aumentar su nivel de autoestima y ejecución en las materias
de Ingles y Matemáticas. R.E.S.T. ofrecerá atreves de las tutorías; ayuda remediaría atreves de un ambiente motivacional como
un esfuerzo de reducir la deserción escolar. Varios estudios señalan el rezago escolar y la falta de dominio de las destrezas
básicas tiene un efecto acumulativo y al estudiante llegar a las edades de 12 a 16 años es un desertor en potencia. Enfocaremos
en Tutorías en el Hogar ya que 54% de las causas de la deserción están ligadas a problemas en el hogar.
Se establecerán centros en el área Oeste (Mercado Meta de Aguadilla, Aguada, y Moca) y luego otras aéreas de necesidad en
Puerto Rico. Cada Centro tendrá una reunión semanal de una hora. Los centros serán parte de la toma de decisiones individualmente
y un representante (líder del Centro o su representante) por centro asistirá a una reunión de dos horas mensualmente de todos
los Centros R.E.S.T. Cada Centro de tutorías R.E.S.T. será un aliado o parte de una alianza privada/sin fondos de lucro donde
R.E.S.T. recibirá un 70% (para poder cubrir gastos de Salario (Incluyendo: Seguro Social, Desempleo, Aportación Especial e
Incapacidad) de las ganancias y cada Centro de Tutoría recibirá un 30% de ganancias generadas en el mismo. Los gastos iníciales
como promoción y salarios serán inicialmente absorbidos por R.E.S.T y luego de comenzar las segundas sesiones de clases serán
absorbidos totalmente por los Centros establecidos.
Los Centros serán responsables por reportes diarios, semanales, mensuales y anuales de la cantidad de estudiantes, los salarios,
los gastos de promoción y de presentar el 30% de las ganancias a R.E.S.T.
Los Centros serán responsables por contratar y pagar al Coordinador de su Centro R.E.S.T. con su 30% de ganancias.
Cada Junta por Centro será responsable por reportes diarios, semanales, mensuales y anuales de la cantidad de estudiantes,
el rendimiento y mejoramiento académico comparado constantemente, de la promoción y la cantidad de auspiciadores y mentores
comunitarios.
CLUB R.E.S.T.- En Cada Centro se seleccionaran estudiantes de escuela superior para ser mentores de estudiantes de nivel intermedio
y estos mismos servirán como mentores de estudiantes de nivel elemental. Maestros y Líderes Comunitarios o Tutores auspiciados
por Lideres del Comercio Local ayudaran a los estudiantes de nivel secundario o superior como mentores.
PROBLEMA O NECESIDAD: La Deserción Escolar en El Nivel Intermedio y Superior en Puerto Rico
Abandono Escolar:
Tan reciente como el año 2003 el Centro de Investigaciones y Política Pública y la Fundación Biblioteca Rafael Hernández Colón
publicaron un trabajo titulado Abandono Escolar. En el mismo se habla del problema del abandono escolar, en los mismos términos
que estudios anteriores.
Según este estudio, cita al Departamento de Educación reconociendo que el problema de la deserción escolar alcanza el 51%
de los estudiantes que inician la escuela elemental y abandonan la escuela sin obtener el diploma de escuela superior.
Perfil del desertor escolar y estrategias para retenerlo.
La revista Pedagogía, de la Facultad de Educación de la Universidad de Puerto Rico publicó en 1988 un artículo bajo la firma
de Eduardo Aponte, titulado, Perfil del desertor escolar y estrategias para retenerlo. En dicho trabajo Aponte hace un resumen
de los trabajos previos que sobre el tema de la deserción se han publicado, en los años 1964, 1976, 1985 y 1988. Además hace
mención de los trabajos de Mercedes Otero de Ramos titulado Estudio Socio-económico de la Deserción Escolar y la Delincuencia
Juvenil (1970) señalando sobre dicho estudio que fue el primero en enlazar deserción con delincuencia y criminalidad. Cita
el trabajo de la Junta de Planificación publicado en 1971 titulado Observaciones de desertores potenciales. Sobre el mismo
señala que el rezago escolar y la falta de dominio de las destrezas básicas tiene un efecto acumulativo y al estudiante llegar
a las edades de 12 a 16 años es un desertor en potencia.
La mayoría de los desertores entrevistados en los estudios que hemos encontrado estaba sobre el grado, y manifestó que la
escuela no lo preparó adecuadamente para el mundo del trabajo y mucho menos para encontrar y conservar un empleo.
La mayoría reveló su interés en regresar a la escuela en horario nocturno para poder trabajar durante el día. Las clases diurnas
podrán ser útiles para estudiantes desempleados más las nocturnas serán las más utilizadas por nuestros desertores de regreso
a la escuela.
La realidad es que los estudiantes desertores tienen una relación muy cercana con situaciones como el desempleo, la criminalidad
y utilización de la mayoría de los fondos sociales por su falta de destrezas, habilidades y retención.
El primer paso en ayudar a nuestra juventud en Puerto Rico seria identificar los estudiantes en peligro y utilizar estrategias
de retención con un enfoque de Mentores Adultos (Maestros, Padres, Tutores, Lideres de la Comunidad y Agencias Sin Fines de
Lucro y Agencias de Gobierno Pertinentes.
Según el estudio de 2003 el Centro de Investigaciones y Política Pública y la Fundación Biblioteca Rafael Hernández Colón
publicaron un trabajo titulado Abandono Escolar cita al Departamento de Educación reconociendo que el problema de la deserción
escolar alcanza el 51% de los estudiantes que inician la escuela elemental y abandonan la escuela sin obtener el diploma de
escuela superior.
Las causas principales para las bajas o la deserción escolar, fueron las ausencias frecuentes. La segunda causa fue para contraer
matrimonio. Un tercio del total de los estudiantes viven con ambos padres, mientras que el restante 66% vivía con uno de los
padres, o había formado un hogar separado. En el caso de los padres de estos estudiantes, los mismos reflejaron tener un promedio
de escolaridad igual que la de sus hijos. A ese dato tenemos que sumarle que el nivel de empleabilidad de los padres está
bajo el salario mínimo, lo que los ubica en un índice económico bajo el nivel de pobreza.
El efecto neto que tiene para la sociedad el estudiante desertor representa pérdidas anuales de contribuciones sobre ingreso
estimadas en $510 millones. Una situación similar genera el costo anual del crimen atribuible a la deserción.
Sobre la deserción y la criminalidad, Acosta cita una información correspondiente a 1987 que revela que el 88.5% de los reincidentes
en la población penal adulta había sido desertor escolar en la niñez. El 76.4 % de los convictos sin récord previo también
habían abandonado la escuela antes de completar la escuela superior.
En la población del sistema de corrección, identificaron dos terceras partes de los jóvenes entre las edades de 15 a 17 años
y de esos el 85% era desertor escolar. (Aponte, Millán Pavón 1995; Pág. 4)
Un estudio del Departamento de Justicia en 1996 revela que la mayoría de los asesinatos y homicidios cometidos en nuestro
país son cometidos por jóvenes entre las edades de 16 a 20 años. La gran mayoría de los que cometieron asesinatos y homicidios
eran desertores escolares. El ingreso económico de estos al momento de cometer el delito era de $500 y $600 mensual. (Vea
tabla La educación en Puerto Rico Universidad y Género en Puerto Rico http://www.tendenciaspr.com/Educacion/Educacion.html
Deserción escolar Población de 18 a 24 años que no completaron 12 años de escuela).
RAZONES:
1. Falta de comunicación entre estudiantes, padres, maestros y la administración
2. Bajo aprovechamiento académico
3. Baja Autoestima/Actitud de Derrota (Véase Prueba de la Autoestima por el Dr. Cirilo Toro Vargas que será administrada a
todos nuestros
clientes al primer contacto)
4. Problemas de disciplina
5. Problemas con la justicia
6. Problemas de ausentismo
7. Problemas de salud
8. Problemas es sus relaciones interpersonales
9. Estudiante esta sobre su grado
10. Trabajo en horas de estudio (estudio dice que los estudiantes que trabajaron 4.00 horas no se graduaron comparados con
los que trabajaron
2.2 horas que se graduaron
ESTRATEGIAS PARA RESOLVERLO:
1. Programa de Monteria
2. Programa de Tutorías
3. Programa de Prevención de uso de Alcohol, Tabaco y Drogas
4. Programa de Creación de Alianzas: grupos Comunitarios, Agencias de Gobierno y el Sector Privado Comercial
5. Crear Editorial Electrónico "E-Newsletter"
6. Programa de Prevención de Delincuencia Juvenil
7. Programa de Prevención de Embarazo en Adolecentes
8. Programa de Maestros Sustitutos
9. Programa de Participación de Padres
10. Programa de Referencias compulsivas a agencias pertinentes por parte de los Maestros
NEGACIÓN E INFORMACIÓN SOBRE DERECHOS DE AUTOR
Trabajo sin publicar © 2011Luis Ángel Ramos Irizarry. Todos los Derechos reservados. Ninguna parte de esta publicación se
puede utilizar, reproducir, guardar en un sistema de almacenamiento (en cualquier soporte) de cualquier naturaleza, o transmitir
de cualquier forma o por cualquier medio— electrónico, mecánico, digital, fotocopia, grabación, digitalización o cualquier
otro—excepto según permitido, sin el permiso escrito previo de Luis Ángel Ramos Irizarry.
LA DIFERENCIA DE R.E.S.T.
Nuestras Alianzas Comunitarias garantizan una relación de ganancia para los centros comunitarios y promueve el envolvimiento
de sus miembros, directores y junta ejecutiva o directiva como aliados a un fin común de un Puerto Rico mejor a través de
unas tutorías con resultados cuantificables, utilizando tutores/mentores y tutoría individualizada utilizando cada uno una
computadora portátil con programas educativos para mentora en inglés y en español para matemáticas y para ingles. La computadora
servirá como mediadora educativa con un enfoque/estilo de mentor para lograr ayudar nuestros estudiantes a alcanzar y aumentar
su nivel de autoestima y ejecución en las materias de inglés y matemáticas. Además, las tutorías han sido comprobadas como
una estrategia exitosa en contra de la deserción escolar.
Las Tutorías se enfocaran en dominar las Destrezas por materia y por grado del estudiante actualizadas a su situación con
un por ciento de mejoramiento en su manejo de destrezas para su grado de un 7%-17% luego de completar la tutoría/mentora.
(Véase Prueba que será Administrada antes de comenzar Tutorías/Mentoras)
NEGACIÓN E INFORMACIÓN SOBRE DERECHOS DE AUTOR
Trabajo sin publicar © 2011Luis Ángel Ramos Irizarry. Todos los Derechos reservados. Ninguna parte de esta publicación se
puede utilizar, reproducir, guardar en un sistema de almacenamiento (en cualquier soporte) de cualquier naturaleza, o transmitir
de cualquier forma o por cualquier medio— electrónico, mecánico, digital, fotocopia, grabación, digitalización o cualquier
otro—excepto según permitido, sin el permiso escrito previo de Luis Ángel Ramos Irizarry.
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