Holocaust Memorial Resource & Education Center of Florida, Inc.
851 N Maitland Ave
Maitland FL 32751
Contact Information
Address 851 N Maitland Ave
Maitland, FL 32751
Phone (407) 628-0555
Fax (407) 628-1079
Email info@holocaustedu.org
Web and Social Media
Donate with a credit card http://www.holocaustedu.org
Video

Mission
Mission The Holocaust Memorial Resource and Education Center of Florida is an organization dedicated to remembering and teaching the lessons of the Holocaust as a means to combat anti-Semitism, racism and prejudice. The Center’s ultimate goal is to develop a just, tolerant and inclusive community through its extensive outreach of educational and cultural programs, teaching humane values to people of all ages, religions and backgrounds.
Leadership
CEO/Executive Director Mrs. Pam Cash Kancher
Board Chair Mrs. Tess Wise
Board Chair Company Affiliation Community Leader
History
IRS Ruling Year 1983
Financial Summary
 
 
Projected Revenue $524,500.00
Projected Expenses $524,500.00
Statements
Mission The Holocaust Memorial Resource and Education Center of Florida is an organization dedicated to remembering and teaching the lessons of the Holocaust as a means to combat anti-Semitism, racism and prejudice. The Center’s ultimate goal is to develop a just, tolerant and inclusive community through its extensive outreach of educational and cultural programs, teaching humane values to people of all ages, religions and backgrounds.
Impact

We have long, productive relationship with children and schools in Central Florida. Last year, over 6,500 children visited us and met with our full-time Resource Teacher. Many of them were on field trips sponsored by public, private and home schools; others were here as part of special projects like our UpStanders: Stand Up to Bullying initiative. Another 7,000 were introduced to the Holocaust and its important lessons through classroom presentations, traveling teaching trunks, and other resources.

We have a deep commitment to creating multi-faith partnerships, and provide exhibits, films and programs focused on how religious differences can create a more vibrant community where all beliefs are respected and people are welcomed.

The Center has been increasingly active and visible in building public awareness of contemporary issues of genocide and ethnic hatred. Recent efforts include an exhibit and program on Rwanda provided by the United Nations open to the public free of charge.

We continue to seek and maintain partnerships throughout the region, including sponsoring a series of events with a number of local gay/lesbian/transgender groups, display of our exhibits at the Orlando Repertory Theatre and Winter Garden Theatre, increased collaboration with the UCF Office of Diversity, and specific outreach to other non-profit organizations.

Program goals are closely tied to financial goals: riding out the current economic downturn without cutting any services. We are committed to remaining open to the public without any admission fees and without impacting the quality and accessibility of any of our educational or cultural programs.
Independent Research has been conducted on this organization's theory of change or program effectiveness? No
Needs

Like nearly all non-profit organizations, our most pressing need is General Operating Revenue. As fundraising become more difficult across the board, we can no longer depend on a single large fundraiser to cover basic expenses.

We have a new anti-bullying project, but cannot provide the complete program to all schools requesting it without expanding personnel and funding.

Other priorities include funding a planning grant to renovate and modernize our museum. Although it was state-of-the-art when it was built nearly 30 years ago, we want it to be more complete, more interactive, and more engaging.

Our Board recognizes a need to expand our outreach and visibility. We have not been entirely successful in recruiting members who reflect the religious, language, and cultural diversity of our community, and would like better representation at all levels.

 Long-term, we hope to increase our staff by one part-time position.The demands on the full-time Orange County teacher assigned here – leading field trips, doing in-class presentations, and preparing materials for area teachers – is greater than one person can reasonably meet. We currently pay half of the teacher’s salary, but would have to assume the full cost of a second educator on staff.

Background      In 1980, the Jewish Federation of Greater Orlando created a committee to explore a way to create a memorial to those who had died in the Holocaust. It began with a broadly-supported community-wide conference on the Holocaust in 1981 that was followed in 1982 by a local Conference on Terrorism.
        In 1982 the Holocaust Education and Resource Center became an autonomous organization and elected its first board of directors. From the beginning, the focus was on the social, historical, moral, ethical and economic implications of the Holocaust for today. Its earliest projects centered on teacher education, programs for school-aged youth, community awareness, preservation of survivor testimony, and a community commemorative event for Yom HaShoah, a day of remembrance of the six million Jews who died under Nazi rule. The Center’s staff and supporters were also actively involved in the campaign to include Holocaust Education in the mandated state curriculum. That statute was finally adopted in 1994.
        In 1986, a Holocaust Center facility was constructed, a professional museum exhibit was installed, and a library with documentary and archival collections was developed. The Center received national recognition for its unique facility – the only one of its kind in the Southeast until 1996 – as well as for its dedication to world-class, innovative programming. The building was significantly enlarged in 1994 to accommodate larger class visits, and a new storage/work area was added in 2005.
        Today, the Holocaust Memorial Resource and Education Center offers a variety of programs to sensitize the public to issues of tolerance, diversity and respect for cultural differences. Its leadership and supporters firmly believe that preserving the past helps us protect the future, and that a moral and just community grows from understanding the watershed events of human history.
        Each year about 5,500 students from area public and private schools visit on educational trips, and another 5,000 benefit from classroom presentations by the Center’s on-site fulltime Resource Teacher. Teacher education and support is provided by a 5-day 40-hour Teachers Institute on Holocaust Studies held every June and four educational forums throughout the school year, traveling Teaching Trunks containing all materials needed for a 2-week unit on the Holocaust, and one of the largest Holocaust libraries in the nation available for use at no charge.
CEO Statement We are pleased to be one of the first Holocaust Centers in the nation, an innovator in school resources, community education, and grassroots advocacy, and a resource for creating a more just, more caring community.
NTEE Information
Primary Organization Type Arts,Culture & Humanities
Primary Organization SubType Museums
Secondary Organization Type Education
Secondary Organiztion SubType Management & Technical Assistance
Tertiary Organization Type Youth Development
Tertiary Organization SubType Youth Development-Citizenship
Areas Served
Geographic Areas Served
FL
Designated by the Florida Department of Education as provider for
teacher education for thirteen counties of Central Florida: Brevard, Citrus, Flagler, Hernando, Lake, Marion, Orange, Osceola, Polk, Putnam, Seminole, Sumter and Volusia counties. Visitors and internet contacts come from around the world.
Programs
Description

The third week of June each year the Holocaust Center offers a five-day, 40-hour, hands-on course of study for area teachers.    This institute was created to help educators meet the mandates of the Florida State Curriculum, which requires that the history of the Holocaust be taught to every student, and presented in way that leads to an investigation of human behavior, and understanding of the ramifications of prejudice, racism and stereotyping, and an examination of what it means to be a responsible, respectful person. (Florida Statute #1003.42).   

The Institute provides curriculum materials and sessions on teaching strategies for elementary, middle and high school students. In addition to a focus on teaching the history and impact of the Holocaust, significant time is devoted to contemporary issues of prejudice and intolerance.   

 
PROGRAM OBJECTIVES FOR TEACHERS INSTITUTE
The core objectives for the Annual Teachers Institute are:
  • To provide to at least thirty-five, but no more than fifty, teachers approximately forty hours of specific education on the history of the Holocaust
  • To provide a forum for dialog and discussion on the modern implications of Holocaust studies
  • To identify, create and distribute specific information on classroom resources available to support effective Holocaust studies
  • To help schools in Central Florida meet the mandate of Florida State Required Instruction Chapter 1003.42
  • To initiate networks among teachers in Central Florida, enabling them to share ideas, resources and teaching strategies
  • To enhance understanding of contemporary social issues through discussions of citizenship, tolerance and pluralism

 

Population Served Adults
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.  

ANTICIPATED PROGRAM OUTCOMES

  •  Participating teachers have accurate information and effective tools for teaching about the Holocaust in a manner that fully addresses Florida Department of Education’s stated concerns and objectives.
  • Teachers, and through them their students and communities, have increased awareness and more effective responses to widespread Holocaust revisionism and denial, including education about the history of anti-Semitism and contemporary threats
  •  Local teachers to have opportunities for ongoing education in more advanced topics than are addressed in other forums.
  • Educators in this region have information and tools for Holocaust education that transcend lessons limited to ‘dates’ and ‘places’, and address the root causes of intolerance and bigotry;
  • Educators already familiar with Holocaust education will be encouraged to explore new topics, tools, and strategies through ongoing forums
Teachers will have peer support networks and mentoring opportunities through participation in the Center’s educational programs.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. The ultimate goal of teacher education is to provide educators with the information, tools, and strategies necessary to teach about the Holocaust in a responsible, effective manner.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.  

PROGRAM EVALUATION

Twenty teachers completed an 8-point evaluation of the 2008 Teachers Institute with the following results:

  • Overall Satisfaction: Overall, I thought this institute was excellent 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Organization: I thought the Institute was well coordinated and organized 95% agreed strongly, 5% agreed, none neutral or disagreed
  • Content: I thought the concepts selected for discussion were developed and presented at a level appropriate for the audience 85% agreed strongly, 10% agreed, 5% neutral, none disagreed
  • Materials: I like the format of the participant materials; the information included was clear and easy to understand 85% agreed strongly, 10% agreed, 5% neutral, none disagreed
  • Sequence: I thought the discussions/activities moved forward in a logical sequence and were well structured 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Presenters: I thought the presenters were well prepared and did an excellent job of guiding the learning 90% agreed strongly, 10 agreed, none neutral or disagreed
  • Facilities: I thought the facilities and food services were adequate 90% agreed strongly, 5% agreed, 5% neutral none disagreed
  • Time: I thought the amount of time invested in this institute was needful and appropriate 90% agreed strongly, 10% agreed, none neutral or disagreed
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. Participants often identify their involvement with Holocaust Center teacher training as a "life-changing" experience. They report an increased insight into the causes of intolerance, and a determination to provide their students with the necessary lessons -- including modeled behavior -- that will promote responsibility and compassion.
Description    

Since 1985 we have provided a cultural season that includes world-class arts exhibits, important films, and community observances: Kristallnacht (the night of destruction that historians identify as the beginning of the genocide) and Yom HaShoah, a day of remembrance honoring the 6 million Jews who died.

These programs are carefully chosen for artistic and cultural appeal, and are aimed at attracting the attention of a diverse community, thereby helping us build support for our mission. With powerful images and poignant messages, these arts programs have been an effective vehicle to teach courage and acceptance, and to inspire each of us to value and nurture diversity in our community.

We take particular care to choose images and themes that are not repugnant or that show death and mutilation up close, but instead focus on images that remind us of the people, communities and cultures that have been lost. Particular care is taken to identify resources that connect the horrors of the Nazi era with the threats and challenges to justice in today’s world.

Field trip guides, developed by our onsite teacher, examine ways each exhibit supports the Center’s mission.   Our goal is to create a community in which all people feel welcome and safe regardless of religion, race, culture or lifestyle. This ideal community can come about only when there is universal acknowledgement of the impact of prejudice, racism and stereotyping; a deeper understanding of that it means to be a responsible, respectful person; an appreciation of diversity in a pluralistic society; and acceptance of the role of individual responsibility in nurturing and protecting the values and institutions we cherish.

Population Served General/Unspecified
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. Our cultural programs examine the past in order to protect the future. They provide lessons in the history of the Holocaust which evoke the people, places and institutions that were lost under Hitler. They are created to inspire deeper thinking about the role of the individual in protecting the rights and safety of others, to promote a greater appreciation of other religions and cultures, and to come to terms with those parts of human nature that allow prejudice and ethnic conflict to endure.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. Our goal is to create a community in which all people feel welcome and safe, regardless of religion, race, culture or lifestyle. This ideal community can come about only when there is a universal acknowledgement of the impact of prejudice, racism, and stereotyping; a deeper understanding of what it means to be a responsible, respectful person; an appreciation of diversity in a pluralistic society; and acceptance of the role of individual responsibility in nurturing and protecting the values and institutions we cherish.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. At each exhibit, film and presentation our visitors are asked to respond to a brief questionnaire. We ask, using a 4-point Likert scale, if they learned more about the Holocaust, if they learned more about a specific incident or issue of the Holocaust, if the program touched them emotionally, if the program met their expectations, and if they would recommend it to others. All programs in the past five years have gotten overwhelmingly positive responses. In addition, we ask how the person became aware of that program in order to track the success of various marketing tools.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. It is difficult to measure the 'success' of a program that has been established to change the hearts and minds of a community over decades. The strongest indicators of success are the written comments of visitors who have taken advantage of our programs. Many of them express deep appreciation for the opportunity to learn about those dark moments of human history, and state that this new understanding of the lessons of the Holocaust has helped them think about their own lives and their own responsibility toward others.
Description

Each year over 6,000 students participate in field trips to our Center, where our on-site Resource Teacher guides them through the facility. Students are given time to examine artifacts, original works of art, documentary photographs, and video testimonies of survivors and liberators. Lectures focus on the connection between the Nazi era and contemporary genocide and ethnic hatred, and include thought-provoking discussion on moral character and the need for individuals to take personal responsibility for the safety and security of others. This focus -- the need for each of to be "upstanders" and come to the aid of others -- is a key part of our anti-bullying initiative.  Programs are flexible according to the needs of each student group, based on a pre-visit conference with the teacher.

An addition 5,500 students are introduced to the lessons of the Holocaust through in-class presentations by our resident educator and through the use of materials supplied by the Center. Schools throughout Central Florida can request Traveling Teaching Trunks at no cost.

Each trunk contains all the books, posters, maps and audio-visual resources needed for a classroom of up to 35 students. These hands-on resources are designed to help students understand the history and the impact of the Nazi era. Teachers’ guides are included.

Since 1984, the Center has been helping local schools teach about the Holocaust in ways that are effective, respectful, and accurate. Florida is one of just a handful of states that requires that all students be taught about the Holocaust, with a specific focus on using the lessons of the Holocaust to examine issues of prejudice, racism, and good citizenship. This mandate can play a critical role in character development. There is no requirement for specific training to teach this sensitive subject, so schools must depend on outside sources like the Holocaust Memorial Resource and Education Center to provide much-needed support.

Population Served Adults
Children and Youth (0 - 19 years)
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.  

Short-tem objectives for Holocaust education include:

  • a greater knowledge of events just before, during, and after World War II
  • a deeper appreciation of the function of  prejudice and groundless animosity in fueling the Holocaust
  • increased insight into the role of ordinary people as perpetrators, victims, and rescuers
  • improved ability to recognize the humanity of individuals who are a different race, religion or culture
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.  

The broad goal of Holocaust education is to help younger generations recognize the impact of prejudice, racism and stereotyping. We seek to go beyond mere ‘tolerance’, hoping to create a diverse community in which every person feels understood and accepted.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.  

Teachers are provided with a guide to field trips prior to the visit, and then are asked if the tour met their expectations and if it had a significant impact on the students. Classes using teaching trunks are asked to return an evaluation form that asks what materials were most and least useful, and what recommendations they may have for updating materials available.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.  

The most significant measurements of success are letters and cards created by student groups after field trips, expressing their appreciation for the experience and reflecting on how their visit improved their understanding of both the events and the lessons of the Holocaust.

Each year we increase the number of schools using the resources of the Center, and have more comments from teachers who see Holocaust education as a key resource for character development and a tool for creating models of good citizenship.

Description

The Holocaust Center has initiated a multi-faceted project, UpStanders: Stand Up to Bullying, which addresses the issue on a number of fronts. It is based on research that tells us that both victims and bullies suffer lifelong consequences for their actions, and that the single most effective intervention to interrupt bullying behavior is peer pressure from the bully’s companions and other bystanders.

 

The initiative consists of an in-school program presented by John Halligan, a father whose 13 year old son committed suicide due to bullying. That is followed up by an in-school program taught by the Center’s resource teacher, who shows a clear connection between bullying, bystanders and the Holocaust. Then the students come to the Center for a field trip. That is followed by one more in-school presentation in which the students are taught how to become an UpStander while keeping themselves safe. Year two includes an anti-bullying light-and-shadows show, "The Ultimate Consequence", created by MicheLee Puppets.

Population Served Children Only (5 - 14 years)
Adults
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

The first year of the project

  •  14 community and school based presentations were given by anti-bullying advocate John Halligan.
  •    3,400 7th graders attended UpStanders sponsored presentations at Orange County Public School Middle Schools.
  •    More than 350 parents, youth, educators, and concerned citizens attended community based UpStanders sponsored presentations.
  •    Approximately 1,700 7th graders of OCPS participated in learning events at the Holocaust Memorial Resource and Education Center as part of the project.
  •  3,000 7th graders at 9 OCPS Middle Schools completed one hour learning modules on the history of the Holocaust, with direct connections made between advocacy and rescue during the war and UpStander behavior by bystanders who chose to intervene in bullying.

During the program’s second year, the project expanded to five Osceola County Schools, with 1812 new students participating, and an Osceola County evening presentation that brought in just over 100 adults. It also increased by four the number of participating Orange County Schools (1,600 students) and two additional Orange County evening presentations were attended by about 300 people.

 The Center is partnering in a parallel project in Seminole County. It is based on the same vision of reducing bullying behaviors through peer pressure and peer support.

 

At every presentation brief evaluations are distributed and collected. So far they uniformly suggest that participants are more knowledgeable about the dynamics of bullying, more clear about the role of bystanders and upstanders in a variety of situations, and more confident in their ability to make a difference. Perhaps of greater importance, their written comments show how deeply touched many of them are by personal stories, particularly the suicide of Ryan Halligan. Many audience responses include their declarations that they will do what they can to interrupt bullying whenever and wherever they see it. 

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Although a relatively new initiative, this project has already had significant impact. It has been the catalyst for a broad community to adopt the term ‘upstander’ and to address – in all forms of media – the responsibilities of bystanders to interrupt bullying. The Center has initiated a quarterly summit on bullying, inviting representatives of schools, youth groups, law enforcement and others to meet, share resources, and collaborate on projects. It has spun off at least two “UpStander Clubs” in schools with requests for help in others interested in creating their own school-based program.

 

Ultimately, the goal is to minimize bullying and cyberbullying  -- including adult and workplace bullying – by changing passive bystanders into people who have the insight, incentive and courage to intervene and interrupt.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Before this project was launched the Center contracted with a PhD social scientist with expertise in process measurement. Benchmarks for longitudinal shifts in existing measures of school climate had already been established. After the program had been in existence for one year a formative evaluation was published. Identified measures include attendance rates, growth indicators, audience engagement, and targeted improvements in school climate using written surveys, interviews, focus groups and participant observations.

 

Output objectives measure the number of school presentations and community events, number of participating students, and creation and availability of program-specific materials. Outcome objectives measure increase in reported sense of attending a safe, respectful learning environment, decrease in harassment and bullying, and increase in awareness of what it means to be an upstander.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

The most important and most gratifying indication of the program’s success is in the written comments of students who have participated in it, particularly those who have responded to John Halligan’s presentations:

Next time I see or hear of someone being made fun of or bullied I will do my best to stop it.

Comments
CEO Comments We are one of very few community-based facilities that do not charge admission. While this has made it necessary to do significantly more fundraising than other museums of our size, it has enabled schools -- including parochial schools and home school programs -- to visit without worrying about the cost per student.
Board Chair
Board Chair Mrs. Tess Wise
Company Affiliation Community Leader
Term Sept 1983 to Dec 2020
Board Co-Chair
Board Co-Chair
Board
Board Members
NameCompany AffiliationsStatusCertificate*
Mr. James Shapiro Community LeaderVoting
Honorable Alan S. Apte Judge, 9th Judicial CircuitVoting
Mr. Mark Freid Th!nk Creative Inc.Voting
Mr. Bruce K. Gould Community LeaderVoting
Ms. Ruby Homayssi LCDR, USN. Ret., Community LeaderVoting
Mrs. Ellen Lang Community LeaderVoting
Mr. Jeffrey A. Miller SeifertMiller, LLCVoting
Mr. James H. Pugh Jr.President, Epoch Properties Inc.Voting
Mrs. Janet Rapp GellerRagansVoting
Mrs. Barbara Weinreich Community LeaderVoting
Ms. Michelle Feinberg Community LeaderVoting
Ms. Denise Bates Enos Denise Bates Enos Inc.Voting
Mr. Scott Miller Broad and CasselVoting
Mr. Raleigh "Sandy" Seay Jr., PhDSeay Management Consultants, inc.Voting
Ms. Barbara Thompson UCF Office of DiversityVoting
Mrs. Tess Wise Community LeaderVoting
Mr. Michael Tempkins Fishback Dominick et alVoting
Mr. Joseph Andrade Orlando MagicVoting
Mr. Bryan Joseph Catholic Diocese of OrlandoVoting
Mr. Lou Supowitz WKMG-TVVoting
Mr. Rizwan Zaman Accurate Medical Billing, Inc.Voting
Ms. Cary Berman Old Florida National BankVotingNo
Mr. Michael P. Greenberg Sun Trust BankVotingNo
Mr. Neil Abramson Npah's Light FoundationVotingNo
Ms. Laurie J. Levin Florida HospitalVotingNo
Mr. Phillip Wiseman MBA Rollins CollegeVotingYes
Ms. Belinda Frazier Walt Disney World Co.Voting
Ms. Michele Brennan City of OrlandoVoting
Mr. Roger Chapin Mears TransportationVoting
Mr. Joel Maser Greenberg TraurigVoting
Mr. Ian Robinson Massey ServicesVoting
Ms. Jill Schwartz Jill S. Schwartz & AssociatesVoting
Mr. Monte Starr Holland & Knight
*This individual has been awarded a Certificate in Orientation to Board Service by the Rollins College Philanthropy & Nonprofit Leadership Center http://pnlc.rollins.edu, the Central Florida Partnership www.centralfloridapartnership.org, and the Central Florida Foundation www.cffound.org.
Board Term Lengths 4
Board Term Limits 0
Board Ethnicity
Asian American/Pacific Islander 1
Caucasian 28
Hispanic/Latino 1
Native American/American Indian 0
Other 0
Other (if specified) 0
Policies
Written Board Selection Criteria Yes
Written Conflict of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 60%
Constituency Includes Client Representation Yes
Standing Committees
Standing Committees
Committee Name
Board Development / Board Orientation
Communications / Promotion / Publicity / Public Relations
Advisory Board / Advisory Council
Endowment
Executive
Nominating
Marketing
Education
Additional Board/s Members and Affiliations
Advisory Board
NameCompany Affiliation
Ms. Patty Caine DeYoung Darden Restaurants Foundation
Ms. Marilyn S. Goldman Community Leader
Ms. Helen Greenspun Community Leader
Mrs. Susan Arkin Community Volunteer
Mr. Randall Ellington
Comments
CEO Comments Since the beginning, our Board has been representative of many faiths and many cultures. It is not a "Jewish" organization, but a group of people from all walks of life who share a commitment to creating a more just, more compassionate community.
CEO/Executive Director
CEO/Executive Director Mrs. Pam Cash Kancher
Term Start Oct 2006
Email pkancher@holocaustedu.org
Experience

PAMELA CASH KANCHER, M.S.W.

HOLOCAUST MEMORIAL RESOURCE AND EDUCATION CENTER OF FLORIDA, Maitland Florida             
2006 – Present
The Holocaust Center is dedicated to preserving the memory of those who perished in the Holocaust and to educating the larger community against the dangers of racism, prejudice and intolerance
Executive Director

LEGACY DONOR FOUNDATION
New Orleans, Louisiana                          
2004-2006
Small non-profit organization that promotes the critical need for organ and tissue donation in Louisiana through extensive educational and awareness activities
Executive Director

THE NOCCA INSTITUTE
New Orleans, Louisiana                                                  
1999-2004
The New Orleans Center for Creative Arts (NOCCA) is Louisiana’s preprofessional arts training center for high school students.  The NOCCA Institute is the non-profit support organization that founded the school and now provides support and funding.
Director of Development

TOURO INFIRMARY FOUNDATION
New Orleans, Louisiana                           
1997-1999
One of only two non-profit hospitals in New Orleans
Foundation Associate

JEWISH COMMUNITY CENTER
New Orleans, Louisiana                                      
1990-1997     
Development Director

JEWISH COMMUNITY CENTER
New Orleans, Louisiana                                      
1985-1990     
Supervisor, Group Services and Day Camp Director

CATHOLIC DEAF CENTER
New Orleans, Louisiana                            
1980-1981       
Coordinator, Social Services

JEFFERSON PARISH SCHOOL BOARD
Gretna, Louisiana               
1978-1980      
Special Education Social Worker

JEFFERSON PARISH HEALTH UNIT
Metairie, Louisiana                          
1977-1978      
Social Worker

EDUCATION

TULANE UNIVERSITY, New Orleans, Louisiana, Master of Social Work, 1977
WASHINGTON UNIVERSITY, St. Louis, Missouri, Bachelor of Arts, 1976

LICENSER

Louisiana State Board of Board Certified Social Work Examiners
License #1243, 1980-1997


 

CEO Salary Range $100,001 - $125,000
Former CEOs
Former CEOs
NameStartEnd
Ms. Jennifer Ritter Mar 2001May 2006
Mrs. Tess Wise Sept 1983June 2004
Staff
Number of Full Time Staff 5
Number of Part Time Staff 0
Number of Volunteers 28
Number of Contract Staff 1
Staff Retention Rate 80%
Plans
Organization has Fundraising Plan? No
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 5
Date Strategic Plan Adopted Oct 2011
Management Succession Plan No
Organization Policies And Procedures Yes
Other
State Registration Yes
Fiscal Year
Fiscal Year Start Sept 01, 2013
Fiscal Year End Aug 31, 2014
Documents
Form 990s
YearDocument
2013990
2012990 unsigned
2012990 signature page
2011990 part 1
2011990 part 2
2010990
2009990
2009990 signature page
2008990
2007990
2006990
2005990
IRS Letter of Determination
501c3
Detailed Financials
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201320122011
Foundation and
Corporation Contributions
$46,200$38,435$150,600
Government Contributions$12,500$7,500$0
Federal$0$0$0
State$7,500$0$0
Local$5,000$0$0
Unspecified$0$7,500$0
Individual Contributions$190,721$131,575$90,183
$0$0$0
$1,841$1,288$14,184
Investment Income, Net of Losses$97,230$145,128$130,654
Membership Dues$0$0$0
Special Events$266,989$229,733$204,106
Revenue In-Kind$0$0$0
Other$1,204$2,146$6,595
Expense Allocations
Fiscal Year201320122011
Program Expense$403,377$462,421$425,747
Administration Expense$29,827$32,308$50,461
Fundraising Expense$39,324$31,731$25,433
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses1.311.061.19
Program Expense/Total Expenses85%88%85%
Fundraising Expense/Contributed Revenue8%8%6%
Assets and Liabilities
Fiscal Year201320122011
Total Assets$2,857,176$2,708,436$2,727,426
Current Assets$575,942$743,032$495,502
Long-Term Liabilities$0$0$0
Current Liabilities$35,436$30,853$79,188
Total Net Assets$2,821,740$2,677,583$2,648,238
Top Funding Sources
Fiscal Year201320122011
Top Funding Source & Dollar AmountSpecial Events $266,989Special Events $229,733Special Events $204,106
Second Highest Funding Source & Dollar AmountIndividuals $190,721Investment, Net of Losses $145,128Foundations and Corporations $150,600
Third Highest Funding Source & Dollar AmountInvestment Income $97,230Individuals $131,575Investment Income, Net of Losses $130,654
Solvency
Short Term Solvency
Fiscal Year201320122011
Current Ratio: Current Assets/Current Liabilities16.2524.086.26
Long Term Solvency
Fiscal Year201320122011
Long-Term Liabilities/Total Assets0%0%0%
Capital Campaign
Currently in a Capital Campaign? Anticipated In 3 Years
Campaign Goal 0
Capital Campaign Anticipated in Next 5 Years? Yes
Comments
CEO Comments The Holocaust Center does not charge admission to the museum or to community programs. All our income is from individual contributions, grants, and fundraising events. Economic downturns affect us in two ways. First, some of our most reliable supporters are unable to give at previous levels. Second, during difficult economic times there is increased intolerance toward immigrants and racial and ethnic minorities, meaning that our tolerance education programs are more critical and more meaningful than in the past.  
Foundation Comments
Financial figures taken from 990.  990 and audit are reconciled. 2012, 2011: Foundation and corporation contributions are included with Individual contributions as they were not separated in the 990 or audit.
The endowment figure above includes an endowment fund which is held at the Community Foundation of Central Florida and one that is not held at the Community Foundation.
Voluntary Organizations Active in Disaster
Notes Programs listed here are those that are only activated during a disaster. Some organizations have unified budgeting and do not budget by program. Because of this, some budget fields may be blank or represent an approximation. Organization describes previous experience during the immediate response, recovery or rebuilding phases following a disaster.