Immigrant and Refugee Resource Village of Albuquerque
IRRVA
Mission
IRRVA’s mission is to promote empowerment and provide support to the most vulnerable immigrants, refugees, asylees in the Albuquerque area in order to build healthy, productive children/ families. IRRVA serves low/no income refugee, immigrant asylee children and at risk locals often with no formal education or ability to speak, read, and write English. People served are from Africa, Asia, Middle East. Latin America and the USA. New Mexico Women’s Global Pathways is an educational and economic development program of the IRRVA organization Our Story Women’s Global Pathways is committed to empowering women and girls as they work to improve their quality of life. Our focus is New Mexico's low income and at risk women and girls including immigrants and refugees through NMGlobalpathways.
Ruling year
2015
Volunteer Program Director
Mrs Nonkazimlo aka Nkazi Christina Sinandile Mrs
President
Lungile Lungile William Sinandile Mr
Main address
120 Mesilla Street NE
Albuquerque, NM 87108 USA
Formerly known as
Immigrant and Refugee Resource Village of Albuquerque
EIN
27-5024085
NTEE code
Alliance/Advocacy Organizations (P01)
Employment, Job Related N.E.C. (J99)
Human Service Organizations (P20)
IRS filing requirement
This organization is required to file an IRS Form 990-N.
Communication
Programs and results
What we aim to solve
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Our Story:
Through New Mexico Women’s Global Pathways IRRVA empowers women and girls as they work to improve their quality of life. Our focus is New Mexico's low income and at risk women and girls including immigrants and refugees. The latter tend to represent the socially marginalized, culturally dependent, politically oppressed and economically challenged populations. They carry the worst burden of survival for themselves and their families. They must learn a new language, find and keep a job, adapt to an urban, industrialized, economy and a host of other.
We have adopted a multi-dimensional approach that takes into account the social, cultural and economic factors.
Trains program participants in sewing, beading, crafting and training to market products locally and online, computer skills, how to find jobs online, tutoring/ESL, case management, sewing, crafting, weaving, reading to excel, weaving, selling own creations, growing own food
Early childhood Education, English as a Second Language training, sewing, beading, computer literacy
We provide school readiness, tutoring help to children targeted to refugees, asylees, immigrants and at risk local children. This includes young adults in college who struggle with understanding English. IRRVA has added a Refugee Student To Student Mentoring program- students in 12th grade help the students in lower grade to know how to write and understand English in order to be successful in their school life. We utilize rosetta stone software and interpreters who sit next to the non English student so that the student ( adult or young) will understand content.
Food Stamps and Financial Assistance from the government
Advocating in partnership with the New Mexico Mexico Law and Poverty non profit to ensure poor families and their children who get TANF from the government. "TANF including has not been updated since 1996. TANF only reaches 40% of eligible families because of outdated and punitive requirements that make it difficult to enroll and stay enrolled." TANF is temporary assistance for low-income families with children that helps pay for housing utilities, and clothing. TANF is administered by New Mexico Human Services Department (HSD): Our program staff visit homes to ask them about their experiences while seeking these benefits and alongside New Mexico Law and Poverty advocate for these families.
Where we work
External reviews
Photos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number of children who have the skills necessary to maintain personal health
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Social and economic status, Ethnic and racial groups, Family relationships, Health
Related Program
Early childhood Education, English as a Second Language training, sewing, beading, computer literacy
Type of Metric
Context - describing the issue we work on
Direction of Success
Increasing
Number of teachers involved in school-wide decisions about student learning
This metric is no longer tracked.Totals By Year
Related Program
Early childhood Education, English as a Second Language training, sewing, beading, computer literacy
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Number of students who demonstrate writing ability
This metric is no longer tracked.Totals By Year
Population(s) Served
People of African descent, Multiracial people
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of teachers retained after 12 months
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Number of clients passing job skill competency exams or assessments after completing course
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Multiracial people, People of Middle Eastern descent, People of Caribbean descent, People of Central American descent
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of job skills training courses/workshops conducted
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Ethnic and racial groups, At-risk youth, Economically disadvantaged people, Immigrants and migrants
Type of Metric
Other - describing something else
Direction of Success
Holding steady
Average number of service recipients per month
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Ethnic and racial groups, Social and economic status, Students, Self-employed people
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Average age of first-time, full-time, first-year registrants in direct entry programs continuing to the following year
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups, Social and economic status
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of children who have a sense of their own feelings and an ability to express empathy for others
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Number of children who have the ability to use language for expression and to communicate with others
This metric is no longer tracked.Totals By Year
Population(s) Served
Social and economic status
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Input - describing resources we use
Direction of Success
Holding steady
Number of clients who become literate because of literacy education programs by the nonprofit
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Number of Individualized Education Programs (IEPs) developed
This metric is no longer tracked.Totals By Year
Population(s) Served
Multiracial people
Type of Metric
Output - describing our activities and reach
Direction of Success
Holding steady
Number of students registered for online courses
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups, Age groups, Social and economic status, Gender and sexual identity, Family relationships
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of teachers recruited
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Ethnic and racial groups, Family relationships, Health, Social and economic status
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Context - describing the issue we work on
Direction of Success
Increasing
Number of students per teacher during the reporting period
This metric is no longer tracked.Totals By Year
Population(s) Served
Age groups, Ethnic and racial groups, Social and economic status
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Number of computer literacy/skills/technology courses conducted
This metric is no longer tracked.Totals By Year
Population(s) Served
Ethnic and racial groups
Related Program
Economic Development, Gardening, English as a Second Language, computer training, tutoring
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
IRRVA goals are to promote empowerment and provide support to the most vulnerable immigrants, refugees, asylees, and other at risk, hard-to -reach
people in the Albuquerque area; to improve conditions for children, and to build healthy, productive children and families.
Through it’s flagship program New Mexico Women’s Global Pathways IRRVA offers Family Support Services:
Assist individuals and families gain access to safety-net programs that support personal and family well-being, and economic self-sufficiency including; Medical Assistance (Medicaid/Medicare), Food Banks, Adult Tutoring, Read To Excel/Tutoring for Youth, computer literacy training, Job Search, training in beading, Sewing and other needle art, Nutritional, Housing and Clothing Assistance, Access to legal services and emergency housing, Disability Benefits, Social Security/Supplemental Income, Access to affordable housing/ assistance with evictions, Utility Assistance (LIHEAP), etc. Through interpretation, outreach, education and advocacy our family support program combats some of the most common barriers African and other world immigrants, asylum seekers and refugees face when navigating the American system; Not knowing where to get the information needed, misinformation, inability to communicate in English, and other cultural-specific barriers. In addition IRRVA provides direct services.
What are the organization's key strategies for making this happen?
Through IRRVA’s flagship program New Mexico Women’s Global Pathways IRRVA seeks to expand educational and support programs for children and their families and to assist its participants in increasing their capacity to earn money, becoming self sufficient and functioning in Albuquerque- a foreign, unfamiliar environment in which they find themselves.
What are the organization's capabilities for doing this?
IRRVA is an expert at assisting refugees, asylees, and immigrants ( RIA’s). In 2006, Nkazi and Lungile co-founders of Immigrant and Refugee Resource Village of Albuquerque heard that refugees, immigrants and asylees from Africa needed assistance. They began assessing the needs of these RIA’s and helped them in helping them to acquire medical, financial, emotional, and language support. Overtime, the Sinandile’s realized that RIA’s from other countries were experiencing the same difficulties as the African refugees, so, they started assisting RIA’s from other countries including Asia, Latin America and the Middle East. They started recruiting volunteers to assist them.
IRRVA collaborated with several local organizations that serve refugee, asylum and immigrant communities and government agencies ( RIA’S)
Soon RIA’s asked the Sinandile’s to mediate between RIA’s and service providers like Lutheran Family Services, Catholic Charities and government agencies including the city’s organization Office of Immigrant and Refugee Affairs and the Bernalillo County.
These mediations allow the Sinandile’s to become experts at understanding RIA’s, service agencies support, and gaps between the needs and support. The Sinandile’s also learned to identify potential issues, for instance, because they know that LFS funding ends in 3 months, they know that the third month is a vulnerable time for IRA’s.
70 percent of board members are refugees and immigrants and that makes it easy to serve RIA’s.
What have they accomplished so far and what's next?
IRRVA’s Although IRRVA was incorporated in 2011 the outreach to at risk families started November 2006. In 2006, a job and educational skills training was founded and established by women from Africa, Asia and Albuquerque New Mexico USA in January 2009. The skills training program is New Mexico Women’s Global Pathways.
Through NMWGP and in collaboration with local organizations has provided English, sewing, beading, computer, weaving and gardening skills training to dozens of women, girls and their families and helped them to date to create own businesses in collaboration with local organizations.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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Which of the following feedback practices does your organization routinely carry out?
We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback
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What challenges does the organization face when collecting feedback?
We don’t have the right technology to collect and aggregate feedback efficiently, It is difficult to find the ongoing funding to support feedback collection
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Immigrant and Refugee Resource Village of Albuquerque
Board of directorsas of 05/16/2023
Mr Dan Demar Dan Demar
Immigrant and Refugee Resource Village of Albuqurque
Term: 2019 - 2025
Mr Lungile Sinandile
Immigrant and Refugee Resource Village of Albuquerqu
Term: 2011 - 2025
Eric Ndaheba
IRRVA
Mamie Mbala
IRRVA
Stan Nzabas
IRRVA
Sarah Delgado
IRRVA
Eugene Mbala
IRRVA
Dan Demar
IRRVA
Lungile Sinandile
IRRVA
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? No -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
The organization's co-leader identifies as:
No data
Race & ethnicity
Gender identity
Sexual orientation
No data
Disability
No data
Equity strategies
Last updated: 09/15/2021GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We ask team members to identify racial disparities in their programs and / or portfolios.
- We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We use a vetting process to identify vendors and partners that share our commitment to race equity.
- We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.
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