EULCS LOI - NYSED · 2018-02-15 · shows that learning any second language improves cognition, focus and executive function. There is tremendous benefit for students to become fully

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I. Applicant Group Information

a. Applicant Group Members: Proposed Board and Employee, see Table 1.

b. Public Contact: Website: www.eulcs.org; Email:

c. Application History: Not applicable; this is our first attempt at authorization with NYSED.

II. Proposed Charter School Information

a. Proposed school name: Education Unlimited Lyceum Charter School (EULCS).

b. Proposed school mission statement: EULCS’s mission is to provide an emotionally and

intellectually supportive dual-immersion learning environment for K-5th grade students, focused

on student achievement by cultivating the best in each child. The majority of students will reach

proficiency in Math, Science and in two languages by end of elementary school.

c. Proposed school location: We propose to locate in Community School District 6 (CSD6),

NYC, and request to be co-located in a NYC public school. However, we fully understand that

CSD6 is extremely overcrowded, as indicated by Planning Board 12 (PB12M).1 Since

alleviating the overcrowding of schools is a top PB12M priority, we realize co-location may not

be possible. We are exploring rental options, have identified several viable private locations in

the area, have contacted a realtor, and we are beginning to visit potential sites, including a four

story, 20,000 square foot space. We understand that there will be rental and possibly renovation

costs. In addition, we are exploring access to NYC owned buildings. We will comply with all

NYSED requirements, and all NYCDOE and NYC regulations and requirements.

d. Target population/community served: EULCS’s target population is in Washington Heights

in PB12M and receives educational services through CSD6. Based on American Community

Survey (ACS) 2010-2012 population estimates, there are 209,617 persons in PB12M, with

55,651 residents under age 20, making it the second most populated Manhattan district with the

highest concentration of school age people. 21.2% of PB12M are improvised, with 33.5% under

18 years old. Foreign born people comprise 48.8% of PB12M, with 55.5% who are not citizens,

Urgent educational need was determined by PB12M in their most recent Fiscal Year (FY)

2016 report. Between FY2015 and FY2016, the community experienced a 25% increase in

school age residents, and a 5.9% increase in persons under age 5. In PB12M, 29,550 persons

utilize educational facilities. Over 50% of CSD6 students are in K - 8th grades, with the majority

of these school programs ending the day at 2:30 pm.

According to NYC DOE data, CSD6 schools are demographically comprised of 98%

Economically Disadvantage (ED), 16% Students with Disabilities (SWD), 30% English

Language Learners (ELL), and an overall population of 87% Latino Heritage, 7.4% African-

American, 4% White, and 1.2% Asian. 42% of NYC students report speaking a language other

than English at home on the Home Language Identification Survey. We estimate 13,298

students in CSD6 speak a language other than English at home. On the NY State ELA exam,

21.4% of all CSD6 students reached proficiency, 8.9% of ED, 6.2% of SWD and 2.9% of

current ELL students, respectively. On the NY State Math exam, 22.65% of all students reached

proficiency, 20.43% of ED, 8.5% of SWD and 5.0% current ELL, respectively. 2

1 http://www.nyc.gov/html/mancb12/downloads/pdf/CB__12_M_Statement_of_District_Needs_2016-Revised.pdf 2 NYC DOE, http://schools.nyc.gov, we report 6-year averages for demographic and 4-year averages for exams data.

1

http://www.eulcs.org/

http://www.nyc.gov/html/mancb12/downloads/pdf/CB__12_M_Statement_of_District_Needs_2016-Revised.pdf

http://schools.nyc.gov/

e. Planned ages, grades and enrollment for each year of the initial charter term;

Chart 1: Projected Grades, Ages and Enrollment, Year 1 to Year 5

Grades Ages Year 1

2019-2020

Year 2

2020-2021

Year 3

2021-2022

Year 4

2022-2023

Year 5

2023-2024

Kg 4-6 72 100 100 100 100

1 5-7 72 72 100 100 100

2 6-8 72 72 100 100

3 7-9 72 72 100

4 8-10 72 72

5 9-11 72

Total 144 244 344 444 544

f. Proposed management and/or partner organization(s): Not Applicable

g. Replication: Not Applicable

h. School overview: Based on our proposed school leader’s experience in (a) implementing a

4-language program in Aruba, (b) developing a highly successful English-Spanish program in

NJ (c) consulting for public and private schools implementing both Mandarin and Spanish dual

language programs, and (d) a BOT member’s experience of over 25 years of implementing

Mandarin immersion programs in NJ, DE and UT, the board has the capacity to implement both

Mandarin and Spanish dual-immersion programs (see Table 1).

We believe it is feasible to implement two dual-immersion programs in one school. During

our listening campaign, there was great interest among parents for a Mandarin program – with its

global and economic implications - as well as strong support for a Spanish program. Comparable

to Lashon Charter School in L.A., which faced public objection to offering Hebrew in an

overwhelmingly Latino community, after one year 65% of their students were Latino. Research

shows that learning any second language improves cognition, focus and executive function.

There is tremendous benefit for students to become fully bilingual and biliterate, including

monolingual students. Further, to be inclusive, having Mandarin and Spanish, side by side,

changes the image, culture and perceptions of language development programs. We have the

capacity and resources to develop outstanding programs, and in doing so, we can advance the

frontier of public education.

EULCS blends best practices from several successful pedagogical models of instruction:

Dual Language Immersion (DIP), Inquiry-Project Based Learning (IPBL) and Universal Design

for Learning (UDL). Our approach is based on an inclusive, supportive and diverse learning

campus that holds paramount academic rigor and quality and supports the interests of our

community. Through our curriculum, instruction and scheduling, children will develop global

competence and flourish.

2

Our school is defined by three core approaches: the DIP model will focus on teaching

English-Spanish and English-Mandarin through two immersion programs, using a 50/50

language model – 50% of the time students will be instructed in each language. In this manner,

students become bi-literate and bi-cultural, creating language diverse students from all

backgrounds, in 1st, 2nd and 3rd generations. IPBL is an approach that adapts well to an dual-

immersion model. Using age appropriate hands-on learning activities starting in Kindergarten,

students will have empirical experiences that allow them to discover meaning. This experiential

approach simulates the scientific method and develops creative thinking. Student research, from

the earliest grades, will emphasize STEM. Listening, speaking, reading and writing will be

incorporated into all content areas through portfolios, journals and lab books.3 UDL refers to

designing environments, which can be used by all people, and developing activities that include

everyone. UDL practices will be embedded in our instruction for all students. Using multiple

modalities, UDL allows multiple entry points for information. Students of all learning styles

will absorb content and succeed. Through our staff development, teachers will be taught how to

differentiate instruction, take into account multiple intelligences and provide the necessary

scaffolding and support for all children. Since many students are identified as visual or

kinesthetic learners, teachers will employ instruction using manipulatives, while providing

structure, so all students will develop a deep foundation.

Our curriculum and teaching practice will be aligned to Cambridge Internationals.

Cambridge Primary (CP) for ages 5 – 11, is a rigorous high-performance curriculum from

Cambridge University, UK, which is used in Asia, South America and many countries. The

goals of Cambridge Primary are to (a) develop academic success; (b) fulfill the potential of

every learner, (c) provide knowledge and understanding that is relevant for today and prepare

students for a global tomorrow. In addition to English, Math, Science and the Arts, CP includes

Information and Communications Technology (ICT). ICT is designed to provide learners the

key applications they need to achieve computer literacy and understand the impact of

technology on our everyday living. The flexibility of the Cambridge approach means our

students can work towards Cambridge qualifications, while learning content here in NY through

English and Spanish or Mandarin. In addition to the CP curriculum, we are dedicated to having

students become inclusive and tolerant and will include Teaching Tolerance (TT), an anti-bias

K-12 curriculum developed by the Southern Poverty Law Center. Our students will become

actively engaged global, democratic citizens. In our school, STEM is a key component of

instruction for all grades, not just an enrichment. We are developing partnerships with Columbia

University, through Teachers College and School of Engineering, which have a “K-12 Student

and Educators” program designed to “encourage sustainable long-term partnerships with local

schools, especially those that serve underrepresented students.” Other partnerships that will

enhance our curriculum and instruction are student centered K-12 STEM programs, offering

activity based, hands-on experimental learning, such as FIRST LEGO® League Jr., American

Museum of Natural History and STEM Kids NYC.

The School and Classroom Schedule plays an important role in our design. EULCS proposes an extended instructional day, from 8am to 4:15pm, and an extended school year of 195 instructional days. The daily schedule will be organized around three blocks of cross-curricular instruction, (a) Language Arts Literacy (LAL), (b) Mathematics and (c) Science,

3 Vicki, Urquhart, 2009, Using Writing in Mathematics to Deepen Student Learning, Mid-continent Research for

Education and Learning (McREL), Denver Co.

3

http://www.cambridgeinternational.org/

https://www.tolerance.org/

including computers and robotics. Each content block is designed around integrated themes,

building on our core philosophy: “students in grades K-5 learn complex ideas through concrete

and applied experiences.” As part of our commitment to serve the community, we plan on hiring

parents to help in classrooms as models of native language speakers. Our students will receive

30-minutes of structured gym, twice a day, involving age appropriate cardio, Tai Chi or Yoga.

Professional Development (PD) for teachers and leaders is an essential part of our

program. In addition to our in-house PD workshops and coaching, both CP and TT offer staff

development on topics such as: Active Learning, Language Awareness, Special Education, and

Dual Language, which our teachers and staff will participate in, both on-line and in workshops.

Our alliance with CP will provide on-going, dependable PD structure to help maintain rigorous

curriculum, and a well-trained, informed and capable staff. In our PD supervision model, the PD

team will regularly visit classrooms to observe student-teacher interaction, instruction and

curriculum. We will emphasize literacy and STEM in early math and science and will support

teachers in developing integrated themes for all content blocks.

III. Enrollment and Retention Strategies.

a. Enrollment: The EULCS enrollment outreach plan utilizes a variety of communication

strategies, such as print, web-based media and personal presentations, to create awareness and

demand for our school. EULCS actively engages CSD6 neighborhoods to attract and recruit a

diverse and inclusive student body. Further, we are sensitive to the issues of at-risk students.

ELL: Our enrollment strategy will use English, Spanish and Mandarin languages on flyers,

application materials, website, as well as recruiting using local newspapers and periodicals in

other languages. Most of our Board is bilingual and able to communicate in one of the targeted

languages, eliminating many communication barriers. We have engaged CBOs, religious groups,

and women’s centers such as Dominican Women’s Development Center, Northern Manhattan Improvement Corp (NMIC), and Holyrood Church, which serves Asian and Latino immigrants.

SWD: EULCS is engaged with local experts on learning disabilities and special needs, such

as New York Center for Child Development, WorkLife at Columbia University, and National

Center for Learning Disabilities. One member of our board is dyslexic, diagnosed in 3rd grade

and now holds a master’s degree. His experience and understanding of challenges faced by SWD

will inform our approach and the support network we will provide to students and parents. We

will offer multiple info-sessions to inform parents about our support services and address their

concerns. To encourage parents to enroll their children in our school, workshops will model

instructional strategies, promoting student engagement and strategies that support SWDs.

ED: Two licensed Social Workers are on our Board, and will help design outreach to ED

families, explaining procedures for enrollment and encouraging parents to apply. We will work

closely with Northern Manhattan Improvement Corp. (NMIC), the Dominican Woman’s Development Center, Northern Manhattan Collation for Immigrant Rights (NMCIR), and the

Holyrood Church to distribute flyers and encourage families to enroll children. In addition, we

will set up informational tables near shopping areas, bus stops, subways, clinics and public-

housing community rooms, where ED families will see them.

a. Retention: EULCS’s Committee on At-Risk Students and Special Education Population

(CARSEP) comprised of a special education administrator, teachers and parents will monitor the

progress of all at-risk students, using the Response to Intervention protocols and second language

4

strategies. CARSEP will work with teachers to ensure that the RTI process is understood and

followed, IEPs are up to date and reflect student’s current needs. CARSEP will help teachers

provide support through in-class scaffolding, differentiated instruction and after school tutoring.

This assures that at-risk students and families have the tools needed to participate fully in the

curriculum. We will actively support our teachers in obtaining their Bilingual and Special

Education certifications, with on-site after school courses in collaboration with Universities.

ELL: EULCS draws and retains students by being the only dual-immersion program in

CSD6 that offers content in three languages. Research has shown that ELLs reach proficiency in

ELA and Math at higher rates in dual language programs, than in any other bilingual option.4

Our commitment to helping families preserve the home language and culture in 1st, 2nd and 3rd

generations is strengthened by CARSEP and our bilingual, dual language and immersion

specialists, who will monitor and maintain the academic growth and achievement of students and

will provide tutoring and support as needed.

SWD: CARSEP focuses on ensuring that meaningful instruction and support, including

individual attention, scaffolding and tutoring, is offered to students. We will use ICT classes for

each grade. Depending on IEPs, on-site/off-site related and specialized services will be used. Our

three content blocks design builds-in extra time for differentiated instruction and scaffolding,

which offers additional support to at-risk students and SWD. In addition to our structured gym,

transitions between content blocks allow for additional movement throughout the day. The use

of transitions and structured gym can help students develop replacement behavior strategies,

without fear of reproach. Student will have a choice of activities through our classroom learning

center design, which provides ownership over actions and develops self-advocacy.

ED: CARSEP will support ED students and families through a welcoming, holistic school

environment. Our Family School Association (FSA) and dedicated staff will help all parents,

including ED parents, and will support families and help resolve issues. The three content blocks

design builds-in extra time for differentiated instruction and scaffolding, which offers additional

support to at-risk students and ED. Our extended day and tutoring will help to ensure that no

student falls behind academically. Working with CBOs serving ED families, enables us to

provide resources and referrals as a “safety net” when needed.

IV. Public Outreach and Community Support

a. Public Outreach Conducted: Public outreach (Table 2) indicates that since early 2017 we

have been doing parent and community outreach. We have been publicizing our plan for a

rigorous, inclusive and diverse charter school on our website, at churches, on flyers and with

petitions. Members of our planning team have attended community events, such as PB12M and

PB12M Youth and Education Committee meetings, and have met with elected officials,

stakeholders, schools, daycares, CBOs and religious leaders. We learned that there is widespread

interest among stakeholders to have a high-quality school reflecting community diversity.

One of our highest priorities is to create a school that mirrors the linguistic, social, economic

and cultural diversity of CSD6. For this reason, during the first months, we engaged in a

Listening Campaign, attended events, and listened to community residents about their

4 Collier and Thomas (2002), The Astonishing effectiveness of Dual Language Education for All,

http://hillcrest.wacoisd.org/UserFiles/Servers/Server_345/File/Publications/ELL/Dual%20language%20survey.pdf

5

http://hillcrest.wacoisd.org/UserFiles/Servers/Server_345/File/Publications/ELL/Dual%20language%20survey.pdf

experiences with schools. It was evident from our listening campaign and outreach that the

community is weary of failing education programs. During our Sept 29, 2017 meeting,

concerned parents indicated that public schools were not responsive to community needs and

were resistant to parental involvement. On Oct 20, 2017, we participated in a meeting with

stakeholders and concerned parents to hear “what the community had to say” and to answer questions. Families expressed worry regarding bullying, including the Trump administration’s anti-poor, racist, xenophobic and misogynistic values. A parent expressed anger that a school did

not participate in the “LEGO® Robotic Challenge” and another asked why they “never go to

Museums.” We incorporated the feedback and suggestions to reflect community desires. Elected officials and community stakeholders expressed a strong desire for Robotics and engineering.

In response to the community feedback we refined our program to reflect their interests: we

incorporated Teaching Tolerance, an anti-bias K-12 national curriculum, into Social Studies,

FIRST® LEGO® League Jr, and the American Museum of Natural History. The community

liked our combined focus on STEM and languages. We received high approval from parents for

our dual-immersion school teaching three languages. Many parents were excited to see Mandarin

as an option. On Jan 6th, during a Three Kings Day celebration we began handing out our Key

School Design flyer which incorporated community and stakeholder feedback. On Jan 15th we

began to distribute announcement flyers for our Feb 4th Public Meeting. For three weeks, prior to

the meeting, our team members distributed and posted flyers at bus-stops, George Washington

Bridge Terminal and at the #1 and A train stations.

b. Initial Assessment: We assess that demand for EULCS is strong: (1) Our target minimum

threshold for enrollment capacity is 220 signatures, which is 52% above our target enrollment.

After two meetings we received 9 signatures of wishing to enroll in EULCS. As of Feb 4, 2018,

we achieved 43.1% of our target of wishing to enroll. All things being equal, at this rate, we can

achieve 600 interested enrolling parents by Sept 2019; (2) at our Oct 20th meeting we received 24

out of 50 parent signatures and on Feb 4th, 71 out of 90 signatures, reflecting a 33.5% increase in

parental interest as a result of our community outreach; (3) As a result of our outreach campaign

and our responsiveness to community feedback, we have received support from CBOs and a

religious advisory group representing more than 3,000 members. These groups will allow us to

hold meetings and recruit from their facilities. We have received support from key community

stakeholders and are awaiting their letters. Manhattan Borough Present Gale Brewer believes our

proposed school is interesting and that we have the capacity to implement our vision. We are

expecting three letters of endorsement from City Council Member Ydanis Rodríguez, Father

Luis Barrios of the Holyrood Church and the Exec. Dir. of the Dominican Women’s Development Center, a CBO. With these stakeholders’ public endorsements, we expect parents

to be encouraged to enroll their children.

V. Proposed Board Chair Signature and Date

Dr. David Lopez February 7, 2018

Name Date

6

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Table 2: Public Outreach Information Dates of Outreach

Description of Outreach

Location of Outreach

Target Stakeholder Group

Feedback Obtained

Action Taken on Feedback

Number Attendees

Feb TBA Meeting, CSD 6 Superintendent

TBA NYCDOE District 6 Superintendent, staff

Feb TBA CEC-6 Meeting TBA Parents and Community

TBA TBA TBA

Feb TBA Meeting, Joanna Garcia, Chair, CEC6

4360 Broadway

Educational Committee

TBA TBD TBA

2.27.18 PB12M General Meeting, last Tuesday each month

Isabella Center Audubon Ave

On Agenda for full Planning Board approval

TBD TBD TBD

2.16.18 Meeting City Council Member Ydanis Rodriguez, Parents & Stakeholders

715 W 179th St Elected Officials, Parents and Community

TBD Letter of Support from City Council Member’s office expected

TBD

2.12.18 PB12M Youth& Education Comm.

530 W 166th St Parents and Community

Agenda rescheduled from 1.8.18 meeting

TBD TBD

2.4.18 Stakeholder Leaders Meeting, following Community Meeting

715 W 179th St Community Leadership

Support given from Church and DWIC leaders

Holyrood Church and DWIC will send letters of support

7

2.4.18 Public Meeting, Community and Parents

715 W 179th St Parents and Community

Strong support for EULCS, parents signed petition

71 Interested Parents signed petition out of 90 attendees

90

2.2.18 Gale Brewer’s office Manhattan Borough President

Municipal Building

Jessica Mates, Chief of Staff, Patrick Joseph, Education Staff

COS and Education staff liked EULCS concept, felt we had capacity to implement, wished us good luck

Volunteered to send letter of interest, and stated belief that we have capacity to implement vision

Table 2: Continued Dates of Outreach




Feedback Obtained


Number Attendees

1. 23.18 Planning Bd. #12 General Meeting


On Agenda for full Planning Board approval

Agenda was changed due to emergency school closure.

Presentation will be rescheduled

Agenda changed

1.15 to Announcement, Public Flyer Community and Community Distribution of Public 500 flyers 2-3.18 Public Meeting, Feb

4, 2018 distribution Parents members

expressed agreement, indicated they would attend Public Meeting

Meeting flyer

1.8.18 Planning Bd. #12 Youth& Education Comm.

GWHS EC 549 Audubon@ 192 at 6pm

Presentation to PB #12 & Community

Agenda was changed due to emergency school closure.

Presentation will be rescheduled

TBD

1.6.18 3 Kings Day (Dia de los Reyes) Celebration

715 W 179th

St Community and Parents

Parents, community positively impressed with changes made in EULCS design

Agreement with changes indicated, parents were very supportive, showed interest in school

100

1.6.18 3 Kings INFO flyer 1.4. 2018 Holyrood Church

Public Community Meeting

715 W 179th

St Parents and Community

Meeting Cancelled due to Snow Storm

CB12M Office is closed all meetings were cancelled

N/A

12.11.17 Planning Bd. (PB12) Youth& Ed Comm.

530 W 166 St PB Members, Parents Community

On Agenda for January meeting

Schedule for CB#12 Presentation in Jan

35community members

Table 2: Continued Dates of Outreach




Feedback Obtained


Number Attendees

12.10.17 Holyrood Church 715 W 179 St Community, Parents

Very interested Plan for presentation 25



PB Members, Parents Community

Interested will continue

Plan for next meeting 14

11.29.17 Yi Yang 5030 Broadway

Mandarin speakers Very Interested Plan for next meeting 8

11.28.17 General Meeting, (PB12)


PB Members, Parents Community

Interested will continue

Future Meetings 50

11.20.17 Mon /Comm Meet 5030 Broadway

Mandarin speakers Very Interested Plan for next meeting 70

11.19.17 Padre Luis 715 W 179 St Community, Parents

Very Interested Follow-up w leaders 100

11.18.17 TC Stem Conf. 120 W 120th

St STEM Educators Contacts for

Support Follow-up contacts 200

Table 2: Continued

Dates of Outreach Description of Outreach Location of

Outreach

Target Stakeholder

Group Feedback Obtain Action Taken on

Feedback Number of Attendees

11.14.17 Conversation Chair PB Committee

530 W 166th St PB Member input

Very Interested Follow-up meeting

4


530 W 166 PB Members, Parents Community

Interested, want more information

Follow-up meeting

20

11.10.17 Meeting Padre Luis 715 W179 Church leaders, Parents

Planning follow-up

Continue outreach

15

10.30.17 Yi Yang Chinese Family Event

5030 Broadway Chinese family Input

Planning follow-up

Next steps meeting

20

10.25.17 Shuyue Huang Chinese Family Event

5030 Broadway Chinese family Input

Planning follow-up

Next steps meeting

12

10.24.17 Sue Taylor, Principal (Ret.)

Discussion, Phone contact

Administrative Input

Very Interested in EULCS

Will provide technical support

2

10.20.17 Presentation to Ydanis Rodriguez, City Council member, parents and Community members

715 W 179 St City Council #10 Elected Official and parents

Suggestions on Robotics, STEM, Community and School design

24 of 50 parents sign to enroll their student in EULCS

50 parents and 4 community leaders +

10.19.17 Rev Pastor Reyes & Padre Luis

715 W 179 St Religious Leaders

Set up meeting with City Councilman

Next Steps 2

10.13.17 Rev Pastor Reyes & Padre Luis

715 W 179 St Religious Leaders

Very Interested Very Interested 2

10.11.17 Maria Lizardo, Executive Director NMIC Northern Manhattan Improvement Corporation

45 Wadsworth Ave

NMIC Parents and Community members

Maria Lizardo agrees to have Public Meetings in NMIC

Agrees to let us use facilities and recruit from organization

5

Table 2: Continued


Outreach

Target Stakeholder



10.10.17 CB12 Y& Ed 530 W 166 Parents, Community

Interested, need info

VI 35

10.5.17 Director EC Leadership in Ed

Bank St College Educators VI will support Plan next steps 5

10.2.17 Gen PB#12 meeting 530 W 166 St. Community Parents

VI need more information

Next meeting 35

9.29.17 Meeting with Carmen De La Rosa, Assembly Member, NYS dist. 72

210 Sherman Ave Elected Official and parents

Parents express concerns about Dist. 6 schools

Agree to set up future meetings with community

15

9.26.17 Gen PB#12 meet 530 W 166 Community, Parents

Meeting moved Next meeting 2

9.21.17 State Senator Marisol Alcantara District #31

5030 Broadway Elected Official & Chief of Staff

VI gave contact suggestions

Contacts, next steps

4

9.20.17 Rosita Romero, Ex Dir Dominican Woman’s Development Center

519 W 189 St Ex Dir. CBO Day Care and Community programs

Very interested in EULCS idea, gave suggestions

Provided contact information for other CBOs and Community

15

9.17.17 Isabel Almanzar, & Dr. José Castillo Guardián

715 W 179 Community Members

Very interested will follow up

Additional Contacts given

10

9.13.17 Councilman Ydanis Rodriguez District #10

Chief of Staff Phone/email Contact

Chief of Staff J. Louis Espiritusanto

Very Interested will discuss with Councilman

Will set up future meeting

2

9.12.17 Election Day Canvassing

Election locations Ydanis Rodriguez

Distribute flyers to Voters

Very positive reaction

Positive response from community

50 constituents

Table 2: Continued


Outreach

Target Stakeholder

Group

Feedback Obtain


Number of Attendees

9.11.17 Dr. Loida Martinez, Associate Dean Education

University of Puerto Rico Río Piedras

Recruitment of Staff

Very interested, will participate

Suggest Contacts & next Steps

2

9.11.17 A. Gudelo, Staff NYS Senator Marisol Alcantara

Phone and email Staff Member Elected Official

Interested Will set up meeting

TBD

9.8.17 Staff NYS Assembly #72 Orlando Ovalles

Phone and email Chief of Staff Interested Will set up meeting

TBD

9.7.17 David Baily, Deputy Chief of Staff, US Congressman Adriano Espaillat’s Office

Phone and email Deputy Chief of Staff

Follow up with additional contacts

Will email contacts to introduce

TBD

9.6.17 Jennifer Mates, Gale Brewer Manhattan Borough Pres.

Phone and email Chief of Staff Discuss next steps

Will set up meeting

2

9.5.17 J. Louis Espiritusanto, City Councilman Rodriguez office

Phone and email Chief of Staff Discuss next steps

Will set up meeting

2

8.28.17 Sanctuary Event, community and Ydanis Rodriguez, Gale Brewer, Carmen de la Rosa, Rosita Romero

715 W 179th

Street Church Event

Elected officials and community member

Very interested Elected officials 300 participants

8.28.17 David Baily, US Representative Adriano Espaillat’s office

125th Street, State Office Building

Deputy Chief of Staff

Very interested Provided numerous contacts, support

2

Table 2: Continued

Dates of Outreach



Target Stakeholder



8.24.17 Dr. Jose Medina, Center for Applied Linguistics CAL

Washington DC Professional Support, Contacts

Very interested Will provide support, information

2

8.19.17 Zui Yu Hu, Esq., Lawyer Chinese Community

Trenton, New Jersey

Chinese Parent Organization

Very Interested Will provide information, support

5

8.16.17 GWB Market protest sponsored by elected officials, community

179th and Broadway

Community Event

Very Interested Parent response 150 people at event

8.12.17 Dominican Day Parade

Broadway Community Very Interested Want more info Spoke to 150

8.3.17 Spencer Foundation Phone Funding, grants

Very Interested Want more info Project Manager

7.21.17 Dominican Film Festival

AMC Theaters Flor de Azucar

Community and Parents

Very Interested Want more info 100 attendees

7.19.17 Fund Raising Event for Ydanis Rodriguez

401 W 34th St City Councilman Elected Official

Very Interested Intro to Chief of Staff

75 attendees

7.11.17 Congressman Adriano Espaillat’s Event

Yeshiva Univ. Auditorium

Elected Officials Community

Very Interested Chief of Staff and Community

Spoke to 15

7.7.17 Stephanie Miliano Ydanis Rodriguez’ office, Chief of Staff

250 Broadway Elected Officials

Very Interested Wants more Info 3

Table 2: Continued

Dates of Outreach



Target Stakeholder

Group

Feedback Obtain


Number of Attendees

6.23.17 Director Early Childhood Leadership

Bank Street College, 112th St

Educational Support

Very Interested Will participate on CS project

2

6.5.17 Town Hall Meeting Congressman Adriano Espaillat’s office

State Office Building, 125th St

Elected Officials and Community

Very Interested Follow up Next Steps

Spoke to 35

6.1.17 SOL Conference, Hunter College

119th Street and 3rd Ave

Elected Officials and Community

Met Ydanis Rodriguez, long conversation

Very Interested will have Chief of Staff call me

Spoke to 20 attendees

4.5.17 Jan Atwell, New York City Council

250 Broadway Contact with Elected Officials

Very Interested Provided feedback suggestions

2

Blanca Y. Díaz Alfonso

Objective To obtain a position as an online translator from English language to Spanish language

Education June 2014

New Jersey

Preschool through Grade 3 Teacher Certificate of Eligibility

Issued by the Department of Education of the State of

Sep 07-May 09 Teacher of Spanish, GPA 3.68 Certificate of Eligibility Issued by the Department of Education of the State of New Jersey

Sep 87-June 92 Attorney at Law, GPA 3.40 Law Degree Central University, Santa Clara, Cuba

Work Experience

Aug 14-present Spanish, Pre-K Teacher at HudsonWay Immersion School, Summit, NJ

Sep 09-June 14 Clerk of Early Childhood Program (former Abbott Program) and Pre-K Teacher at ABC Day Care Center, Union City, NJ

July12-present Spanish Tutor and First, Second, and Third grade Math Tutor

Sep 08-Sep09 Pre-K Teacher Substitute at ABC Day Care Center, Union City, NJ

Oct 05-April 06 Teacher Aid at Green House Private School, Fort Lee, NJ

Sep 98-March 05 Spanish and Literature teacher at Ignacio Agramonte Elementary School, Cienfuegos, Cuba

Aug 92-June 98

Professional Organizations

Skills

References

Judge at the Municipal Civil Court, Cienfuegos, Cuba

WyzAnt (Tutors, tutoring service and homework help) Translatorbase

Bilingual, Spanish and English Substitute Teacher After School Program Assistant CPR Certification Excellent Computer Skills

The references will be available upon request

CLARENCE JOFFRION_____ ___________ __

SUMMARY

An experienced accounting administrator with expertise developed in auditing, finance and budgeting while

Managing in public and private work environments. Strategic and hands-on experience includes:

● Supervisor of Internal Audit Director of Accounts Payable

● Business Manager Assistant Senior Accountant

● Senior Financial Analyst Manager of Administration

● Developed requirements for implementation of PeopleSoft Financial Systems with

provision to provide productivity and accountability for departmental operational

evaluations.

● Safeguarded State and District assets, by reviewing and refining operational standards to

provide productivity and accountability for departmental operational evaluations.

Professional Experience

NEWARK PUBLIC SCHOOLS, NEWARK, NJ 2012 - Present

▪ Supervisor, State of NJ, DOE, Department of Internal Audit

Performed financial and operational audits on Federal and State programs, district departments and

program operations for compliance with all federal and state laws, board policies and procedures and

GAAP standards.

PATERSON PUBLIC SCHOOLS, PATERSON, NJ 2010 - 2012

▪ Senior Internal Auditor, State of NJ, / State of NJ Consolidated Team Monitor

Performed financial and operational audits, while traveling to various NJ Cities and School Districts and

Charter Schools to perform program and financial audits.

UNION CITY PUBLIC SCHOOLS, UNION CITY, NJ 2008 - 2010

▪ Senior Internal Auditor, State of NJ, / State. of NJ Consolidated Team Monitor

Performed payroll, benefits and transportation audit of district operations for compliance with district

policies and procedures.

JERSEY CITY PUBLIC SCHOOLS, JERSEY CITY, NJ 2006 - 2008

▪ State of NJ DOE Internal Auditor

Performed financial and operational audits of district departments and program operations, for compliance

Federal and state laws, board policies and procedures.

NEWARK PUBLIC SCHOOLS, NEWARK, NJ 2006 - 2006

▪ Business Manager Assistant

Provided research on operational systems for improvement of efficiencies in District departments and financial

audits on selected District department and provided findings with recommendations for corrective actions.

analyzed problem vendor accounts and negotiated favorable settlements.

CLARENCE JOFFRION Page 2

NEWARK PUBLIC SCHOOLS NEWARK, NJ 2004 - 2006

▪ Director of Accounts Payable

Responsible for managing and directing of the spending of $330 million dollars to pay the Districts vendors for

good and services in compliance with all applicable federal and state laws, board policies and procedures and

to strict GAAP standards.

NEWARK PUBLIC SCHOOLS NEWARK, NJ 2001 - 2004

▪ State of NJ, DOE, INTERNAL AUDITOR

Performed financial and operational audits on selected preschool daycare provider with the District, identifying

all non-compliances, over and under spent areas and provided corrective action to remedy the situation.

reviewed Whole School Reform Budgets for 2002-2003 for two State operated school district and reported on

the differences in budget to actual expenditures. Reviewed and approved all vendor payments prior to them

being paid for contract compliance on pricing, quantity and specifications, thereby preventing the expensing of

thousands of dollars due to contract requirement violations. Audited student activities accounts for compliance

to District guidelines on handling of student activity funds and recommended corrective actions for all areas of

deficiencies.

LUXO CORPORATION - Port Chester, NY 1996 - 2001

▪ Senior Accountant

MONTEFIORE MEDICAL CENTER - Bronx, NY 1992 - 1996

▪ Senior Financial Analyst

CNR/REHABILITATION CENTER - Norwalk, CT 1990 - 1992

▪ Senior Accountant and Payroll Manager

AMERICAN MANAGEMENT ASSOCIATION 1981 - 1992

▪ Manager of Administration

FORD MOTOR COMPANY – Mahwah, NJ – White Plains, NY 1971 - 1980

▪ Plant Production/District Sales Manager

EDUCATION

SOUTHERN UNIVERSITY - Baton Rouge, LA

▪ BS Business Management

UNITED STATE ARMY 1964 - 1967

1971

DAVID LOPEZ, PH.D.

PROFESSIONAL HIGHLIGHTS

• Over 30 years of experience as a senior manager in positions assuming progressively higher levels of responsibility as a leader and manager in the private and public sector.

• As a Senior Consultant to ASPIRA of New York. Inc. and other Latino non-profit organizations have been involved in the development of educational and social services policy initiatives at the city and state level.

• Appointed to serve on numerous commissions at the city and state levels. • Managed Foster Care and Adoption program which included Preventive Services and Head Start

and Day care programs as Executive Director of the Puerto Rican Association for Community Affairs, Inc.

• Consultant to Head Start since 1997. Worked as a Report Coordinator and in the areas of Program Design and Management and Family and Community Partnerships. Worked for Head Start Region Two as a proposal reviewer and editor of reports.

• As Agency Chief Contracting Officer (ACCO) was responsible for HRA's procurement policies and for the overall direction and supervision of the contracting and procurement activities of its constituent agencies including the Head Start program located within the Agency for Child Development.

• Executive Deputy Agency Administrator for the New York City’s Human Resources Administration (HRA) the largest social service delivery agency in the country serving over 50,000 clients. Supervised six senior managers who had responsibility for over 250 staff. Reported directly to the Commissioner and was involved in all areas of agency operations. Hired personnel, designed and managed staff training, reviewed personnel grievances, and at the cabinet level participated in discussions that enforced union contracts and union negotiations. Supervised contracts and procurement offices and $2.5 billion in expenditures.

• CEO of highly successful self-owned consulting practice obtaining major contracts from public and private sector to provide a wide range of services related to the delivery of educational and social services. Consulted on organizational management, leadership, strategic planning, computerization, and financial management. Developed/Designed educational programs and other services, staff training programs and materials, and proposals to funding sources.

• Consultant to numerous public agencies at federal, state and city levels • Conceptualized and created the first Latino foster care and adoption agency in the country.

RELEVANT EMPLOYMENT HISTORY

5/ 1999 Chief Executive Officer To Present LD Associates, Inc.

Manage successful consulting practice providing services to public and private sector non-profit agencies in areas that include, program evaluation, strategic planning, fund

David Lopez, Ph.D. Page 2

development, staff development, staff development, staff training, board training, crises management, organizational development, organizational expansion, identification and recruitment of resources and the formulation of public policy initiatives.

Senior Consultant ASPIRA of New York, Inc. and Field Instructor Hunter College School of Social Work.

3/2014 Interim Executive Director ASPIRA of New York, Inc. To 5/20/14

1/97 to Director 6/97 HANAC Beacon School

At the request of the agency’s Executive Director was asked to take over a school in crisis. Served as full time Director, provided management services, strategic planning, evaluated staff, maintained staff morale and served as liaison to community. Successfully organized and implement its curriculum and assured continued funding.

6/ 1997 Program Director To 5/ 1999 Puerto Rican Association for Community Affairs, Inc. (PRACA)

Jointly appointed by the Agency for Children’s Services and PRACA to managed PRACA's "Criemos Los Nuestros" foster care and adoption program that was in crises. Supervised a staff of over 30 professionals, including, supervisors, caseworkers, case aides, medical and quality assurance personnel. PRACA received an "outstanding" rating for fiscal year 1998 from ACS. Created a management information unit which monitored compliance with ACS standards. Implemented CONNECTIONS training.

Consultant to the HHS Region 2 Head Start. Conducted program reviews in Aguadilla and Bayamon, Puerto Rico. Focused on evaluating family and community partnerships while participating in all aspects of the PRISM Review.

10/ 1994 Chief Executive Officer To 6/ 1997 LD Associates, Inc.

Chief Officer of self owned consultant firm providing services to public and private sector agencies and organizations including colleges in the areas of strategic planning, fund development, crises management, organizational development, organizational expansion, staff training, staff evaluation and fund development.

8/ 1990 Executive Deputy Administrator for Intergovernmental Affairs/ To 10/ 1994 Agency Chief Contracting Officer (ACCO)

Human Resources Administration (HRA), New York Appointed by Commissioner and Mayor to provide leadership for major functions of the New York City Human Resources Administration, the largest social service agency/delivery system in the country. Reported directly to the Commissioner and was involved in all areas of agency operations. Provided leadership in the management, policy, planning and evaluation functions to realize agencies goals. Supervised the Office of Land Use Review, the Office of Legislative Relations, the Office of Community Affairs and the Office of Media Relations.

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Duties included direct control of the Office of Contracts (responsible for the human/client services contracts which compromise 90% of contact expenditures) and formal oversight of the Office of Purchasing and Materials Management. Total value of procurements exceeded $2.5 billion. Computerized the contracting process and put various new management practices in place.

1/ 1989 Director To 7/1990 Minority Community Based Organization Project

Welfare Research Incorporated, Albany, New York. Provided statewide services to a wide range of community based organizations. Conducted primary and secondary research in the field of social services, conducted policy analysis, evaluations, and prepared numerous reports for dissemination to clients and broader dissemination to policy advocates and public-sector policymakers.

2/ 1985 Chief Executive Officer To 1/ 1989 LD Associates, Inc.

Provided consulting services to public and private sector agencies in areas that included leadership, management, fund development, diversity, program development, assessment.

7/ 1974 Chief Executive Officer To 2/ 1985 Puerto Rican Association for Community Affairs, Inc. (PRACA)

Conceptualized and implemented the first foster care and adoption agency for Hispanic children and families in the country. Provided culturally diverse programs meeting the linguistic and cultural needs of children and families facing crisis and family disintegration. Designed programs and interventions, trained staff and developed bilingual/bicultural materials guiding implementation. Designed and implemented case management systems, financial planning and reporting systems and staff and program evaluation designs.

10/ 1971 Deputy Executive Director to 6/ 1974 ASPIRA of New York

Provided leadership for the largest community based agency offering college preparation services, leadership programs, educational support programs and counseling to Hispanic youths and their families. The agency provided services at five centers in the boroughs of the city of New York. Designed, implemented and evaluated a wide range of programs. Responsible for staff supervision and training. Supervised the formulation of organizational policies and practices in all areas involving program delivery and staff training and supervision.

10/ 1963 Case Worker to 10/ 1971 New York City Department of Social Services

Served as Caseworker, Supervisor, Community Organization Consultant, and Special Assistant to Commissioner for Day Care. Given special responsibility to serve as Project Manager for Interim Funded Day Care Programs and was part of the team which helped create the Agency for Child Development, New York City's publicly

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funded day care system. EDUCATION

Ph.D., Fordham University, Graduate School of Education, New York Professional Diploma, Fordham University, Graduate School of Education, NY Master of Science, Columbia University, School of Social Work, New York Bachelor of Science, St. Francis College, New York

SELECTED PUBLICATIONS & PAPERS

"The Challenge of Delivering Human Services to a Multi-Ethnic City," paper presented to the International Conference on Multi-Culturalism and Diversity, Barcelona, Spain, April 1993. Spanish version published in Revista de la Economia Social, Number 16, Universidad de Barcelona, 1993.

"HRA's Procurement Savings Effort," NYC Contract News, volume 4, issue 4, Mayor's Office of Contracts, July 1993.

"Healing from Within, Challenges and Opportunities in the Utilization of Local Resources to Address Community Problems," paper presented to the Second International Conference on Urban Social Issues, Montevideo, Uruguay, and August 1992.

Interorganizational Practices: New York City Public Schools and Voluntary Agencies Serving Foster Boarding Home Children, Fordham University Doctoral Dissertation. New York, April 1983.

Licenses

New York State Licensed Master Social Worker –

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Denise Marie Prince

Objective:

To utilize my knowledge, skills, expertise, and experience to educate, develop, nurtureand support strong educational leaders and Programs that care and educate young children and their families. To create an early childhood demonstration school in a high-risk area in New York City.

Education:

1991 Bank Street College of Education – New YorkM.A., Educational Leadership Supervision and Administration

1978 B.S., Elementary EducationMinor, The ArtsCity College – New York

Certifications: New York State School Administration and SupervisorNew York State Teacher, Nursery, Kindergarten and Grades 1-6

Licenses: New York City Day Elementary School PrincipalNew York City Teacher

Professional Employment and Experience:

1996 to present Director of Early Childhood Leadership Program at Bank Street College, New YorkResponsible for leadership, administration and overall management of all aspects

of the program. Development of new initiatives to increase enrollment. Recruit and interview perspective students. Review, plan and implement the program of study. Hire advisors for students in the Program. Monitor and evaluate courses, advisors, and students.

2008 to 2011 Project Director, - Bank Street College collaborative grant with the Department of Education, New York Historical Society, and Gilder Lehrman Institute of American History. Providing a variety professional development services; workshops, classroom visitsand consultation, planning and implementation of end of the year Summer Institute for NYC K-2 teachers, with a focus teaching social studies in the early childhood grades.

Action Oriented Inquiry (AOI) researcher, Teachers for a New Era Project, funded by the Carnegie Corporation, and theAnnenberg and Ford Foundation. Investigating actual classroompractice, to study Bank Street’s influence on teacher candidatesand graduates and their influence on students and families in their care.

1996 to present Advisor to Educational Leadership Students, Working Teachers, and Student Teachers at Bank Street College

1996 to present Professional Development in Educational ReformWork closely with principals, school administrators and school based

management teams involved in educational reform, supporting and advising principals in educational leadership to improvelearning outcomes for students in schools in their districts. Mentor to classroom teachers to develop instructional plans to improve instructions in all content areas and classroommanagement.

2000 to present CDA trainer for Head Start ProgramsEducate and train Head Start staff in national Head Start Child Development

Associate curriculum in preparation for National Head Startcertificate

1998 to present Consultant Worked closely with Program Directors and school Principals in numerous early

childhood programs, elementary schools and middle schools to promote and develop best practices that will enhance studentachievements. Designing, implementing, and evaluating developmentally and educationally sound curriculum and classrooms environments.Design, develop and implement professional training to increaseknowledge base of teachers.Parent training and development to empower families through knowledge of child development and parenting skills.

1999 to 2000 Grant Reader Read and Review National FISPE Grants for the Federal Government

1997 to 2000 National Trainer Facilitated leadership and literacy training for Program Directors of America

Reads Initiative.

1997 to 1998 Faculty TrainerAmericorp Jumpstart, Future Teachers InstituteTrained young adults in the areas of child development, early child curriculum,

and parent involvement.

1998 to 1999 Evaluator School evaluator and assessor for New York City Public Schools

1994 to 1996 Adjunct FacultyBank Street CollegeAdvisor to graduate students pursuing a master’s degree in Educational

Leadership

1994 to 1997 Consultant School of Education, New York UniversityProvided training and technical assistance to Head Start programs on creating

inclusive environments for children with range of cognitive and physical disabilities and or delays.

Early Head Start Planner for Federal Government for Wave II. Grantees of Early Head Start Initiative.

1994 to 1996 Program Service PlannerNew York City Department of Mental HealthEarly Intervention Program

Provided technical assistance and training to current and new early intervention provides, to develop services for infants and Toddlers in naturalized environment. Oversee planning projects review and evaluate activities. Represents the Bureau in meeting with other agencies and organizations. Assisted in the design, implementation and management of training and staff development of new providers. Wrote reports on training activities. Involved in the writing of RFP and Grants for theDepartment

Early Intervention Official Designee

Chaired and approved Individualize Family Service Plans meeting. Ensures all legally mandated components of documents. Responsible for all paperwork.

1994 to 1996 Homeless Families Literacy ProgramVice President/Family Education

Developed and implemented a literacy model that was instituted in shelters for

families that would encourage, foster and support literacy. Ultimately impacting on self-esteem and promoting empowerment.

1992 to 1994 New York City Department of Mental HealthBorough Service Coordinator

Supervised service coordinators. Developed leaflets for parents on PL 99 – 457.Member of senior staff which was responsible for developing policies, forms, and

manuals for implementation of PL 99 457.Amendment to IDEA

1992 to 1993 Borough of Manhattan Community CollegeAdjunct Professor/Lecturer

Early Childhood curriculum course in Music, Art and Reading.

1991 to 1992 Alternative High SchoolChild Care Instructor

Taught child development to students who will work in child care settings.

1986 to 1992 East Harlem Day Care CenterDay Care Center Director

Started a licensed day care center for homeless children in shelter. Developed educational curriculum, hired, trained, and supervised staff.

Director – Teacher

Monitored the budget, act as liaison for the media, medical, educational, and social services. Conducted parenting workshops.

1984 to1986 BJ’S Kids Community Day CareEducational Director

Developed and coordinated educational program for entire preschool members. A Principal member of staff collective program,which oversaw the entire functions of school. Budget, publicrelations, staffing and day to day operational functions. Planned

and integrated children with special needs into the program.

1981 to 1984 Kollege Garden Nursery

Founder and operator of the Kollege Garden Nursery. Successfully operated center for 18 families. Wrote curriculum and educational

objectives, hired staff, developed budge, coordinated parentworkshops, carried out staff development, and training. Responsible for the overall supervision of school.

1979 to 1981 BJ’S Kids Community Day CareTeacher

Classroom teacher for three and four year olds in a community based Day CareCenter.

Publication: A Bridge, The Art Literacy Connection Child craft, EducationalCorporation 2000.

Infant / Toddler Guide, Administration for Children’s Services, New York City

Presentations/Training:

Workshops for Board of Education – Early Childhood SupervisorsUniversities: Columbia, N.Y.U., City College of New YorkChild Care Inc. Medical Grand Rounds for Doctors Day Care CouncilHead Start ProgramsAgency for Child Development – Directors/Teachers, Social Workers, and NursesChild Abuse Coalition Child Development CorporationNew York City MunicipalitiesBoard of Education Jumpstart – AmericorpsNY State Early Childhood Conference Special Education ProgramsDay Care Centers

Honors: City College – Dean’s List

Subject of Book for Teachers College ;William Ayers, (1989) The Good Pre-School Teacher, Teachers College Press

Associations: National Association for the Education of the Young Child-Former Board Member

Reference Available upon Request

Iván Ariel De Jesús

Phone:

Fax:

Email:

OBJECTIVE

To obtain a position in research, analysis, design or planning of educational organization, operation and program activities.

EDUCATION

2017 Columbia University, MA, Economics and Education Policy

Minors: Public Finance and Labor Economics, School Leadership and Strategic Planning

2002 Oberlin College, B.A., Economics and Politics, double degree

WORK EXPERIENCE

Ed Analytics Ltd., New York City, NY June 2017 – Present

CEO, Founder

• To provide strategic planning on Economic and Education

• Offer services to clients in public and private sectors ranging from grant writing, program

evaluation, strategic planning, economic development and formulation of public policy

initiatives.

Dual Education Resources, Lackawaxen, PA Sept 2012 – May 2016

Operational Supervisor Nov 2014 – May 2016

• Conducted operational and programmatic study of 5 client schools, assessing efficiency

capacity and enhancement of administrative operations.

• Managed team, designed and developed data management and monitoring protocols –

teacher assessment and evaluation, student benchmarks and growth performance and

instructional expenditures – to analyze programmatic capability and service performance.

• Identified and supervised content leader led teacher teams, to support updating and

enhancing scope and sequence and instructional strategies, established in action plan.

• Managed data collection from teachers to conduct key analytics of project and policy

initiatives; study included, small sample analysis, correlation analysis, pre/post

specification testing, logit/probit regression models to evaluate propensity of action plan.

• Prepared final report for internal stakeholders assessing client’s capacity; recommended

opportunities for improving methods, systems and procedures.

Policy Supervisor Sept 2013 – Nov 2014

• Represented DER and client schools, prepared policy briefings for internal and external

stakeholders on critical areas pertaining to demographic changes in student populations,

teacher retention and instructional programmatic design.

• Represented DER on client leadership planning and language policy committees, aligned

ELA, math and science content area instruction to state’s and internal standards, with

inclusion of innovative technologies in the classroom.

• Managed language policy and planning teams: responsible for developing strategic vision

and recommendations for student language proficiency assessment and monitoring, ESL

I.A. DE JESÚS Pg.2

training for general classroom teachers, PD scheduling, agenda development, evaluation of

PD rubrics and rubrics for teacher classroom evaluations.

• Supervised client leadership teams to identify opportunities to improve achievement,

establish short/long-term programmatic goals, and eliminate barriers to capacity building.

Project Supervisor Sept 2012 – Sept 2013

• Supervised and managed teams for implementing cross-functional action plan, established

by Director of Education, to enhance instructional educational services for 5 client schools.

• Liaison with principals and department chairs on enhancements to language policy and

planning to implement integrated thematic units for K-5 grades in charter dual

language/immersion enrichment programs.

• Provided oversight and support of currency of knowledge with respect to New Jersey

policies for client schools, principals, teachers, staff and parents.

Columbia University, New York, NY

Assistant Program Director of Economics and Education Sept 2010 – Aug 2012

• Member of admission team; liaison to Admissions Office, Financial Aid and Departments.

• Member of departmental policy team: updated, streamlined and aligned degree requirements for MA, MEd and PhD with other programs within department.

• Advised MA, MEd and PhD students on degree requirements and policies; Organized

weekly departmental workshops, communicated with presenters and disseminated materials

Josephine Díaz, Ph.D.

Clinical Psychologist

EDUCATION

Doctor of Philosophy, Clinical Psychology Teachers College, Columbia University, 1994

Master of Science, Social Work Columbia University, 1981

Bachelor of Arts, Psychology/Social Work Fordham University, College at Lincoln Center, 1979

PROFESSIONAL EXPERIENCE

The Dalton School, New York, NY (2008-Present)

Upper School Psychologist, Coordinate all high school psychological services.

Collaborate closely with health services team, administrative team and equity team.

Provide consultation and short-term crisis intervention for students, families and staff.

Offer recommendations and referrals to outside therapist when necessary. Work closely

with outside service providers and clinicians.

Private Psychotherapy Practice, New York, NY (1986-Present)

Offer adult, adolescent and child psychotherapy. Family, couples and parent

consultations.

New York City Head Start Programs, New York, NY (1986 - 2008)

Mental Health Consultant:

La Peninsula Community Organization, Inc. (1998-2008)

East Harlem Bilingual Head Start (2001-2008)

Goddard-Riverside Head Start (2004-2008)

Escalera Head Start (2001-2004)

Provided mental health consultation, classroom observations, crisis intervention and

training to program parents, staff and children. Responsible for the administration,

management and supervision of mental health service component. Collaborated with

multidisciplinary team.

US Dept. of Health and Human Services, Administration for Children & Families, Head Start Programs. (1986-2006) Head Start Monitor, Monitored mental health compliance with federal regulations of Head Start sites in Puerto Rico and New York.

Fordham University at Lincoln Center, New York, NY (Spring, 1997)

Adjunct Assistant Professor, Department of Psychology.

Brooklyn College, City University of New York, NY (1992-1996)

Assistant Professor, Department of Student Affairs and Services, Personal Counseling

Program.

Kingsbridge Heights Community Center, Bronx, New York, NY (1990-1992)

Psychotherapist/Researcher, Child Sexual Assault Program for children, adolescents and

families.

New York University Medical Center, Department of Psychiatry, Bellevue Hospital

Center, New York, NY (1989-1990)

Psychology Intern, rotations in the psychiatric emergency room, the Bilingual Treatment

Program, homeless inpatient unit and high-risk pediatrics.

Teachers College, Columbia University, New York, NY (1988-1989)

Coordinator, Institute for Urban and Minority Education, Cultural Diversity Training

Program. Provided cultural sensitivity training to New York City social service and

mental health staff.

South Bronx Mental Health Council, Inc., Bronx, NY (1985-1988)

Utilization Review and Quality Assurance Supervisor (1986-1988) Administration.

Clinical Supervisor, (1985-1988) Management and supervision.

Community Services for Human Development, Queens, NY (1983-1985)

Psychotherapist, Adult, adolescent and child psychotherapy.

Bronx-Lebanon Hospital Center, Department of Child and Adolescent Psychiatry,

Bronx, NY (1982-1985)

Psychiatric Social Worker

Bronx-Lebanon Hospital Center, Department of Psychiatry, Adult Inpatient, Bronx,

NY (1981-1982)

Psychiatric Social Worker

BOARD MEMBERSHIP

Metropolitan Center for Mental Health (2000-present) Community Healthcare Network, Inc. (2006-present) Association of Hispanic Mental Health Professionals (1987-1989)

PROFESSIONAL AFFILIATIONS

American Psychological Association Association of Hispanic Mental Health Professionals New York State Psychological Association EMDR International Association

LICENSURES

Eye Movement Desensitization and Reprocessing, EMDR

(Certification Eligible, 2011)

Psychologist, New York, No.

Licensed Clinical Social Worker, New York, No.

LANGUAGES

Fluent in English and Spanish

NEW YORK STATE EDUCATION DEPARTMENT CHARTER SCHOOL OFFICE

ATTACHMENT 5a: NEW APPLICANT AND PROSPECTIVE SCHOOL TRUSTEE BACKGROUND INFORMATION SHEET (For New School Applications Only)

Applicant Group Members (“AG”): The term Applicant Group is newly applied to include those individuals

formerly identified as lead applicants and those participating in the planning of the application to establish the proposed charter school; those who will comprise the initial board of trustees; and those who will become school employees— anyone who is involved in the development of the Letter of Intent and the Full Application. All members, including prospective board members, must provide the background information where indicated for Applicant Group Members.

Prospective BOT Members (“BOT”): Service on a public charter school board of trustees (“board”) is a position of great trust and responsibility. As a member of a public charter school’s board, you are charged with overseeing the education of all students enrolled in the school, as well as the expenditure of public monies directed to the charter school. To properly evaluate proposed board members, please provide full and complete background information where indicated for proposed board members.

Note: Additionally, prospective members of the Board of Trustees are required to undergo a criminal background

check via a fingerprint scan arranged by and at the expense of the State Education Department. The inability or unwillingness of any member of the applicant group to promptly undergo the required criminal background check via fingerprint scans within the timeframe requested in advance of the Board of Regents meeting shall be grounds for terminating an application or denying a charter recommendation.

CONTACT INFORMATION FOR ALL APPLICANT GROUP MEMBERS

Member Name: ______Li Li Lin____________________________________________ Proposed Charter School Name: Education Unlimited Lyceum Charter School (EULCS) E-Mail Address: ___Home Telephone: _Home Address: ___Business TelephonBusiness Address:

Please note that this document is considered a public record and as such, may be made available to members of the public upon request under the Freedom of Information Law. Personal contact information provided above will be redacted.

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Background Information – All Applicant Group Members 1. Please provide your educational and employment history. You may do so by attaching a

resume.

Resume Attached

2. Please provide a copy of Diploma or Transcript from your highest degree granting Institution. (If Diploma/Transcript is not available, submit a signed, notarized letter stating your highest degree, date and institution, and reason why document is not available.)

Copy of Diploma, Transcript or Supporting Documentation Attached

3. Please indicate how you became aware of the opportunity to join the applicant group.

I know Susana DeJesús professionally and was invited to join the BOT because of my experience, professionalism and expertise.

4. Please affirm that you have read Article 56 of the New York State Education Law and understand the relationship between a charter school and the authorized chartering entity as defined in that statute.

I affirm.

5. Please affirm that you have read and understand the charter school application, the charter school board’s by-laws and all proposed policies. If your team has not yet submitted a full application, please affirm that you will commit to read and understand the charter school application, the charter school board’s by-laws and all proposed policies at the time of its submission for review.

I affirm,

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Statement of Intent—All Applicant Group Members 6. Please provide a personal statement regarding the experience and skills that you bring to the

table.

My over-decade classroom teaching experience in bilingual education plus my skills in administration of successful Chinese mandarin immersion programs from budget planning, curriculum development, teacher hiring, and designing Professional Learning for instructional staff have prepare me to be a valuable member in the charter school application process. My bicultural background enriches and provides unique perspectives to the team in the development of strategic planning for the success of the carter school application.

7. Please provide a personal statement regarding your role, responsibilities, and commitment in relation to the development and preparation of the application (as a member of the applicant group), and/or in relation to the operation of the charter school (if you are a member of the proposed initial board of trustees).

In the development of the Charter School Application, my role was to review the application as it was being written, and provide insights and suggestions based on my professional knowledge and experience.

8. Please provide any other information that you feel is pertinent to the Department’s review of your background.

________________________Li Li Lin_______________________________ Printed Name

_______ _____________________________________ Signature

__________01/18/2018____________________________ Date

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Background Information—Proposed Board of Trustees Only 9. Please affirm that you are or will be at least eighteen years old at the time of your

appointment/election to the board.

I affirm, I am at least 18 years of age at the time of BOT elections.

10. Please indicate whether you have ever been convicted of a misdemeanor and/or felony in state or federal court in any jurisdiction.

This does not apply to me. Yes.

If the answer to this question is yes, please provide the following details regarding your conviction(s): (1) the name of the criminal offense(s); (2) whether the criminal offense(s) was a misdemeanor or felony; (3) the facts and circumstances surrounding your conviction(s); (4) the date(s) of your conviction(s); and (5) the date(s) of disposition(s).

11. Please indicate if you currently have any criminal charge(s) pending against you in state or federal court in any jurisdiction.

This does not apply to me. Yes. If yes, please provide an explanation.

12. What board position(s) and/or offices(s) will you hold? (e.g., member, parent representative, vice-president, Finance committee, etc.):

Member of the Board of Trustees

13. Please explain why you wish to serve on the board.

I believe in the mission of the school to provide high quality education in this community that will enable students to flourish and achieve in Middle School, High School, College or Career.

14. Please indicate whether you have previously served or are currently serving on a board of a school district, a non-public school or any not-for-profit corporation (to the extent not otherwise indicated in your response to Item 1, above). In addition, please describe any other experience, knowledge or skills you feel is relevant to service on the charter school board.

This does not apply to me. Yes. (Include description here):

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Conflict of Interest - Proposed Board of Trustees Only

15. Please indicate whether you, your spouse, or other family member knows any of the other prospective board members.

I / we do not know any such persons. Yes. If your answer is yes, please indicate the precise nature of your relationship here:

I know Ivan DeJesús professionally. He worked in Englewood during the time I was the Director of Mandarin programs, and he was approved by the board as an outside evaluator to the district Mandarin program. I also know Susan Ho, who was doing research which not related to the Mandarin program in Englewood during that period of time.

16. Please indicate whether you, your spouse, or other family member knows any person who is a proposed charter school employee.

I / we do not know any such persons. Yes. If yes, please indicate the precise nature of your relationship here:

I know Susana DeJesús professionally, who is the proposed Education Leader of the Charter School.

17. Please indicate if you, your spouse, or other family member or any corporation, business or other entity in which you, your spouse or other family member serve as an employee, officer, or director or own a controlling interest in, plans to contract or do business with, the proposed charter school, including but not limited to, the lease of real or personal property to the proposed charter school.

No. Yes. If yes, please describe the nature of the contract or business and, if applicable, the relationship of the person to the corporation, business or entity involved:

18. If the charter school is partnered with an educational service provider (a management company, whether for-profit or not-for-profit), please indicate whether you, your spouse, or any family member knows any employees, officers, owners, directors or agents of that provider. If your answer is in the affirmative, please describe any such relationship.

Yes. Not applicable because the School does not/will not contract with a management

company or charter management organization. I / we do not know any such persons.

19. If the charter school is partnered with an educational service provider, please indicate whether you, your spouse or other family member has a direct or indirect ownership, employment, contractual or management interest in the provider. For any interest indicated, please provide a detailed description.



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6

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20. If the charter school is partnered with an educational services provider, please indicate if you, your spouse or other family member anticipates conducting, or is conducting, any business with the provider. If so, please indicate the precise nature of the business that will be conducted.



21. Please indicate the potential ethical or legal conflicts of interests (if any) that would, or are likely to, exist should you be approved for service on the charter school’s board.

None Yes

22. Please explain how you would handle a situation in which you believe one or more members of the charter school’s board are involved in working for their own benefit, or the benefit of their friends and family.

Rules and standards under the Charter School by-laws, and ethics policy are defined. If I believed, or if I were to be informed, that someone may be violating our rules, policies or NY State law, I would proceed according to the by-laws and ethics policy, to inform the board, and initiate a grievance, if appropriate. As a member of the board, I would help review, investigate the problem, and make a determination, and I affirm that I would abide by the board’s determination. If I were involved in the investigation, I would recuse myself, and I affirm that I would abide by the board’s final determination. I would carry out all legal and fiduciary responsibilities, and I would see to it that all duties and obligations under the School Charter and NY State law are fully met, to the best of my abilities.

23. Please indicate whether you, your spouse or other family member is a director, officer, employee, partner or member of, or is otherwise associated with, any organization which filed an application in conjunction with the charter school, i.e., is partnered with the charter school. To the extent you have provided this information in response to the previous items 16-23, you may so indicate.

This does not apply to me, my spouse or other family members. Yes.

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Educational Philosophy -Proposed Board of Trustees Only

24. Please explain your understanding of the charter school’s mission and/or philosophy.

This mission of this Charter School is to create an emotionally and intellectually stimulating Dual Language/Immersion educational program for children K-5th grade, in an inclusive, diverse and supportive environment, which will enable students to flourish, achieve high academic outcomes, and reach their full potential.

Our philosophy Is that the attitudes, values and norms of the school should reflect who we want our students to become and what they should know. A 21st century education should be well rounded in math, science, language/literacy and global competence. It is important to cultivate and develop respect for self, for others and for the environment. Our job, is to prepare the leaders of tomorrow.

25. Please explain your understanding of the educational program of the charter school.

The EULCS program will emphasize language acquisition for all students, through a Dual Language/Immersion approach (English-Spanish and English-Mandarin), STEM, and a rigorous academic curriculum.

26. Please indicate what you believe to be the characteristics of a successful charter school. Please provide the specific steps you think the board of the charter school will need to take to ensure that this charter school is and remains successful.

A successful charter school will fulfill its legal and financial responsibilities and will satisfy all conditions outlined in its Charter, as authorized by NYSED. The Charter School leadership and staff must be of high professional quality and integrity, and must create an environment that enables students to achieve high outcomes, and reach their full potential. The steps that must be taken by the board to achieve this include, but are not limited to, assuring that: a) eligible students have access to application information, b) eligible students are enrolled through a fair and objective process, c) the hiring and supervising of qualified staff who will provide academic and intellectual support to students, d) teachers and staff will be provided with opportunities to develop themselves professionally, and e) the Board of Trustees and Charter School staff will carry out their academic, professional, legal and financial responsibilities with regard to students, staff, and community, as specified in the School Charter and by NY State and Federal law.

STATEMENT OF ASSURANCE—PROPOSED TRUSTEES ONLY

I, ______Li Li Lin_______________________________________________________ (name of proposed board member) state that I am the applicant for board member approval and I have read the questionnaire and any supporting documents and know the contents thereof; that the same is true to my knowledge except as to the matters therein stated to be alleged upon information and belief, and as to those matters I believe it to be true and further acknowledge that I am aware of the fact that, pursuant to Penal Law §175.30, a person who knowingly offers a false instrument for filing to a public official or public servant is guilty of Offering a False Instrument for Filing in the 2nd Degree, a Class A Misdemeanor.

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________ __________________________________ Signature ____01/18/18______________________________________ Date

Li Li Lin

Summary: Enthusiastic educator with a passionate commitment to students’ development; excellent skills in

design of innovative learning activities to promote positive learning environment; possess

excellent communication and organizational skills. A dedicated team member and establish

quality relationship with colleagues. Computer skills: Ms Excel, Ms Word, PowerPoint, Podcast,

Quia and Web quest. Bilingual Chinese (Read, write and speak)

Education: Kean University

Graduate studies in Education Leadership GPA: 3.86 Fairleigh Dickinson University

Master of Arts in Public Administration GPA: 3.96

Specialized in bilingual education

Zhengzhou University, China

Master of Arts in Chinese Literature GPA: 3.80

Zhengzhou University, China

Bachelor of Arts in English Literature GPA: 3.82

Certification: New Jersey Principal Certification of Eligibility

New Jersey Standard Certificate of Supervisor

New Jersey Standard Certificate Teacher of Chinese

Certified AP Chinese Reader by College Board

Certificate of OPI Tester by ACTFL

Certificate of APPLE Rater by ACTFL

OPI Assessment on Chinese rated as superior by ACTFL

Honors: Teacher of the Year 2006-2007 Huaxia Chinese School

Alumni member of Pi Alpha Alpha National Honor Society

Employment:

Supervisor of Instruction in Bilingual/Bicultural Education Teacher College, Columbia University

1/2014-present

Provide guidance to teacher candidates with education standards, expectations established by the state

Monitor and coach the teacher candidates classroom instruction practice & provide feedbacks

Conduct regular assessments for the teacher candidates with constructive recommendations

Provide written assessment report to Teacher College about teacher candidates’ progress

Instructor of Chinese Avenues: The World School, New York

02/2013- Present

Develop and design curriculum of all levels of Chinese courses provided

Provide Mandarin Chinese instruction to native English speaking students grade 5-8

Design student-centered learning activities with use of technology to enhance students’ learning outcome

Conduct performance-base assessment to motivate meaningful students’ learning progress

Plan extracurricular activities to establish students’ awareness of Chinese culture including Chinese clubs

Director of K-12 Mandarin Chinese Program Englewood Public School District, New Jersey

12/2009-02/2013

Oversaw the start-up and growth of the FLAP grant-funded k-6 Mandarin immersion program including

budget planning, data analysis and annual report to the Federal

Built and manage K-12 Mandarin Chinese program of five hundred students

Communicated and collaborated with Principals and other administrators to achieve shared vision of the

district

Conducted research and periodical presentations to staff on the best practice in curriculum development,

lesson planning, thematic unit design and formative and summative assessments

Hosted regular parents meetings for inputs and suggestions enhancing learning outcomes

Reached out and collaborated with community for various culture events to promote cultural awareness and

global competence

Established a sister-school in China program for advance global exchanging activities

Recruited and trained teachers serving a culturally and educational diverse students body

Designed and developed curriculum of Chinese immersion via content instruction

Held students recruitment information meetings with parents

Provided professional development/workshops to support the professional growth of the team

Researched and secured additional funding resources to sustain the immersion program

Provided Chinese instruction to English speaking students grade 9-12

Teacher of Chinese Bergen County Technical Schools / West Orange High School, New Jersey

08/07- 07/09

Provided Mandarin Chinese instruction to native English speaking students grade 9-12

Developed and designed curriculum of all levels of Chinese courses provided

Lesson plans, activities, educational games to promote positive and active learning environment

Implemented innovative teaching curricula for Chinese Level 1, II

Plan extracurricular activities to establish students’ awareness of Chinese culture Performance-based

assessment of students’ language proficiency in three modes of communication according to ACTFL

standards

Principal/Teacher of Chinese Huaxia Chinese School Northern Branch, Verona, New Jersey

09/04-2011

Establish and develop Chinese as second language program/curriculum

Recruiting and training CSL teachers

Marketing Chinese as second language program at various local communities

Monitoring CSL teachers classroom-teaching performance

Instructor of native English speaking students age from 1-10 in Chinese Mandarin

Develop curricula and lesson plans; select teaching material from various resources and design tests.

Initiate and conduct class fun activities and projects to motivate students’ desire for learning Chinese and

Chinese culture such as intellectual games, songs and stories etc.

Career Counselor (Bilingual Chinese Language)

02/01 – 08/07

N.Y.S. Department of Labor, Division of Employment Services, New York, New York

Conduct interviews to identify the transferable skills that helps the job seekers gain employment

Resume preparation, skills assessment, career planning, LMI, Prevailing Wage information

Professor of English Zhengzhou University, China

08/82-01/90

Teaching English I and II to college students as elective courses

Developing course syllabus, course outline, curriculum, rubric and assessment

1


ATTACHMENT 5a: NEW APPLICANT AND PROSPECTIVE SCHOOL TRUSTEE BACKGROUND INFORMATION SHEET (For New School Applications Only)

Applicant Group Members (“AG”): The term Applicant Group is newly applied to include those individuals formerly identified as lead applicants and those participating in the planning of the application to establish the proposed charter school; those who will comprise the initial board of trustees; and those who will become school employees— anyone who is involved in the development of the Letter of Intent and the Full Application. All members, including prospective board members, must provide the background information where indicated for Applicant Group Members.

Prospective BOT Members (“BOT”): Service on a public charter school board of trustees (“board”) is a position of great trust and responsibility. As a member of a public charter school’s board, you are charged with overseeing the education of all students enrolled in the school, as well as the expenditure of public monies directed to the charter school. To properly evaluate proposed board members, please provide full and complete background information where indicated for proposed board members.

Note: Additionally, prospective members of the Board of Trustees are required to undergo a criminal background check via a fingerprint scan arranged by and at the expense of the State Education Department. The inability or unwillingness of any member of the applicant group to promptly undergo the required criminal background check via fingerprint scans within the timeframe requested in advance of the Board of Regents meeting shall be grounds for terminating an application or denying a charter recommendation.


Member Name: Susan Ho Proposed Charter School Name: Education Unlimited Lyceum Charter School (EULCS) E-Mail AddresHome TelephoHome AddresBusiness TeleBusiness Add

Please note that this document is considered a public record and as such, may be made available to members of the public upon request under the Freedom of Information Law. Personal contact information provided above will be redacted.

2

Background Information – All Applicant Group Members 1. Please provide your educational and employment history. You may do so by attaching a

résumé.

Résumé Attached

2. Please provide a copy of Diploma or Transcript from your highest degree granting Institution. (If Diploma/Transcript is not available, submit a signed, notarized letter stating your highest degree, date and institution, and reason why document is not available.)



I know Susana DeJesús professionally and was invited by her to join the BOT because of my experience, professionalism and expertise.

4. Please affirm that you have read Article 56 of the New York State Education Law and understand the relationship between a charter school and the authorized chartering entity as defined in that statute.

I affirm.

5. Please affirm that you have read and understand the charter school application, the charter school board’s by-laws and all proposed policies. If your team has not yet submitted a full application, please affirm that you will commit to read and understand the charter school application, the charter school board’s by-laws and all proposed policies at the time of its submission for review.

I affirm.

3

Statement of Intent—All Applicant Group Members 6. Please provide a personal statement regarding the experience and skills that you bring

to the table.

I am currently a Special Education teacher at a New York City public school. I teach in both Integrated Co-Taught and Self-Contained class settings. As a Special Education teacher, I am up-to-date with current academic policies and how it applies to this special population to ensure that our school remains in compliance. I was also the Special Education liason for our school one year to connect with our Affinity group from central and turnkey updates to policies to our department teachers. I use SESIS on a regular basis to keep track of our students, help related service providers locate students to help with first attends. I am also experienced in conducting annual reviews and writing IEPs. I am also the testing coordinator for the school so I use STARS to program regents and ATS to access reports and print testing documents. I also assist with programing student schedules (focusing on ENL and Special Education populations) each semester.

7. Please provide a personal statement regarding your role, responsibilities, and commitment in relation to the development and preparation of the application (as a member of the applicant group), and/or in relation to the operation of the charter school (if you are a member of the proposed initial board of trustees).

In the development of the Charter School Application, my role was to review the application as it was being written, and provide insights and suggestions based on my professional knowledge and experience.

8. Please provide any other information that you feel is pertinent to the Department’s review of your background.

_________________________________________________________________ Printed Name ____________________________________________________________________ Signature ______________________________________ Date

Susan Ho

2/2/2018

4

Background Information—Proposed Board of Trustees Only 9. Please affirm that you are or will be at least eighteen years old at the time of your

appointment/election to the board.

I affirm, I am at least 18 years of age at the time of BOT elections.

10. Please indicate whether you have ever been convicted of a misdemeanor and/or felony in state or federal court in any jurisdiction.

This does not apply to me. Yes.

If the answer to this question is yes, please provide the following details regarding your conviction(s): (1) the name of the criminal offense(s); (2) whether the criminal offense(s) was a misdemeanor or felony; (3) the facts and circumstances surrounding your conviction(s); (4) the date(s) of your conviction(s); and (5) the date(s) of disposition(s).

11. Please indicate if you currently have any criminal charge(s) pending against you in state or federal court in any jurisdiction.

This does not apply to me. Yes. If yes, please provide an explanation.

12. What board position(s) and/or offices(s) will you hold? (e.g., member, parent representative, vice-president, Finance committee, etc.):

Member of the Board of Trustees

13. Please explain why you wish to serve on the board.

I believe in the mission of the school, which is to provide high quality education in this community, that will enable students to flourish and achieve in Middle School, High School, College or Career.

14. Please indicate whether you have previously served or are currently serving on a board of a school district, a non-public school or any not-for-profit corporation (to the extent not otherwise indicated in your response to Item 1, above). In addition, please describe any other experience, knowledge or skills you feel is relevant to service on the charter school board.

This does not apply to me.

5

Conflict of Interest - Proposed Board of Trustees Only

15. Please indicate whether you, your spouse, or other family member knows any of the other prospective board members.

I / we do not know any such persons. Yes. If your answer is yes, please indicate the precise nature of your relationship here:

I have a professional relationship with LiLi Lin and Ivan De Jesus when I conducted research in the Englewood school district.

16. Please indicate whether you, your spouse, or other family member knows any person who is a proposed charter school employee.

I / we do not know any such persons. Yes. If yes, please indicate the precise nature of your relationship here:

I know Susana DeJesús professionally, who is the proposed Education Leader of the Charter School.

17. Please indicate if you, your spouse, or other family member or any corporation, business or other entity in which you, your spouse or other family member serve as an employee, officer, or director or own a controlling interest in, plans to contract or do business with, the proposed charter school, including but not limited to, the lease of real or personal property to the proposed charter school.

No.

18. If the charter school is partnered with an educational service provider (a management company, whether for-profit or not-for-profit), please indicate whether you, your spouse, or any family member knows any employees, officers, owners, directors or agents of that provider. If your answer is in the affirmative, please describe any such relationship.

Not applicable because the School does not/will not contract with a

management company or charter management organization.

19. If the charter school is partnered with an educational service provider, please indicate whether you, your spouse or other family member has a direct or indirect ownership, employment, contractual or management interest in the provider. For any interest indicated, please provide a detailed description.

Not applicable because the School does not/will not contract with a management

company or charter management organization.

6

20. If the charter school is partnered with an educational services provider, please indicate if you, your spouse or other family member anticipates conducting, or is conducting, any business with the provider. If so, please indicate the precise nature of the business that will be conducted.

Not applicable because the School does not/will not contract with a management company or charter management organization.

21. Please indicate the potential ethical or legal conflicts of interests (if any) that would, or are likely to, exist should you be approved for service on the charter school’s board.

None

22. Please explain how you would handle a situation in which you believe one or more members of the charter school’s board are involved in working for their own benefit, or the benefit of their friends and family.

Rules and standards under the Charter School by-laws, and ethics policy are defined. If I believed, or if I were to be informed, that someone may be violating our rules, policies or NY State law, I would proceed according to the by-laws and ethics policy, to inform the board, and initiate a grievance, if appropriate. As a member of the board, I would help review, investigate the problem, and make a determination, and I affirm that I would abide by the board’s determination. If I were involved in the investigation, I would recuse myself, and I affirm that I would abide by the board’s final determination. I would carry out all legal and fiduciary responsibilities, and I would see to it that all duties and obligations under the School Charter and NY State law are fully met, to the best of my abilities.

23. Please indicate whether you, your spouse or other family member is a director, officer, employee, partner or member of, or is otherwise associated with, any organization which filed an application in conjunction with the charter school, i.e., is partnered with the charter school. To the extent you have provided this information in response to the previous items 16-23, you may so indicate.

This does not apply to me, my spouse or other family members.

7

Educational Philosophy -Proposed Board of Trustees Only

24. Please explain your understanding of the charter school’s mission and/or philosophy.

This mission of this Charter School is to create an emotionally and intellectually stimulating Dual Language/Immersion educational program for children K-5th grade, in an inclusive, diverse and supportive environment, which will enable students to flourish, achieve high academic outcomes, and reach their full potential.

Our philosophy Is that the attitudes, values and norms of the school should reflect who we want our students to become and what they should know. A 21st century education should be well rounded in math, science, language/literacy and global competence. It is important to cultivate and develop respect for self, for others and for the environment. Our job, is to prepare the leaders of tomorrow.

25. Please explain your understanding of the educational program of the charter school.

The EULCS program will emphasize language acquisition for all students, through a Dual Language/Immersion approach (English-Spanish and English-Mandarin), STEM, and a rigorous academic curriculum.

26. Please indicate what you believe to be the characteristics of a successful charter school. Please provide the specific steps you think the board of the charter school will need to take to ensure that this charter school is and remains successful.

A successful charter school will fulfill its legal and financial responsibilities and will satisfy all conditions outlined in its Charter, as authorized by NYSED. The Charter School leadership and staff must be of high professional quality and integrity, and must create an environment that enables students to achieve high outcomes, and reach their full potential. The steps that must be taken by the board to achieve this include, but are not limited to, assuring that: a) eligible students have access to application information, b) eligible students are enrolled through a fair and objective process, c) the hiring and supervising of qualified staff who will provide academic and intellectual support to students, d) teachers and staff will be provided with opportunities to develop themselves professionally, and e) the Board of Trustees and Charter School staff will carry out their academic, professional, legal and financial responsibilities with regard to students, staff, and community, as specified in the School Charter and by NY State and Federal law.

STATEMENT OF ASSURANCE—PROPOSED TRUSTEES ONLY

I, Susan Ho (name of proposed board member) state that I am the applicant for board member approval and I have read the questionnaire and any supporting documents and know the contents thereof; that the same is true to my knowledge except as to the matters therein stated to be alleged upon information and belief, and as to those matters I believe it to be true and further acknowledge that I am aware of the fact that, pursuant to Penal Law §175.30, a person who knowingly offers a false instrument for filing to a public official or public servant is guilty of Offering a False Instrument for Filing in the 2nd Degree, a Class A Misdemeanor. ________________________________________ 2/2/18 Signature Date

Susan Ho

EDUCATION: New York University, College of Arts and Science, New York

Bachelor of Arts in Economics, 2003, Minor in Asian Pacific American Studies Hunter College, School of Education, New York Master of Science in Adolescent Education (Special Education/Students with Disabilities) CERTIFICATION: Initial Certificate - Special Education Teacher DOE Salary Schedule Official Designation: C2+PD(RA); SPECIALIZATION: Social Studies EXPERIENCE: Bronx Law & Finance, Bronx, NY 10463 September 2014 - Present

Special Education Teacher o Taught Algebra 1 (self-contained + ICT) and Geometry (ICT) classes

o Provided differentiated instruction and scaffolds for students who were at different academic levels

o Collaborated with co-teachers o Attended departmental and grade team meetings o IEP

o Navigate SESIS o Coordinated and held IEP meetings o Conducted student interviews o Wrote IEPs

o Testing Coordinator o Program sections and students in STARS (regents, P/SAT + AP) o Print answer documents and run reports in ATS (regents + AP) o Generated proctoring schedules o Administered Exams

o SSD Coordinator - College Board o Parental Outreach for approval to apply for accommodations via College Board o Used online portal to apply to accommodations for College Board Exams

o Special Education Liaison - Affinity Group

Urban Teacher Residency – New Visions, New York, NY June 2014 - May 2016 Special Education Teaching resident

o Attended professional development sessions at New Visions o Taught summer school classes at host school o Attended Master courses at Hunter in conjunction with teaching (as set by UTR/New Visions

teaching residency program requirements)

Ivan DeJesus; PhD Candidate, Columbia University, NY, New York May 2010 – May 2014 Research Assistant

o Summarized and synthesized local and federal documents to ascertain and identify relevant policies that were pertinent to research projects

o Managed the acquisition of data for research projects o Assisted in organization, cataloging and management of data entry and electronic files o Liaison to schools administrators and representatives from testing companies for projects o Calendar management

Momofuku Milk Bar, Brooklyn, NY 11211 July 2011 – December 2013

General Manager o Managed operations of 4 stores with approximately 8 – 12 employees per location o Revamped and reorganized store policies and operation:

● Unified, streamlined and develop new training guideline and manuals for storefront employees and made monthly audits of training material.

o Held weekly meetings with store location leaders to provide guidance storefront “issues and resolution” aide in resolution of issues in the storefronts; to monitor quality control of food and to

determined weekly “food pars” based on previous week’s sales; and approved weekly shift schedule

o Corresponded with other department heads to communicate new policies, introduction of new products to storefront and the development of new projects.

o Held quarterly meetings with the Finance team to discuss money goals and strategies to increase revenue and lower overhead expenses – I in return met, with the individual location leaders to help them attain the goals.

o Responsible for coordinating Barista training with Stumptown Roasters o Updated menus with Seamless, Yelp and Menu Page; and promotions via social media o Negotiated contracts with third party venders: rental and servicing of equipment; courier service

of food delivery. o Responsible for hiring, firing and issuing disciplinary action via write ups

Location Leader o Managed the daily operations of the store and supervised approximately 12 employees o Monitored quality control of all food products in the store o Inventory management o Provided training for new hires and new key holders, communicated with HR and general

manager regarding disciplinary issues of store personnel. o Communicated and worked with the general manager to resolve “issues and resolutions” of store

operations o Interviewed potential new hirers and provided recommendation to general manager

Key holder o Responsible bank deposit, store safe and opening and closing storefront o Assisted location leader in training of new employees o Barista counter staff responsibilities

Barista-counter staff o Customer service & food safety o Barista certification from Stumptown Roasters

Fantastic Crafts Inc., Brooklyn, New York Aug 1998 –Aug 2009

Assistant to Director of Product Design and Merchandising o Researched market performance and risk exposure in order to recommend product development,

marketing choices and growth opportunities to president and CEO o Member of team which develops new seasonal product line o Identified appropriate US regional market for different product lines o Primary correspondent with factories in China to oversee product manufacturing

Director Sales Representatives o Primary Sale representative for large volume wholesale customers o Surveyed internal focus groups, used company performance reports to analyze client purchases

and forecast future sale and department earnings o Provided customer solutions and product and merchandise recommendation o Oversaw operations of seven show sites (Atlanta, Dallas, Las Vegas, Kansas City,

Chicago, New York and Philadelphia), with $2million annual budget responsible for: ● Negotiating contracts with contractors for remodeling showroom layout ● Managing hiring and operations of local sale reps. ● Directing the shipping and delivery of showroom sample products

o Primary Correspondent with Director of Product Design and Director of Sales o Supervised Claim disputes

Assistant Director of Sales o Processed customer orders taken at Show sites o Oversaw office sale agents for Customer Service o Member of team that develops Customer Service Policy

LANGUAGES: Conversationally proficient in Mandarin and Cantonese. Basic reading and writing ability in Spanish COMPUTER SKILLS:

● Microsoft Office Suite (Word, Excel, Power point) ● POS systems (Aloha and Halo) ● STARS, SESIS and ATS

BILL GALLAGHER MSPT, CMT, CYT


EDUCATION

Columbia University

Masters in Physical Therapy 1996

Thesis: Breathwork and Guided Imagery to Enhance Recovery from Knee Replacement Surgery

Honors: Faculty Award for Academic Excellence & April Anatomy Award

San Francisco State University

B.S. in Physical Education 1994

Dean’s List Every Semester

PROFESSIONAL CREDENTIALS

New York State Licensed Physical Therapist number 1996-present

CLINICAL CERTIFICATIONS

Certified Yoga Teacher (Integral Yoga NYC) 2000

Qigong Certification (Lin Yin Qigong Institute, Hangzhou, China) 1993

Certified Massage Therapist (Body Arts Institute, San Francisco, California) 1991

Tai Chi for Arthritis (Tai Chi for Health Institute, Madison, Connecticut) 2005

EMPLOYMENT

East West Rehabilitation Institute

Director & Founder 1999-present

▪ Developed Integrative Rehabilitation educational project funded by grant from Balm Foundation

▪ Presented over 200 in-services for rehab professionals on relaxation techniques, Tai Chi, Qigong, Therapeutic relationship and Yoga.

▪ Developed and taught continuing education courses for rehab professionals on Pelvic Floor Disorders, Spinal Conditions, Integrative Breath Work, Yoga, Geriatric rehab, Chronic Pain, Qigong & Tai Chi Chuan.

▪ Facilitated workshops on chronic pain, pelvic floor related conditions, breath-work, Tai Chi, Qigong, fall prevention & Yoga at community centers.

Mount Sinai Medical Center

Master Clinician in Integrative Rehabilitation

1996-present

▪ Evaluate and treat an ethnically & economically diverse population

▪ Rotations: Brain injury & spinal cord injury (SCI) acute rehab, gastrointestinal acute care, mixed outpatient orthopedic, oncology & psychiatric acute care.

▪ Treated in Bone Marrow Transplant Unit, Intensive Care Unit, worked with ventilator dependent people.

▪ Initiated new programs including restorative yoga class for people with spinal cord injury, relaxation techniques class for people with SCI (outpatient unit), Qigong class on brain injury floor, relaxation techniques & restorative yoga classes on spinal cord injury floor, oncology units, traumatic brain injury & stroke unit.

▪ Acted as liaison (case manager) between rehab team, patient and family for patients with behavioral problems on brain injury unit.


▪ Collaborated with multidisciplinary team to develop best care maps for liver transplant recipients.

▪ Developed education material for gastrointestinal surgery patients outlining realistic post-operative expectations and potential benefits of early mobilization.

▪ Coordinated taught workshops on therapeutic yoga.

▪ Clinical Instructor for Physical Therapy students.

▪ Active member of Do It! Team, a program to facilitate community integration for people with spinal cord injury.

▪ Developed and taught Breath Therapy program for client’s with Chronic Obstructive Pulmonary Disease

▪ Presented numerous in-services to other physical therapists, occupational therapists, Nurses & MDs on topics including: Osteopathic Manipulation/Mobilization, Geriatric Rehabilitation, Therapeutic Yoga, Placebo Response, Relaxation Techniques (meditation, guided imagery, biofeedback, autogenics, progressive muscle relaxation, cognitive restructuring), Taijiquan/Qigong, Pelvic Floor Training, Restorative Yoga and Leg Length Discrepancy.

Columbia University

Instructor in Clinical Physical Therapy 1998-present

▪ Developed Complementary Therapies elective course with special focus on Taijiquan, Qigong & Yoga elective & teach yearly to Physical

Therapy students.

▪ Developed and taught elective on Tai Chi, Qigong, Yoga, Feldenkrais, Alexander for Occupational Therapy Students

Touro University

Adjunct Faculty 1998-2002

▪ Yearly lecture on Placebo Response & Relaxation Techniques in Physical Therapy

▪ Teach Taijiquan/Qigong techniques & applications in Physical Therapy.

Long Island University


▪ Teach Taijiquan/Qigong/Yoga techniques & applications in Physical Therapy.

Stony Brook University


▪ Teach Yoga, Taijiquan/Qigong techniques & applications in Physical Therapy.

PUBLICATIONS AND PAPERS

The Effect of Guided Imagery on Range of Motion achieved and Discomfort Perceived After Total Knee Replacement

Master’s Thesis, Columbia University 1996

Considerations for Tai Chi Students with Neurological Impairments

February Issue Tai’ Chi Magazine 2001

Tai Chi Chuan: Alternative or Evidence Based?

Advance for Physical Therapy 2002

Tai Chi Chuan and Qigong:

Physical and Mental Practice to Maintain or Improve Functional Mobility and Health in Elders. 2003

Topics in Geriatric Rehabilitation

Restorative yoga. Advance for Occupational Therapy 2005

Practitioners, 20 (21), 50-52.

Peak performance: a breath therapy program to promote occupational performance

OT Practice, 11 (1) 15-19. 2006


Restorative Yoga: an integrative approach to promote 2007

occupational Performance. OT Practice, 12 (19), 16-21

The Right Path: Restorative yoga can provide a potent rehab 2008

intervention. Advance for Physical Therapists & PT Assistants, 19 (2), 24-27.

Meditation: a mindful approach to promoting occupational performance 2012

Sabel, R., Gallagher, B. (2012). OT Practice,17 (11), 17-18. One Exercise Solution: Maximum Results with Minimum Effort. Gallagher,B. (2016) EBook 2016 Amazon Bestseller

LANGUAGES

English-native language

Spanish- Speak, read and write with basic proficiency

MEMBERSHIPS

American Physical Therapy Association (Women’s Health Section, Geriatric Section)

International Association of Yoga Therapists

National Qigong Association

1


ATTACHMENT 5a: NEW APPLICANT AND PROSPECTIVE SCHOOL TRUSTEE

BACKGROUND INFORMATION SHEET (For New School Applications Only)

Applicant Group Members (“AG”): The term Applicant Group is newly applied to include

those individuals formerly identified as lead applicants and those participating in the planning of

the application to establish the proposed charter school; those who will comprise the initial board

of trustees; and those who will become school employees— anyone who is involved in the

development of the Letter of Intent and the Full Application. All members, including prospective

board members, must provide the background information where indicated for Applicant Group

Members.

Prospective BOT Members (“BOT”): Service on a public charter school board of trustees

(“board”) is a position of great trust and responsibility. As a member of a public charter school’s

board, you are charged with overseeing the education of all students enrolled in the school, as

well as the expenditure of public monies directed to the charter school. To properly evaluate

proposed board members, please provide full and complete background information where

indicated for proposed board members.

Note: Additionally, prospective members of the Board of Trustees are required to undergo a

criminal background check via a fingerprint scan arranged by and at the expense of the State

Education Department. The inability or unwillingness of any member of the applicant group to

promptly undergo the required criminal background check via fingerprint scans within the

timeframe requested in advance of the Board of Regents meeting shall be grounds for

terminating an application or denying a charter recommendation.


Member Name: ______Dr. Susana C. DeJesús __________________________________

Proposed Charter School Name: Education Unlimited Lyceum Charter School (EULCS)

E-Mail Address __________

Home Telephon _______

Home Address: ________

Business Teleph _______

Business Addre

Please note that this document is considered a public record and as such, may be made available

to members of the public upon request under the Freedom of Information Law. Personal contact

information provided above will be redacted.

2

Background Information – All Applicant Group Members

1. Please provide your educational and employment history. You may do so by attaching a

resume.

Resume Attached

2. Please provide a copy of Diploma or Transcript from your highest degree granting

Institution. (If Diploma/Transcript is not available, submit a signed, notarized letter

stating your highest degree, date and institution, and reason why document is not

available.)



I developed the concept of a Charter School in 2016 and began to discuss the idea with

colleagues. As it seemed to be feasible, I began to ascertain who could be potential BOT

members, based on the experience, professionalism and expertise of colleagues, and started

to invite them to join the board.

4. Please affirm that you have read Article 56 of the New York State Education Law and

understand the relationship between a charter school and the authorized chartering entity

as defined in that statute.

I affirm.

5. Please affirm that you have read and understand the charter school application, the

charter school board’s by-laws and all proposed policies. If your team has not yet

submitted a full application, please affirm that you will commit to read and understand

the charter school application, the charter school board’s by-laws and all proposed

policies at the time of its submission for review.

I affirm,

3

Statement of Intent—All Applicant Group Members

6. Please provide a personal statement regarding the experience and skills that you bring to

the table.

As detailed in my CV, in 1998 I wrote a grant, and developed an innovative Dual Language

Pilot program, in Newark, New Jersey, which had outstanding success for over 12 years. In

addition, over the last 20 years, I have developed and implemented ESL, Dual Language and

Language Acquisition programs: 1- As Professor on the Faculty of Education, University of

Puerto Rico, I developed an ESL curriculum and was consultant to the government of Aruba

for setting up a 4-language public school (K-5); As member of Graduate Faculty, Bank Street

College of Education, I wrote the grant to implement a pilot Dual Language program K-4,

and was Early Childhood Bilingual Consultant; as Director of Title III. Bilingual/ESL in

Newark, NJ, I was in charge of Bilingual, ESL and Dual Language programs, and Staff

Development for 350 Bilingual and ESL teachers; as Head Start/Early Head Start Federal

Monitor for Curriculum and Instruction, I helped evaluate programs for EC bilingual students

and ELLs; as Independent Consultant in Language Acquisition (Dual/Immersion, Bilingual

Writing Process and Early Childhood) I was consultant to numerous school districts for

developing effective programs for ELLs and other at-risk students; as Consultant to several

private Spanish and Mandarin schools in NYC and NJ, I helped implement state-of-the art

Dual Language-Immersion. My experience includes membership on NYSED and NJDOE

education policy committees for Bilingual/Early Childhood. Based on this experience, I

developed, with others, the concept of the EULCS and I am confident that my team and I can

implement an excellent Dual Language Immersion program in Washington Heights/Inwood.

7. Please provide a personal statement regarding your role, responsibilities, and

commitment in relation to the development and preparation of the application (as a

member of the applicant group), and/or in relation to the operation of the charter school

(if you are a member of the proposed initial board of trustees).

I was one of the writers of the LOI and the RFP Charter School application. Together with

others, I planned, wrote and reviewed the documents as they were being written, provided

insights and suggestions, based on my professional knowledge and experience.

8. Please provide any other information that you feel is pertinent to the Department’s review

of your background.

I have also written articles about Dual Language, Immersion Programs, ESL and the teaching

of English, Bilingual Education, and Language Acquisition. Please see my CV attached.

4

_________ Susana C. DeJesus ________________________________________________

Printed

_____________________________________________________________________

Signature

_________________January 27, 2018_________

Date

Dr. Susana C. DeJesús

Scholar in Residence, Metropolitan Center for Research on Equity and the

Transformation of Schools. Supervisor, Department of Teaching and Learning

New York University, Steinhardt School of Education

1

Education:

Columbia University, Teachers College, Ed.D 1995, Administration and Educational Policy,

Research Focus: Education for Latino Student Populations

Dissertation: The Opinions of Latino Parents Concerning Language Learning in

English and Spanish and the Public Schools. Research was conducted in a Northern

New Jersey Public School district, in schools with majority Latino student populations.

New York University, MA, Teaching English as a Second Language (TESOL), with courses at

La Universidad del Sagrado Corazón, Santurce, Puerto Rico.

Antioch College, Yellow Springs, Ohio, BA. Double Major: English Literature and Philosophy.

Research Interests:

Language Acquisition for Linguistically Diverse and Urban Students; Leadership for School

Improvement; Early Childhood Language Development and Literacy; Dual Language,

Immersion Programs “Best Practices”; Closing the Achievement Gap; Evaluation and Grants.

Professional Participation:

Shanghai and Nantong, China – Visiting Scholar: International Education Exchange for School

Leaders, Government Officials. Effective English Instruction, Mandarin-English Dual Language

Immersion, in Nantong, China; College Prep Programs, in Shanghai, China, April-May, 2015.

Member: New York State Education, Committee on Bilingual Education and PreKindergarten

Programs, Developing Protocols and Policy for Early Childhood Multilingual Learners, 2014-17

Center for Applied Linguistics (CAL), Language and Inclusion: Linguistic Equity and Cultural

Proficiency, International Mother Languages, February, 2017, Washington, DC.

President’s Advisory Commission on Educational Excellence for Hispanics, Washington DC,

Presentation: Importance of Developing L1, the Mother Tongue, as a foundation for English

proficiency & Academic success. Support for L1 Mother Tongue under ESSA, December, 2016.

Member: New Jersey Department of Education, Pre-School English Language Learner Working

Group, Developing Policy & Best Practices for DLLs & Emergent Bilinguals, 2013-2016.

Member: The Latino Coalition for Early Care and Education (LCECE), Policy and Advocacy

Group of Committee for Hispanic Children and Families, Inc., (CHCF), New York 2012-16.

Member: National Association of Bilingual Educators (NABE) Research and Evaluation SIG –

2016 Chairperson, “Perspectives on Bilingualism”.

Member: Research Group, University of Puerto Rico, Río Piedras: Languages of the Caribbean

and the Emergence of Afro-Atlantic Creoles. Publications in 2009, 2010, 2012, 2015 and 2016.

Vice Chairperson, AERA Affirmative Action Committee, Division H, School Evaluation and

Program Development, 2008-2010.





2

Professional Training:

Assessment for Language Instructors, The Center for Applied Linguistics (CAL) and Assessment

and Evaluation Language Resource Center, Washington, DC, Course, Spring 2017.

Science of Children, Birth to 8, The National Academy of Sciences, Washington DC, sponsored

by The Institute of Medicine, and The National Research Council, February, 2014.

Teaching Reading to English Language Learners, Center for Applied Linguistics (CAL) “What’s

Different About Teaching Reading to Students Learning English?” Washington, D.C. Nov. 2012.

National Convening on Educational, Economic, and Social Challenges Facing Hispanic Youth,

Association of Latino Administrators and Superintendents, Washington, D.C. August 2012.

Collaborative Learning, and Collaborative Learning for Administrators, David & Roger Johnson,

University of Minnesota, courses given at McGill University and Vanderbilt Education Center.

Fellow, National Defense Education Act (NDEA), Columbia University, Teachers College, NYC,

Teaching and Supervising English as a Second Language.

Professional Experience:

New York University, Scholar in Residence, Steinhardt School of Education, Metropolitan

Center for Research on Equity and the Transformation of Schools, since January 2013; and

Supervisor, New York University, Department of Teaching and Learning, since 2014.

Newark Public Schools, New Jersey, Director, Title III, Bilingual/ESL Education. Designed and

Implemented Innovative Bilingual & ESL programs, Professional Development for Parents,

Community and 380 Bilingual or ESL teachers of 4,000 English Language Learners, 2010-2013.

University of Puerto Rico, Río Piedras, 2007-2011. Assistant Professor, Faculty of Education,

Graduate Studies; Clinical Professor Administration & Supervision; Coordinator, Center for

Educational Leadership. Faculty of Humanities, English and Linguistics, 2007 to 2010.

Educational Consultant, 1998 to the present. Language Acquisition, Dual Language Immersion,

Child Development, Emergent Literacy; Middle School-HS: Pedagogy, LAL Curriculum, and

“Best Practices.” Federal Monitor: Head Start, Early Head Start, Migrant Head Start, 1998-2004.

Bank Street College of Education, New York, 1997-2000. Graduate Faculty Bilingual

Department; School of Continuing Education, Bilingual Consultant, Early Childhood programs.

Englewood Public Schools, Englewood, N.J. 1990-1992, Executive Director HS Restructuring

Initiative: Under grant to carry out Court Mandated Desegregation; Consultant, 1993-2005.

New York City Public Schools, 1985-1990 and 1992-1997: Administrator; Staff Development

Manager, Communication Arts Unit; Project Director, Bilingual Office; Teacher (see below).





3

Publications:

"Young Dual Language Learners: A Guide for PreK-3 Leaders," Journal of Multilingual

Education Research (JMER), Book Review, Volume 7, February 2017.

“Early Childhood Language Acquisition: Why Young Bilinguals Need L1 Support”, submitted.

“Language Acquisition: The Bilingual Education Policy Puzzle”, submitted.

“On Crucian: The Language of St Croix and the Impact of Hip Hop”, 2015, in Weijer, C., E.

Echteld, R. Severing, and Faraclas, N. (Eds), Envisioning the Greater Caribbean, pages 249-270,

Willemstad: University of Curacao and Fundashon pa Planifikashon di Idioma.

“African Agency in the Emergence of the African Creoles”, 2012, Faraclas, N., DeJesús, et al,

in Faraclas, N. (Ed) Agency in the Emergence of Creole Languages, The Netherlands:

Benjamins Publishing Company.

“Dual Language Education: Lessons for Puerto Rico,” Fall 2010, Cuaderno de Investigación en

la Educación, El Centro de Investigación Educativas, Universidad de Puerto Rico. Available at:

http://cie.uprrp.edu/congreso/2009/dejesus.html [10/10/2013]

“St. Croix: A Pluri-Lingual, Pluri-Cultural Island”, 2010, p 53-75, In a Sea of Heteroglossia,

Severing, R, Weijer, C. (Eds.) Willemstad, Curaçao: Fundashon pa Planifikashon di Idioma.

“Strategies for Teaching English Effectively in Puerto Rico,” December 2009, Revista

Pedagogía, Facultad de Educación, Universidad de Puerto Rico, Río Piedras, Vol. 42, (33-52).

“Students from the Dominican Republic in the Public Schools of St. Croix,” 2009, p 139-160, in

Re-centering the ‘Islands in Between, by Severing, R., Faraclas, N. & Weijer, C. (Eds.),

Willemstad, Curaçao: Fundashon pa Planifikashon di Idioma.

“An Astonishing Treasure: Dual Language Education in a Public School Setting,” Fall 2008, EL

CENTRO, The Journal of the Center for Puerto Rican Studies, CUNY, Vol. 20, No. 2, (192-217).

Nominated for AERA Outstanding Publication Award, 2008, in School Evaluation and

Program Development, Division H, The American Educational Research Association.

“Dual Language Professional Development and Curriculum Notes,” 2000, revised May 2007,

New York, New York: The Puerto Rican Educational and Cultural Foundation, Inc.

“Language Development and the Bilingual Process,” 1999, in The Parent Education Curriculum,

New York, New York: The Bank Street College of Education.

Conferences and Presentations:

“The Bilingual Education Policy Puzzle”, Language Policy and Planning Conference, University

of Calgary, Alberto, Canada, September 2, 2016.

http://cie.uprrp.edu/congreso/2009/dejesus.html





4

“Early Childhood Language Acquisition: Why Young Bilinguals Need L1 Support”, New York

State Association for Bilingual Education, NYSABE, May 21, 2016

“Trans Caribbean Language and Performance: The Impact of Hip Hop on Creole Languages in

the Caribbean,” Trans-Caribbean Seminar, American Comparative Literature Association,

Harvard University, Cambridge, Massachusetts, March 17-20, 2016.

“Schools and Districts Are Invited to Participate in Research and Program Implementation for

Language Diverse Students.” The 45th Annual NABE Conference, National Association of

Bilingual Educators, Chicago, Illinois, March 3-5, 2016.

“On Crucian: The language of St Croix and the Impact of Hip Hop,” The 18th Annual Eastern

Caribbean Islands Conference “The Islands in Between,”, University of the West Indies, St. Kitts

and Nevis, November 6, 2015.

“English Instruction, Policy, Practice and Administrative Considerations, An International

Education Exchange in China,” Government Officials, School Administrators, Nantong, China.

“A Program for English Language Instruction at Columbia University” to College Prep and

SAT Program Administrators and Students, Shanghai and Nantong, China, April-May, 2015.

“Schools and Districts Invited to Participate in Research to Document Dual Language and

Bilingual Programs”. The 44th Annual NABE Conference, National Association of Bilingual

Educators, Las Vegas, Nevada, March 5, 2015.

“The Experience of Students from St. Croix and St. Lucia Speaking Creole”, 17th Annual Eastern

Caribbean Islands Cultures, “The Islands in Between” Conference, University of Costa Rica,

Limón Campus, Costa Rica, November 5-9, 2014.

“Administrative Considerations for Effective Implementation of Dual Language Programs, from

PreK to 12th grade”, 17th Annual Dual Language and World Language Symposium, Rio

Grande, Puerto Rico, July 10-13, 2014.

“Case Study: a Model Dual Language Program in a Public School”, The 43nd Annual NABE

Conference, National Association of Bilingual Educators, San Diego, California, Feb 14, 2014.

“Does Data Count? How do Administrators use data in selecting programs for ELLs?” The 43rd

Annual NABE Conference, National Association of Bilingual Educators, San Diego, California,

February 13, 2014.

WIDA Conference, Planning an Early Childhood Language Proficiency Tool, WIDA Standards,

for Young Children, 3 to 5 years old, Chicago, Illinois, April 7, 2014.





5

“Implementing Programs for English Language Learners ELLs”, Paper submitted, XII Congreso

Puertorriqueño de Investigación en la Educación, CIE, El Centro de Investigaciones Educativas,

Facultad de Educación, Universidad de Puerto Rico, Recinto de Río Piedras, March 7-9, 2013. “Transforming Students Through Linguistic and Cognitive Development: Focus Dual

Language”, 42nd Annual NABE Conference, National Association of Bilingual Educators, Lake

Buena Vista, Florida, February 7, 2013.

“Administrative Responsibilities in Setting Up or Improving Bilingual and Dual Language

Programs”, 42nd Annual NABE Conference, The National Association of Bilingual Educators,

Lake Buena Vista, Florida, February 8, 2013.

“Dual Language: Academic Achievement Through Language Development,” 16th Annual World

and Dual Language Symposium, San Juan Puerto Rico, July 20, 2012.

“The Benefits of Bilingual and Dual Language Education”, The 25th Annual Title I, Parent

Conference, Robert Treat Hotel, Newark, New Jersey, April 20, 2012.

“Dual Language: A Program for Newark’s Future,” The Latino Institute Parent and Community

Conference, Robert Treat Hotel, Newark, New Jersey, October 21, 2011.

“Transforming Students through Dual Language Education,” The 15th Annual Dual Language

and World Language Symposium, Isla Verde, San Juan, Puerto Rico, June 29, 2011.

“Bilingual Education: Focus Dual Language,” (NYSABE) The New York State Association of

Bilingual Educators, Queens, New York, March 4, 2011.

“Puerto Rican Children and the Dominant Culture in NYC,” Maxwell School of Citizenship and

Public Affairs, Syracuse University, PLACA, Program on Latin America and the Caribbean, and

the Cornell University, Latin American Studies Program, Syracuse, New York, April 10, 2010.

“Students from the Dominican Republic in the Bilingual Program of the Public Schools of St.

Croix: An Update” ALAS - The Association of Latin American Students and Scholars, Columbia

University, Teachers College, New York, NY, March 26, 2010.

“Raising Puerto Rican Children in the USA,” Association for Research on Mothering (ARM),

and University of Puerto Rico, Río Piedras, Puerto Rico Convention Center, February 19, 2010.

“St. Croix: A Pluri-Lingual, Pluri-Cultural Island,” and “Common Misconceptions Concerning

African Agency in the Emergence of the Atlantic Creoles”, 12th Annual Eastern Caribbean Island

Cultures Conference – The Islands In-Between, Roseau, Dominica, November, 2009.





6

“Aprendizaje cooperativo en el nivel universitario: una estrategia para aprender, entender y

retener información,” El Centro para la Excelencia Académica, (CEA) Universidad de Puerto

Rico, Rio Piedras, October 9, 2009. Available in English and Spanish on the CEA UPR website.

“African Agency in the Development of Atlantic Creoles: Evidence from Benue-Kwa,” The

Society for Pidgin and Creole Languages, Köln, Germany, August 11-15, 2009.

“A Dual Language Spanish and English Bilingual Program, PreK to 5th grade: 18 years of

Success”, El X Congreso Puertorriqueño de Investigación en la Educación, El Centro de

Investigación Educativas, Universidad de Puerto Rico, Recinto de Río Piedras, March 12, 2009.

“Communicating in English: Suggestions for Effective English Language Instruction”, Puerto

Rico TESOL 35th Annual Convention, Rio Grande, Puerto Rico, November 21, 2008.

“Students from the Dominican Republic in the Public Schools of St. Croix, Preliminary

Evidence” 11th Annual Eastern Caribbean Island Cultures Conference – The Islands In-Between,

Curaçao, The Dutch Antilles, Kingdom of the Netherlands, November 8, 2008.

“Eliminating the Achievement Gap in a Dual Language Program, K to 4th Grade,” AERA,

American Education Research Association Annual Conference, New York, NY, April 2008.

“A Case Study: The Effectiveness of a Dual Language Program, PreK to 5th Grade,” AERA

American Education Research Association Annual Conference, New York, NY, April 2008.

Kids Can Lean English and Spanish - Both and Better! The National Head Start Association, 23rd

Annual Parent and Teacher Training Conference, New York, New York, December 2006.

Teaching Spanish as a Foreign Language, Effectively, for World Language Teachers, 4th to 12th

Grades, Newark Public Schools, Newark, New Jersey, April and May 2004.

Introduction to the Caribbean: Language – The Origin and Usage of the words ‘El Barrio’ and

‘Caribbean’, El Museo del Barrio, New York City, New York, January 2001.

Bilingual Language Development in Early Childhood, National Head Start Association, Rye

Brooke, New York, November 2000.

Vieques: The Current State of Affairs, Oberlin College, Oberlin, Ohio, April 2000.

Language Acquisition: Bilingual Education and Dual Language Programs, New York City

School Volunteer Program, Inc., New York, New York, January, 1999.

English as a Second Language for Students and Families of Culturally Diverse Backgrounds,

Union County Educational Services, Westfield, New Jersey, March, 1998.

Public Education and Students from Latino, African American and Asian Communities, Oberlin

College, Oberlin, Ohio, March 1998.





7

Achievements of American Education: Lessons for the Developing World. The United Nations,

New York, NY. Presentation sponsored by The Ford Foundation, February 1996.

Education and Diversity, Oberlin College, Oberlin, Ohio, April 1996.

Educational Policy, Development and Diversity, Baruch College, School of Public Affairs,

City University of New York, New York, April 1996.

A Developmental Approach to English as a Second Language, New York State Association of

Teachers of English to Speakers of Other Languages, New York, May 1993.

Outcomes Based Instruction, Parents & Reading Conference, Fordham University, January 1992.

High School Shared Decision Making and School Based Management, Jersey City State College,

New Jersey, May 1991.

Cognitive and Developmental Issues in Restructuring the Middle Schools, Parents and Reading

Conference, Fordham University, New York, New York, January 1990.

Reading and Writing Process Using Newspapers, Parents and Reading Conference, Fordham

University, New York, New York, January 1989.

Integrating the Communication Arts Curriculum: Pedagogy and Planning, The New York City

Association of Teachers of English (NYCATE), May 1988.

Consulting:

HudsonWay Immersion School, Mandarin Immersion and Spanish Immersion, PreK to 5th

Grade, New York and New Jersey, Professional Development, February-June 2016, and 2017.

Newark Educators’ Community Charter School (NECCS): Identifying Linguistically Diverse

Students, K-5th Gr, Charter School of Bank Street College of Education, January-February, 2013.

Bilingual Children's Enterprises, Evaluated Educational Content and Curriculum, Wrote

Position Papers for Bilingual Children’s TV, Educational Programs, 2011-2014.

Syracuse Public Schools: Developing Effective Dual Language Program, Consulting Team 2011.

Aruba, Dutch Antilles, The Kingdom of the Netherlands: Development of a 4-Language Multi-

Lingual Program for a School teaching in Papiamentu, Dutch, English and Spanish. In

Collaboration with El Centro di Investigación y Desaroyo di Enseñanza (CIDE), Instituto

Pedagogico Arubano (IPA), Aruba Education Commission, University of Aruba (UA), and

University of Puerto Rico, Río Piedras, Department of English and Linguistics, 2010.





8

University of Puerto Rico, Proyecto Especial: Professional Development for Principals in

Schools with Diverse Learners: Strategies for Leadership & Language Development, El Centro

de Investigación Educativas (CIE), University of Puerto Rico, Río Piedras, March-June, 2010.

Plainfield, New Jersey Public Schools: Creating Dual Language Programs - Best Practices

Second Language Strategies for English and Spanish language learners; Reading and Writing for

Bilingual/ESL Teachers; Strategies for Teaching English Language Learners, 2008-2010.

Elizabeth Public Schools, Dual Language Pre-K Early Childhood Programs: Schools 45 and 50,

Professional Development for Bilingual Teachers and Early Childhood Administrators,

Elizabeth, New Jersey, 2001, 2005 and 2006.

Newark Pre-School Council: Pre-K Dual Language Programs, Staff Development, Program

Implementation, Pre-School Teachers and Administrators, Newark, New Jersey, 2004- 2005.

Newark Public Schools: Project LIFE, Professional Development for teachers and curriculum

Specialists, Foreign Language Assistance Program (FLAP Grant), Newark Public Schools, New

Jersey, Office English Language Learners (OELA), US Department of Education, 2003-2005.

Newark Public Schools: FLIP Grant for Dual Language and Spanish World Language Teachers,

Professional Development, Foreign Language Improvement Program, Office of English

Language Learners (OELA), US Department of Education, 2003-2004.

Newark Public Schools, Project Two-Way: Author, Principal Investigator, On-going

Professional Development for a Dual Language Spanish-English Program, Comprehensive

School Grant, funded by OBEMLA, Office of Bilingual Education and Minority Language

Affairs, 1998-1999, and OELA, 2001-2005.

Englewood Public Schools, Project Somos Unos, Dual Language Program, Professional

Development, Dual Language, Bilingual and ESL Teachers and Supervisors, Englewood, NJ,

Office Bilingual Education and Minority Language Affairs (OBEMLA), US Department of

Education, 1990-1993, 1995-2004.

Englewood Public Schools, Reading First: Professional Development for Reading, Bilingual and

Language Arts Teachers and English as a Second Language Teachers, USDOE Reading First

Program, Englewood, New Jersey, 2003-2005.

Paterson Public Schools, Compact for Learning. School Improvement Programs, New Jersey

Department of Education, Paterson, New Jersey, 2002.





9

Head Start, Early Head Start and Migrant Programs: Head Start and Infant and Toddler

Programs, Federal Monitor and Specialist in Child Development, Emergent Literacy,

Curriculum and Assessment, New York, New Jersey, Puerto Rico and Wyoming. 1998-2004.

Peer Reviewer (FIPSE) Fund for Improvement of Post-Secondary Education, External Evaluator

Bilingual Education, ESL, Teacher Education, Parents, US DOE, Washington D.C., 1998-2001.

Team Leader and Peer Reviewer for Competitive Grants, US Department of Education,

Washington, D.C., The Office of English Language Acquisition (OELA) 2001-2004, and Office

of Bilingual Education and Minority Language Affairs (OBEMLA), 1995-2001.

Public School 322, District 32, Bushwick, Professional Development and Supervision Specialist:

New York City Public Schools, Brooklyn, New York, 1998-2000.

El Museo del Barrio: Educational Programs, Community Advisory Committee: El Museo del

Barrio – The Museum of El Barrio, New York, New York, 1998.

Office of the Comptroller, City of New York, Annual Bilingual Program Audit: Assessment and

Evaluation Specialist for Developing Criteria to Measure Program Effectiveness, 1998.

Greeley Colorado, Dos Rios School, Weld County District: Development of a School-wide

Instructional Improvement Plan for English Language Learners in General Education, 1993.

Norwich Public Schools, Norwich, New York: Middle School Interdisciplinary Planning, 1993.

The Griffin Center for Human Development, Guilford, Connecticut: Emergent Literacy, Early

Childhood Developmentally Appropriate Practice, Reading and Writing Process; Middle School

Bilingual Education; Professional Development for Supervisors and Administrators, 1990-1993.

Hartford Public Schools, Hartford Connecticut: Reading and Writing for Early Childhood

Bilingual Students, Offices of Early Childhood Education and Bilingual, Bicultural Education,

Hartford Public Schools, 1990-1993.

Fairfield Public Schools, Fairfield, Connecticut: Emergent Literacy, Early Childhood

Developmentally Appropriate Best Practices, Early Childhood and Middle School

Interdisciplinary Integrated Curriculum, 1990-1993.

Grants:

Project Two-Way, 1998, $1.5 million Dual Language Program in an Elementary School,

Newark, New Jersey, Title VII Comprehensive School Improvement Grant, OBEMLA, Office of

Bilingual Education & Minority Language Affairs, U.S. Department of Education. Author, 1998;

Principal Investigator 2000-2003.





10

Project Somos Uno, 1995, $1.5 million Dual Language Program, Englewood Public Schools,

Title VII Comprehensive School Improvement Grant, OBEMLA, Office of Bilingual Education

and Minority Language Affairs, U.S. Department of Education, Co-author.

Union City, 1999, $1.3 million Dual Language Program, Union City Public Schools, Title VII

Comprehensive School Improvement Grant, OBEMLA, Office of Bilingual Education and

Minority Language Affairs, U.S. Department of Education. Co-author. Foreign Language Improvement Program, 2003, $12,000 (FLIP Grant) Newark Public Schools,

Office of Title III, Bilingual/ESL Education and World Languages, Newark, NJ, OELA, U.S.

Department of Education. Author.

Foreign Language Assistance Program 2003, $525,000 (FLAP Grant) Newark Public Schools,

Office of Title III, Bilingual/ESL Education and World Languages, Newark, NJ, OELA, U.S.

Department of Education. Author.

Foreign Language Assistance Program, 2003, $750,000 (FLAP Grant) Project Somos Uno, Dual

Language Program, Englewood Public Schools, Englewood, NJ, OELA, Office of English

Language Learners, U.S. Department of Education. Co-author.

Evaluations, Performance Reports and Corrective Action Plans:

Final Performance Evaluation Report, Project LIFE, 2007: OELA, Office of English Language

Learners, U.S. Department of Education, Newark Public Schools, Newark, New Jersey. Author.

Annual Performance Reports, Project LIFE, 2004, 2005, and 2006, OELA, Office of English

Language Learners, U.S. Department of Education, Newark Public Schools, Author.

Final Performance Evaluation Report, Project TWO-WAY, 2003, OELA, Office of English

Language Learners, U.S. Department of Education, Newark Public Schools, Author.

Annual Performance Reports, Project TWO-WAY, 2001, 2002, and 2003, OELA, Office of

English Language Learners, and OBEMLA, Office of Bilingual Education and Minority

Language Affairs, U.S. Department of Education, Newark Public Schools, Author.

Corrective Action Plan, Project TWO-WAY, 2001, Realign Project TWO-WAY to

specifications of Federal Grant as written in 1998, required by U.S. Department of Education

OBEMLA, Office of Bilingual Education Minority Language Affairs, for Newark Public

Schools, Newark, New Jersey, Author.

Honors, Achievements, Recognition:

Achievement: Developed the first and only Bengali Bilingual-Dual Language Program in New

Jersey, servicing K-6th grade students, A Structurally Innovative Dual Language Model, 2012.





11

Certificate of Recognition from El Centro para Excelencia Academica (CEA), Universidad de

Puerto Rico, “Innovación y Cambio en la Educación Superior, Prácticas de Enseñanza

Innovadoras”, for development of an innovative program and curriculum 2007-9, “Strategy and

Curriculum for Teaching Students to Communicate Effectively in English”, February, 2009.

Recognition: EL CENTRO The Journal of the Center for Puerto Rican Studies, City University of

New York (CUNY), for “An Astonishing Treasure: Dual Language Education in a Public School

Setting” the most frequently requested article in 2008, published in Vol. 20, No. 2, (192-217).

NOTE: This article was also nominated for AERA Outstanding Publication Competition in 2008,

Division H, Evaluation and Program Development, American Educational Research Association.

Certificate of Recognition from AERA, American Educational Research Association, Division H,

for service as Vice Chairperson, Affirmative Action Committee, 2008 to 2010.

Certificate of Appreciation, NABE, National Association for Bilingual Education, for

Presentations at National Conferences.

Teacher Recognition and Achievement:

Teacher of the Year, Outstanding Achievement, for Raising the Standardized Test Scores, in a

New York City Junior High School, by Developing a School-wide Newspaper, written and

published entirely by Bilingual students and students in Remedial Reading classes.

Developing and Implementing the First High School Advanced Placement English Program in a

Comprehensive High School in Puerto Rico, Departamento de Instrucción Pública,

Commonwealth of Puerto Rico, Arecibo, Puerto Rico.

Developing and Implementing a Rural Middle School Writing Process Program, the first

program in Puerto Rico to use The Reading and Writing Process for teaching English to

Speakers of Spanish, Departamento de Instrucción Pública, Commonwealth of Puerto Rico,

Arecibo, Puerto Rico.

Additional Professional Service and Affiliations:

NABE, National Association of Bilingual Educators, Lifetime Member. Research and Evaluation

SIG – Special Interest Group – 2016 Chairperson, “Perspectives on Bilingualism”. Research

Focus: Effective Dual Language, Bilingual and Language Acquisition Models.

Policy Council, Head Start, Agency for Children’s Services, Citywide Head Start and Early

Head Start Programs, New York City. Member, Policy Council Board. Provided oversight for 80

early childhood agencies, 20,000 children, with annual budget over $185 million.





12

Taller Salud, Loíza, Puerto Rico, Member, Board of Directors, 2007-09, First Woman’s and

Children’s Health and Education organization in Puerto Rico, founded 1978.

Advanced Cooperative Learning Institute, for Supervisors and Administrators, Roger and David

Johnson, the University of Minnesota, courses at McGill University, Quebec, Canada, 1992.

Cooperative Learning Institute, Roger and David Johnson, from the University of Minnesota,

Institute at the Vanderbilt Estates, Adirondacks, New York 1991.

Additional Teaching: University Level

Visiting Professor, Touro College, Sunset Park Campus, Brooklyn, N.Y, Developed Advanced

English and College Composition courses for Returning Latina and Asian Women.

English Professor, Commonwealth of Puerto Rico, PRFAA, Puerto Rico Federal Affairs

Administration, New York Office. Taught courses in English, Advanced English, and Test

Preparation for Spanish Speaking College Graduates who were preparing to take United States

licensing exams, in English.

Organizational Affiliations (Past and Present)

National Association of Bilingual Educators (NABE).

New York State Association for Bilingual Education (NYSABE).

Latino Coalition for Early Care and Education, Policy and Advocacy Committee of CHCF,

The Committee for Hispanic Children and Families, Inc., New York. (LCECE).

The American Educational Research Association (AERA).

La Unión Puertorriqueña de Investigadores Cualitativos (UPIC).

Centro de Investigaciones Educativas (CIE), Universidad de Puerto Rico.

Association of Latino Administrators and Superintendents (ALAS).

The Society of the Educational Arts, Inc./Sociedad Educativa de las Artes, Inc. (SEA).

Head Start, Early Head Start, Migrant Head Start Programs; Federal Monitor in Child

Development, Emergent Literacy and Assessment, and Member, Policy Council.

Association for Supervision and Curriculum Development (ASCD)

Teaching Experience, Public Education, New York City and Puerto Rico

Teaching Positions:

New York City Teacher of Reading K-12, Bilingual Teacher of Reading and Writing, Teacher of

English as a Second Language (ESL) K-12, Teacher of English Language Arts, 7-12.





13

Teaching Positions:

Appointed: High School Teacher of Reading

Developed 9th grade “Pre-Literacy” course (Pre-cursor to SIFE program) for HS age

students with interrupted or with no formal education.

Developed Bilingual/ESL, Reading-Writing Process Course for preparing for RCT Exam;

Developed Debate Protocol for ESL students in High School Writing Course

Developed HS ESL Pre-Literacy Course for ELLs who could not read or write in Spanish

Appointed: JHS Teacher of Reading, ESL and English Language Arts

Developed Bilingual, Reading and English Language Arts Programs for Remedial

Students

Developed School Newspaper written entirely by Bilingual and Remedial Reading

Students

Developed Reading and Film course to teach Reading and Reading Comprehension

Elementary and Junior High School Classroom teacher, Junior High School Teacher ESL,

Teacher of Reading, Bilingual and English Language Arts, Grade 6 and 7-9.

Teacher of English and Advanced Placement (AP) English, Departamento de Instrucción

Pública, Arecibo, Puerto Rico

Licenses: Administrative and Teaching Certification – New York and New Jersey:

New Jersey School Administrator, 2010

New Jersey School Principal, 2010

New Jersey Professional Development Specialist, 2003

New York State Department of Education, School District Administrator, 1984.

New York State Department of Education, School Administrator & Supervisor (SAS), 1984.

New York City Senior Curriculum-Professional Development Administrator (Levels I-IV)

New York City, Special Education Certification

New York City Administrator Licenses: High School Principal; Alternative HS Principal;

JHS Principal; Elementary School Principal; Assistant Principal(s) HS English Language

Arts; HS Supervision, Administration, Guidance; Junior High School Assistant Principal.

New York City Senior Curriculum-Professional Development Administrator, Levels I-IV

New York City Bilingual Education and Special Education Certification

New York City Teacher of Language Arts (7-12)

New York State Teacher of English as a Second Language (ESL, K-12)

New York State Teacher of Reading (K-12





14

Maestra de Inglés, Permanente, Departamento de Instrucción Pública, Puerto Rico

Documents

EULCS LOI - NYSED · 2018-02-15 · shows that learning any second language improves cognition, focus and executive function. There is tremendous benefit for students to become fully