Phoenix Perry is an Adjunct Professor at NYU teaching Gaming, Design and Embodiment at Poly, ITP and Steinhardt. Classes are open to students graduating high school in 2014 or 2015 and should have at least a 3.0 GPA. The Technical Assistance Center on Disproportionality (TAC-D) is pleased to announce regional professional development workshops for the 2015-16 school year. Disproportionality has no one cause but is rather the product of a confluence of contributing factors.
Livestream automatically chooses between low, medium, and HD quality bandwith based on the strength of your connection. Thank you for making this conference the best one yet! Its success was due to your participation. The conference brought together over 600 people whose life's work involves creating educational opportunity and social justice for all our children. Ulysses Byas and Principal Hudson brought culturally responsive education to life on March 18, 2015. A teacher-led team at New York City intensive school, PSIS 377, is building capacity around culturally responsive education through studying questioning strategies and other Socratic teaching methods. Peekskill City School District - 2015Peekskill City School district-wide team is working diligently on their root cause plan (2015). TAC-D held a kick-off meeting with the New York City Department of Education (NYCDOE) to have a conversation around equity with Dr. September 2014 - New Partnership with Mid-West Regional Team!TAC-D is pleased to announce a new partnership with the Mid-West Regional team. Collaboration is Key to New York City Region Team's SuccessThe New York City Region Team has developed a collaborative approach to tackling the issue of disproportionality in the suspension of African-American and Latino students with disabilities.
2010 - New Partnership with Eastern Regional Team! NYU TAC-D Disproportionality project is pleased to announce our newest partnership with the Eastern Regional team. TAC-D project leaders will be providing an overview of the project and presenting At Risk Boys and Principles of Culturally Responsive School Environments workshops at Roosevelt UFSD Superintendent's Day Conference on November 3rd. Metro Center's Black and Latino Male Advocacy Coalition project releases report on Dropout Crisis among Black and Latino Males in NYC Public Schools.
Among the 2006-2007 cohort for NYC high schools, nearly 19% of Latino males and 14% of Black males dropped out.
A large portion of Black and Latino males who dropped out remained in high school for at least three years.
You are invited to apply for a six-week, three credit summer course: Introduction to Engineering and Design (EG1003), an introduction to selected aspects of the history, philosophy, methodology, tools, and contemporary topics in engineering. Over a period of six weeks, you will be exposed to five exciting engineering disciplines with a strong emphasis in technical communication, both verbal and written. Porfirio Rodriguez was awarded both his master’s and doctoral degrees in education, with a concentration in Spanish Language and Literature, from Teachers College, Columbia University.
Alicia Boardman is a 3rd bilingual grade teacher in her 9th year at Northern Parkway School. Joseph Otter has been providing professional development, technical assistance and consultation to schools, agencies and members of NYSED technical assistance networks for the past 14 years while working at Capital Region BOCES.
Helene Fallon is a professional development specialist that has worked as part of various development teams for national, statewide and regional educational trainings.
Is the Bilingual Education Outreach Coordinator at the Long Island Parent Center at LIU, and a bilingual trainer for the Long Island Advocacy Center. Stephen Linkous has over 20 years in education with all of it being at urban public schools. Jacq-Johnese Green is a native Houstonian and is the only daughter of two life-long educators. Lisa Auslander supports the work of the curriculum and professional development teams and the daily management of team operations and team development of Bridges to Academic Success. Jacqueline Harris: As a successful graduate of the Leadership for Education Achievement Foundation, Inc. Anthony Ciccarelli: Anthony Ciccarellihas been in the South Huntington School District since 1990. Matthew Prahl: Matthew Prahl began his career as a special education teacher at an international school in London, England, teaching students from around the world. Stephen Corbellini is currently in his sixteenth year of teaching third grade at Birchwood Intermediate School in South Huntington, New York. Kim Marie Schiermbock is currently in her twenty-seventh year of teaching as a Special Educator in South Huntington School District.
Nicole Wolfe is completing her first year as Assistant Superintendent for Business and Elementary Education in the Union-Endicott Central School District. Vanessa DuBrava is nearing the end of her first year as the Director of Pupil Services in the Union-Endicott Central School District.
Natalie Zwerger is the Director of the NYU Center for Strategic Solutions, an educational equity center dedicated to promoting equitable outcomes for students of color in PK-12 schools and at the collegiate and graduate level.
A former special education teacher, Chemay Morales-James has been at Metro Center since 2007.
S Khalilah Brann has spent a decade as an educator with the New York City Department of Education, at several schools with underserved communities. Fern Alexander, MSEd, worked with the NYC Department of Education for over 25 years as a special education teacher and transition team leader with high school students with disabilities.
Geneva Gay is Professor of Education at the University of Washington-Seattle where she teaches multicultural education and general curriculum theory. Jeffrey Lewis is a Senior Lecturer and Outreach Specialist for Underrepresented Communities in the department of Program Development and Evaluation at the University of Wisconsin-Extension.
Kerry Zaleski provides capacity building for staff and partners in program development and evaluation design, process and methods. Fabienne Doucet brings an interdisciplinary perspective to her research and teaching in Early Childhood Education, given her training in human development and family studies, which stands at the crossroads of developmental psychology, sociology, and anthropology. Sandra Soto, Principal, has had a fulfilling career with the New York City Department of Education.
Dr, Elizabeth Bishop is Deputy Director of the Center for Institutional and Social Change at Columbia University School of Law and is Adjunct Assistant Professor on the Faculty of English at the City University of New York – Borough of Manhattan Community College. Instill in students the intellectual resources and skills necessary for success at top-tier, English-language universities through the 18-month curriculum. Introduce students to the study of the humanities and to the value of a liberal arts education. Receive continuing instruction, guidance, and mentoring through the junior and senior years of high school. The Summer Academy accepts nominations from Abu Dhabi high school principals and counselors on behalf of Emirati students who attend government and private schools.
Along the way, he won countless friends and professional supporters, some so admiring and steadfast that more than two decades after his 1993 death, they still remembered him with fondness. In early 2015 Langan Engineering & Environmental Services, a company he had joined as vice president and partner in 1985, established the annual Donald J. The inaugural $5,000 scholarship, administered by philanthropic arm of the Deep Foundations Institute, an industry group, was given to Leonardo Yoshiaki Abe, a master’s degree student in the Department of Civil and Urban Engineering (CUE). Magued Iskander, the chair of the Department of Civil and Urban Engineering, asserts that Abe is a fitting recipient for the new scholarship. She received a Master in Science in January 2013 from NYU Poly with her thesis work focusing on creating emotion through embodiment. These workshops are offered to any interested school district at no charge, and are designed to assist school districts in understanding the root cause of, and how to systemically address, the disproportionate assignment of various subgroups in special education. These factors provide the conditions and environment where disproportionate outcomes for culturally and linguistically diverse students may occur. Kirkland’s bold and nuanced presentation is based on over a decade of research aimed at understanding the complexities of teaching and learning in complex and culturally dynamic educational settings. Lorraine Lopez, TAC-D Senior Project Associate, meet regularly to identify the root cause(s) of disproportionality in the district.
Lorraine Lopez, TAC-D Senior Project Associate, facilitates the root cause process with an Auburn CSD team of teachers, administrators and support staff reprsenting all school buildings. Lorraine Lopez, TAC-D Senior Project Associate, facilitates the root cause process with a Vestal CSD team of teachers, administrators and support staff including Anne Tristan, Director of Special Education.
Dionne Wynn, Centennial, Washington Rose and Ulyssess Byas elementary schools, as well as, Roosevelt Middle and High Schools dedicated two days to enhancing their current instructional guidance systems. Joyce Long, Special Education Director, principals, teachers and many support staff work collectively to identify the elements that will ensure all stakeholders thrive with the district. Spring Valley High School, Ramapo High School, Chestnut Middle School and Pomona Middle School dedicate their afternoon to initial conversations on equity. District 17 takes the lead in collaborating with TAC-D to ensure Equity and prevent disproportionality district-wide. Pedro Noguera and provide an overview of the work TAC-D will engage in with five NYCDOE Clusters. Under the leadership of Kelly Endres (RSE-TASC Coordinator), TAC-D associates will partner with behavior specialists and special education school improvement specialists from the region to address disproportionate disciplinary outcomes. The team, under the leadership of Loren Bohlen, RSE-TASC Coordinator and Renée Williams, TAC-D Project Associate, decided to co-train sessions whenever possible in an effort to strengthen our shared work in schools.
Under the leadership of Kathy Gomes (RSE-TASC coordinator), TAC-D, regional TA providers and local school districts met at Capital Region BOCES on April 20th , 2010 to outline a plan for addressing school suspension rates and equity issues in the region.
After three years of high school, more than 70 percent of the students who dropped out were still in school. Opening activities included a welcome address by Barbara DelliCarpini and Les Cohn of the TRACT Center followed by a TAC-D project overview by Dr. She received her Masters in Education from the University of Southern California, specializing in K-12 STEM curriculum and instruction, and a Bachelor of Science degree in Information Sustems from the University of Dayton, where she was a Mead Corporation Minority Scholar and a Martin Luther King, Jr. Ferry is the Principal of Cheesequake Elementary School in Old Bridge, NJ and is also Founder of Soar the Scores LLC. While at Teachers College, he was admitted as a member of the Honor Society Kappa Delta Pi. She has been teacher at Northern Parkway for 8 years and teaching Bilingual students for 16 years. Schneider has a degree from Mount Saint Mary College and joined LEE & LOW in the fall of 2014. Sheilah Jefferson-Isaac is currently serving as an assistant principal at Northern Parkway Elementary School in Uniondale, New York.
Rodriguez is a retired NYCDOE Supervisor of School Psychologist and NYS Licensed Psychologist. She is a facilitator of support to parents with concerns of raising children with disabilities, a collaborator with school districts, and a provider for outreach to high need communities. Shabazz has worked in the media industry for over seventeen years in various fields from television production, journalism, event management to public and media relations. He was an ESL and Bilingual Social Studies Teacher at both the Middle and High School Levels. With over 17 years of professional experience coaching and educating others, she brings a wealth of knowledge and diversity to the Hartman Middle School where she serves as the ELA Department Chair and Campus Data Tracking Analysis Specialist.
During this time, she has served children and families of multiple backgrounds with and array of services that ranged from case manager to Director of Residential Programs. She is a former teacher, coach and administrator who has worked in NYC schools and at the district level for over 15 years.
He then advanced to being a special education teacher on Long Island, an Assistant Principal and currently is the Assistant Supervisor for Special Education for the South Huntington Union Free School District. For nine years of those sixteen years, Stephen has been the general educator in a full-time co-teaching classroom, working with the same special educator as his co-teaching partner.
For the past, nine of those twenty-seven years, Kim has been the special educator in a full-time co-teaching classroom, working with the same general educator as her co-teaching partner. Previously, she has served as the Director of Pupil Services for 3 years and Director of Curriculum & Instruction K-5 for 4 years in Union-Endicott, and was an Elementary Principal in the Whitney Point Central School District for 8 years. Previously, she has served as the Union-Endicott Committee on Special Education Chairperson for 9 years. Patrick Connelly is a licensed psychologist who currently serves as the director of the Haven School Based Mental Health Program in Piscataway, New Jersey.
Her current work as RSE TASC Transition Specialist includes providing technical assistance and professional development to improve instructional practices and positive outcomes for students with disabilities. He has a doctorate in Sociocultural Studies in Education from the University of California-Davis and provides support for participatory program design and evaluation that fosters equity and social justice.
Her research has a primary focus on parental involvement in the special education accommodations process, disproportionate representation, and education policy. Shaun Neblett is the founder of Changing Perceptions Theater, a theater company that provides theater and public speaking programs to middle and high school students in urban communities. Kelechi Stuart is an emerging actor and will continue to study performance when he enters his freshmen year of college in September 2016. Soribel Genao has worked to identify and promote educational interventions to help low-income children succeed at school. She is the co-founder and president of Connect with Kids Education Network (CWK), an instructional media company focused on improving the health and well-being of children and their families.
Thomas Smith has served as superintendent of the Hopewell Valley Regional School since 2009. David Aderhold is the Superintendent of Schools for West Windsor – Plainsboro Regional School District. A graduate of Princeton University, he began his educational career there as an admissions officer.

She began her career in Schenectady as a physical education teacher at Woodlawn Elementary, where she taught for 17 years and during which time was presented with the Golden Apple Award for exemplary service. Joseph Duffy is a 15 year Schenectady City School District employee with experience at all levels (K-12). His work includes providing strategic support on community organizing and engagement to community and school reform organizations in cities across the country. From digital arts curator to Creative Director, she has extensive experience in new media, design, and user interfaces.
The goal of his presentation is to raise awareness of the effects of educational injustice in the lives of youth in order to interrupt cycles of disproportionality. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the sociology of education. McLeod, Rebecca DeBottis, RSE TASC, UE Root Cause Team, and Leadership Cabinet collaborated with TAC-D team members to turnkey the Meritocracy, Labels and Diversity table flagship activities district-wide. The work group plans on adapting the district’s current RTI plan, IST forms and align all problem-solving teams district-wide. These trainings, centered on culturally responsive pedagogy, will afford participants the opportunity to explore their existing policies, practices, and beliefs through a culturally responsive lens and develop action plans to implement new strategies to address these inequities.
On April 21st, the Team held its second training, "Response to Intervention: Tier 1 Behavior Interventions," which was co-presented by Satish Moorthy, New York City PBIS Project Director and RSE-TASC Behavior Specialist and Mrs. In addition, two former TAC-D districts presented unique models for creating systemic change and reducing disproportionailty district-wide.
Students will receive the NYU Precollege application via email after submitting the program specific application.
Under his leadership, his school has been named a National Title I Distinguished School (for academic excellence) and a National School of Character (for school climate and character education excellence). Alicia has presented at several conferences including the NCTE annual conference since 2013.
Miguel has presented at several conferences including the Annual Technology Summit conference in 2015. Barretto has been connecting educators, school districts, and children to engaging, meaningful books for 13 years at LEE & LOW.
She went on to become a literacy teacher for third grade in the Bay Area in California and has been passionate about best practices for supporting English Language Learners and parent engagement ever since.
She is also the Elizabeth Glenadine Gibb Teaching Fellow in Education and holds a faculty appointment in the Department of African and African Diaspora Studies and the Center for Women and Gender Studies. With over twenty-five years as a professional educator, her guiding educational philosophy is one that supports student voice, student choice, and student empowerment. Joseph currently serves as an Associate with the New York State PBIS Technical Assistance Center housed at Capital Region BOCES supporting the Behavior Specialists of the Regional Special Education Technical Assistance Support Centers (RSE-TASC) throughout New York State. Fallon coordinates grants funded by the New York State Education Department (NYSED) and United States Department of Education (USDOE) providing technical assistance to families and school districts with the goal of improving outcomes for all students.
She is also the Coordinator for Student Teaching, Placement & Program in the Education Department at LIU. As one of the first 25 HISD Abydos Writing Trainers, she has been honored to assist district-wide ELA colleagues, campus leaders and students with implementing innovative research-based strategies proven to enhance teacher preparedness, student engagement and academic performance.
Over the last decade she has been working with The Sanctuary Model, a trauma informed care model, through the Sanctuary Institute where she is a faculty consultant.
She is a veteran NYS certified k-12 educator with over 15 years of experience with providing direct services to linguistically, economically, and culturally diverse populations of students.
She served a range of emergent multilingual students in an inclusion setting in the middle and high school levels in New York City schools and then moved on to support teachers in literacy practices and teacher teams in curriculum planning and the collaborative inquiry process. Krivoshey began his work with disabled students as a school psychologist in Brooklyn, New York.
He was an Assistant Principal in a K-2 primary center and in a 6th grade center, until 2003 when he was promoted to his current position as Principal of Birchwood Elementary School. In his current position he has dedicated his time to overseeing special education programs for students in preschool through 5th grade. Kim received her Bachelor of Arts degree in special education and elementary education from St. Zwerger has 14 years of experience as an educator and advocate for children’s rights, with a particular focus on improving outcomes for students of color. Du Bois Distinguished Lecturer Award presented by the Special Interest Group on Research Focus on Black Education of the American Educational Research Association; and the 2006 Mary Anne Raywid Award for Distinguished Scholarship in the Field of Education, presented by the Society of Professors of Education.
Born into poverty and limited opportunities, Karanja is committed to transforming the lives through inspiration and empowerment. At Wagner, she teaches Poverty, Inequality, and Policy, and Law for the Education Policymaker. She spent the first part of her career treating families and children with an array of mental health disorders in a mental health clinic setting.
Changing Perceptions currently operates programs at The Eagle Academy for Young Men, The Schomburg Center for Research in Black Culture and various schools and centers throughout New York City and Newark, New Jersey.
He has served as a Teaching Artist for Changing Perceptions Theater over the past two years.
Kelechi started acting when he was in the eighth grade and a participant in a Changing Perceptions Theater workshop.
DeWitt served as a deputy prosecutor on the juvenile courts and family service agencies where she developed a passion for helping educate families and communities about life-changing issues. He went on to receive his Master’s Degree from Harvard in educational administration, and later returned to Princeton University as an assistant dean of students. He was a classroom teacher at the 4th grade level and has served 10 years in various roles, and grades, from Dean (grades 6-12) to Assistant Principal (K-8), to Principal (grades 1-6).
He also directs AISR’s Center for Education Organizing, which helps expand the power of education organizing through building strategic alliances among organizations and with strategic partners such as teachers' unions, reform support organizations, civil rights organizations, and research and policy institutes. Perry’s creative work spans a large range of disciplines including drawing, generative art, video, games, interfaces and sound. You will be notified by the Undergraduate Admissions Office if your application if your application has been selected. Sessions are tailored to meet the unique needs in each of the 10 regions of the State (This link provides a map of the regions. In particular, Professor Milner’s research examines practices and policies that support teacher success in urban schools.
Matthew Bashore will be producing instructional videos to document and turn-key best practices around questioning and classroom dialogue. These districts were represented by Sherry Tannenbaum, Principal, Marie Pellegrino, Special Ed.
The morning highlight was a keynote address entitled Equity and Access in Culturally Responsive School Environments presented by our own Dr. The remaining time each day will consist of a one hour lunch followed by work in the model shop or writing center.
She’s had the honor of serving as principal of Miller Elementary School in Old Bridge, New Jersey for the past 15 years.
As a bilingual, bicultural learner himself, Barretto is a tireless advocate for dual language programs and bilingual education. She advises and supports school administrators and educators on discovering the best books for their curriculum, programs, and students.
Her research and teaching focuses on the sociocultural knowledge of race in teaching and curriculum, critical multicultural teacher education and the educational discourses and intellectual thought related to African Americans and their educational experiences in the U.S. Rodriguez completed her doctoral studies with research of special education and African American boys in New York City Public Schools.
Joseph is a Licensed Master Social Worker, Certified School Social Worker and Certified School Building Leader.
She co-facilitates the NYS Community of Practice on Family, School and Community Collaboration, working on increasing meaningful student and family involvement in education. She is currently Co-Chair of the New York State Commissioner’s Advisory Panel for Special Education, on the advisory board for the NYS Technical Assistance Center on Disproportionality and formerly an educator for the NYC Board of Education.
Thysha has provided stellar media relation campaigns for organizations, institutions theatrical productions and books by the likes of Iyanla Vanzant, Henry Louis Gates, Jr. After 19 years of educational experience in Colorado, he has moved to Houston, Texas and is currently the principal at Hartman Middle School which is located in southeast Houston. She is currently helping several school districts learn the impact that trauma, adversity, poverty, racism, etc. She is an experienced curriculum and grant writer who specializes in providing targeted professional development services on topics such as data driven decision making, drop-out prevention, freshmen transition, PBIS, and co-teaching strategies. She has also worked to support principals around a variety of initiatives including the Quality Review accountability process and strategic action planning for school wide improvement. He then continued his career as a school psychologist for the Bayport-Blue Point Union Free School District in Long Island, New York. Previously he has served as Assistant Principal of South Side Middle School in Rockville Centre, New York.
He is a strong advocate for technology in schools and has worked hard at bringing technology in to help further the advancements of special education students. Her experience includes being an instructional coach and curriculum developer, department head, mentor teacher and NYC Common Core Fellow. In this work, he has worked on multi-cultural issues via peer leadership programs, staff development and district team interventions. She is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to curriculum design, staff development, classroom instruction, and intersections of culture, race, ethnicity, teaching, and learning.
Lewis and his colleagues have developed Natural Circles of Support, a school-based program that creates cultural spaces for African American boys that foster mutual support, positive school identities, and school engagement.
Whether he is speaking or teaching, Karanja motivates his audience to educate themselves and their communities, while serving as a true-to-life role model of his philosophy that success is determined by where you end up, and not where you begin. Her current research examines how federal legislation mandating parental involvement during the special education accommodations process is fulfilled nationally. A critical ethnographer, Doucet is committed to addressing equity and injustice in education, and to bringing the educational experiences of marginalized groups to the center of inquiry. Her ability to collaborate with othere educators led her to become a District Staff Developer and later a Literacy Coach. Tessa advanced her career to become a mental health consultant with the Jewish Board of Children and Family Services and subsequently, the clinical director at a domestic violence agency; where she supervised the Social Work and Family Preservation programs. He has continued to study with Changing Perceptions over the past five years and started teaching improvisation workshops for Changing Perceptions last year. Today, Genao’s research centers on education policy, collaborative measurement and administrative and organizational behavior. She was actively involved in judicial review of ethical legal standards and served as a child advocate working to improve the state juvenile code. Smith has worked as a teacher, coach, Supervisor, Director, Assistant Superintendent, and Superintendent in both small and large districts in New Jersey. Always a strong believer in the importance of early childhood education, Cochrane left the University to begin teaching fourth and fifth grade. She also served as Assistant Principal and Supervisor at Schenectady High School through 2014. He has a double undergraduate degree in Elementary Education (Pre K-6) and Social Studies (7-12) and holds 2 Masters Degrees in Literacy (K-12) and School Administration (K-12 – SDA, SBA, and SAS).
He was a science teacher at Schenectady High School and has served 9 years in various roles, and grades, from Dean (grades Pre-K-8) to Assistant Principal (K-8), to Principal (grades Pre-K-2). Originally from Newtown, Connecticut, Bishop holds a BA in Planned Studies from Ithaca College, an MA in Literary and Cultural Studies from Carnegie Mellon University, an MST in Adolescent Education from Pace University and a Ph.D. Her projects have been seen worldwide at venues and festivals including Come out and Play, Maker Faire at the New York Hall of Science, Lincoln Center, Transmediale, Yerba Buena Center for the Arts, LAMCA, Harvest Works, Babycastles, European Media Arts Festival, GenArt, Seoul Film Festival and Harvestworks. His presentation closes by suggesting that, from a cultural relevance perspective, urban youth take on new meanings beginning with a voice and a verb, where youth when affirm, valued, and respected have the power to transform the world inside--?out.
Long and the district team plan to work with TAC-D to turnkey work to all school buildings. The TAC-D team presented a workshop on  Using 21st Century Culturally Responsive Practices to Reduce Disproportionality as a Way to Improve Treaching and Learning For All Students.
31 regional partners were in attendance, including administrators, Behavior and Bilingual Specialists, and SESIS from the NYC RSE-TASC, district administrators and teachers from NYCDOE, Children's First Network leaders, and members of the Regional School Support Centers.
Ferry earned his bachelor’s degree from Rider University, majoring in Mathematics, Secondary Education, and Elementary Education. From 2009 to 2011, he served as member of the Executive Board of NYS TESOL and served as chair of the Professional Concerns Committee of the organization. A true New Yorker: he grew up in the Bronx, lives in Queens, works in Manhattan, and loves Brooklyn and Staten Island. Keffrelyn has published over 40 books, journal articles, book chapters and other educational texts. Jefferson-Isaac’s favorite motto and Twitter hashtag, #learningisjoyful, reminds us that school should be filled with joyful learning experiences. He has presented at a host of conferences including the New York State PBIS Coaches Forum, TAC-D Summer Institute, 21st Century Community Learning Center conference, superintendent conference days, CSE Chairpersons Technical Assistance Meeting in Lake Placid, Regional Forums across the state, Community Schools Conference and has done many other guest presentations. She currently provides parents and caretakers tools to help them advocate for their children and works with youth to be more self-determined.
At the 3 schools where he was principal, English Language Learners showed significant gains on state standardized tests. Her delivery of best practices and engaging research-based instruction have produced impressive results on high stakes exams - as demonstrated by her students’ 2013-14 and 2014-15 STAAR Writing scores in excess of 80% each year. She has participated with the Technical Assistance Center on Disproportionality support through the Metropolitan Center for Urban Education for multiple years to employ successful approaches and methods designed to assist schools with management and tracking of student data related to disproportionality.

Lisa's research focuses on culturally and linguistically responsive RtI for secondary English language learners. While working in Bayport, he earned his Doctoral Degree in School and Child Clinical Psychology from Yeshiva University. While teaching, she served as a freelance writer for The Education Center and Program Coordinator for the Tioga County Teacher Center. DuBrava provided professional development to educators regarding various disabilities, as well as how to develop plans and implement instruction to meet students’ needs. Zwerger’s expertise includes collaborative planning, effective problem solving for instructional support, improving school climate, and implementing positive discipline policies. With over ten years experience working directly with culturally and linguistically diverse students in and outside public school settings, Chemay’s interest in working with the Metro Center was driven by her desire to take part in creating systemic change in the way all children are appropriately educated, especially those who have been disenfranchised.
Martin Luther King School is a diverse fourth and fifth grade school with a student body comprised of approximately 36% Asian, 25% African-American, 24% Caucasian, 10% Hispanic, and 5% Multiracial. Ms Hinkley joined YTI in 2005 following two decades in k-12 NYS education practice, specializing in secondary special education instruction, program development, and school administration. Facilitated by African American men employed by the schools, these cultural spaces are sites within schools where the facilitators can work effectively with the boys and use the knowledge gained there to help other staff improve their relationships and effectiveness in working with the boys. Her other current research examines under- and over-representation of minority students in special education. She has received numerous hornors and awards, most recently a grant from the Society for Research in Child Development to launch a research initiative on child development in Haiti, and a Fulbright-Hays fellowship to conduct research on educational reform in Haiti. In addition to her years in education, Sandra has extensive business experience as an entrepreneur and former senior executive for Macy’s New York. Additionally, she spent four years working internationally with children who needed holistic services therapeutic and concrete service. She believes that dedicated and innovative principals from a cross-section of cultural backgrounds are vital to improving schools. Prior to her legal career, DeWitt was a television anchor, producer and reporter for ABC, NBC, and PBS affiliates.
In recent years he has also taught graduate-level courses in education and was part of a delegation of U.S.
He had the privilege of serving as an elementary school principal, a middle school principal, and an assistant superintendent for curriculum and instruction. Some key levers for change include, increased school leadership collaboration, innovative processes to enhance home-school collaboration, integrating social-emotional learning as part of the instructional experience and creating mechanisms for supporting high-quality culturally responsive instruction.
226 in Brooklyn, NY, as well as, Avis Beverly, Principal and Mari Rendich, Director of Special Services from Haverstraw-Stony Point CSD in North Rockland. In the afternoon, TAC-D project leaders presented concurrent Principles of Culturally Responsive School Environment workshops. He earned both his master’s degree and doctorate in Educational Administration and Supervision from Rutgers University.
She serves on the editorial boards for several well-recognized peer-reviewed journals including Teachers College Record, Race, Ethnicity and Education, Teaching and Teacher Education and Urban Education. Fallon is on the board of the Learning Disabilities Association of NYS, Long Island Families Together and she serves as an Activity Leader for the IDEA Partnership.
In 2006 Thysha formed Shabazz Communications, with just a few clients in tow such as Bre Scullark from America's Next Top Model.
He has also seen strong growth in mathematics as the PLC process was strengthened or implemented at those campuses.
She is also a certified turnkey trainer of the NYU Equity Task Force addressing Race and Equity in Education. D'Elia has also worked as an Adjunct Professor at Long Island University, in the Educational Leadership graduate program.
Brann was an Associate Adjunct Professor in the Department of Education at Long Island University teaching classes that dealt with Issues in Urban Education.
Her current work includes serving as Director of the NYS Education Department Transition Services Professional Development Support Center (TS-PDSC), developing resource toolkits, professional development training and technical assistance to the 25 NYS Regional Transition Specialists in effort to improve adult outcomes for students with disabilities.
Previously, she represented children and families as an attorney at Legal Aid of Cleveland and Legal Aid of Milwaukee. Doucet is Program Leader for the programs in Childhood Education in the Department of Teaching and Learning, an affiliated faculty member of the NYU Center for Latin American and Caribbean Studies, and a research associate of the Interuniversity Institute for Research and Development (INURED), Haiti. As a parent of three children in the public school system, Sandra believes a good education is one in which each child’s unique gifts and talents are celebrated and nurtured. In March 2011, Tessa was honored by the Kings County District office of Charles Hynes as one of the recipients of the Extraordinary Women of the year awardees. She also is interested in enhancing the way districts can use outside partnerships to replicate educational successes achieved elsewhere.
DeWitt has produced more than 65 documentaries and has won over 40 industry awards for her work. Her current position in the district is Interim Principal at Woodlawn Elementary School where she began her teaching career. He cherishes his work and has dedicated his time and efforts to the urban experience while loving each and every step taken in his current journey. Superintendent Ellis and District 17 are determined to become the "Pride and Joy of Brooklyn.
A former mathematics teacher who subsequently served as an administrator at the high school, middle school, and now elementary school level, Dr. He has been the recipient of awards for his achievements by both the Dominican Consulate in New York and the Dominican Chamber of Commerce of New York.
Sinisgalli's rich background and endless resources in education, psychology, and Spanish, combined with her role of mother to a child with a disability, help to foster solid connections with culturally diverse regions across Long Island.
Since 2006 the company has represented over 250 clients in the fields of arts, culture, music, cinema, entertainment, theater, business, education and more. Stephen’s background of growing up in the inner-city of Denver, and the fact he attended some of the tougher schools in the city, keeps his vision focused on urban youth and what are the essential skills and beliefs they need to be successful in life.
Lynnette hails from Brooklyn, New York and holds multiple degrees from Clark Atlanta University.
As member of the SUNY Farmingdale STEM Diversity Fair Planning Committee, Boyz 2 Men and Girlz Talk Youth Empowerment Series, Ms. Krivoshey has continued to work in the challenging area of special education administration, the last nine years for the South Huntington Union Free School District as the district’s Supervisor of Special Education. Wolfe holds degrees from the State University of New York at Cortland for Elementary Education and School Administration. DuBrava has degrees from the State University of New York at Geneseo, The College of Saint Rose, and the State University of New York at Cortland.
Zwerger worked toward ensuring schools adhere to civil rights laws, supported children who were victims of abuse or neglect, or were in contact with the juvenile justice system. She collaborates with a group of Cornell students and alumni working to create an inclusive Haitian primary school and has recently completed six years of service as project director for NYS Partners in Policymaking, a leadership network for persons with developmental disabilities and family members. Culturally Responsive Teaching received the 2001 Outstanding Writing Award from the American Association of Colleges for Teacher Education (AACTE). Lewis and his colleagues also help schools identify and connect with those who support the boys and use this as the basis for establishing meaningful home-school relationships that benefit families, teachers, and students.
He has served as a Social Studies Teacher, Assistant Principal and Social Studies Supervisor, Principal, Assistant Superintendent, Deputy Superintendent and Superintendent. He sees schools as places of joy, and he strives to support the deep intellectual, social, and ethical engagement of all students. Teresa has had the privilege of teaching and leading at all levels in the Schenectady District.
Ferry is a data and assessment expert who has provided professional development and Soar the Scores’ tailored suite of reports for thousands of students and hundreds of educators in school districts throughout NJ. In addition, he also serves as a Corresponding Member and Treasurer of the North American Academy of the Spanish Language (ANLE). Rodriguez has presented various clinical and educational trainings at the National Association of School Psychologists’ annual convention, including Micro Aggression and Psychological Assessment, Improving Educational Outcomes for African American Boys, Conducting Effective Individual Educational Planning Conferences, and has presented at the Adeline Sanford Parent Institute. She has worked nationally and internationally, her latest work was in South Africa where she spent three weeks in the summer of 2015 learning about African Children’s Social Welfare Systems. Harris proudly assists underserved students across Long Island learn more about careers in Science Engineering Technology & Math. As a result of this work, he sits on the executive board of the Long Island Association of Special Education Administrators. He maintains high standards of achievement for all of his students, and aspires to create a school culture where success is realized across every ethnic group. She also is a member of the authorship team of the Scott Foresman New Elementary Social Studies Series.
As a member of Friends Beyond Borders, she has led groups of New York City educators on trips to the Dominican Republic, where they examined the impact of poverty and injustice on teaching. Smith holds a master’s degree in educational leadership from The College of New Jersey and a doctorate in educational leadership from Seton Hall University.
When Teresa is not working as a school leader, she spends time with her daughter traveling to volleyball tournaments and kayaking. He has become an enormous advocate for our work, and feels that the discussion of microaggressions and disproportionality needs to occur for mindsets to change and ultimately allow for optimal learning experiences for our youth.
The root cause process involves Understanding Disproportionality, Examining Policies, Practices and Beliefs Related to Disproportionality and Identifying and Prioritizing Root Cause(s).
She is also the recipient of numerous fellowships, including the Ford Foundation Dissertation Fellowship and the Wisconsin-Spencer Foundation Research Training Grant.
Shabazz Communications is an award winning full-service communications & event production company. Wolfe has researched and provided professional development on several educational of interest including effective literacy instruction, differentiation and Specially Designed Instruction. DuBrava has a strong passion for providing programming for all students in an inclusive environment. Her professional service includes membership on several national editorial review and advisory boards. In addition, she has also been part of Rebuilding Haiti One Trip at a Time- a non-profit organization created by former educators to promote the historical and cultural aspect of the country. She is the acting communications director for the Collaborative for Academic, Social, and Emotional Learning (CASEL), the nation’s leading organization advancing the development of academic, social and emotional learning for all students.
In 2012 she received the Regent's Outstanding Teaching award, the highest teaching honor given for excellence in undergraduate teaching across the University of Texas system. Rodriguez, a NYS Unified Court System approved peacemaker at Red Hook Community Justice Center is consultant at Red Hook Initiative, a community organization for Brooklyn youth.
They create full media and public relations campaigns and produce events and conferences for authors, artists, athletes, celebrities, corporate entities, non-profit, businesses, community based organizations and more.
She earned a Certificate of Advanced Study, SBL certification, and SDL certification through the College of Saint Rose.
Krivoshey also maintains a private practice where he treats adolescents struggling with mental health issues. She has presented at various conferences including the 2014 TAC-D Institute and the 2015 NYSSBA Convention. International consultations on multicultural education have taken her to Canada, Brazil, Taiwan, Finland, Japan, England, Scotland, and Australia. Since her several visits, she is currently in the preliminary stages of creating a study abroad program for Queens College pre-service teachers who are interested in developing a cross-instructional curriculum for both Haitian and American student populations. In addition, provides communication services and support to the Expanded Success Imitative (ESI) within the NYCDOE.
Smith’s work in Hopewell Valley has focused on improving the cultural competency of staff and students and providing opportunities to students by eliminating barriers to upper level classes. Aderhold has received national attention for his efforts to utilize a “Whole Child philosophy and his focus on the social, emotional, and academic development of each student. Giles’ goal is to have each of her students reach their highest potential while providing them with a nurturing, caring, and safe learning environment. He contributed to the edition of, A Sotto Voce - Poemas con comentarios, and also collaborated with Hablando bien se entiende la gente II.
Keffrelyn is active in the multiple roles she has as a researcher, scholar and teacher educator at the local, state and national levels. DuBrava has researched and instructed educators on topics, including: Collaboration, Co-teaching, Differentiated Instruction, Specially Designed Instruction, and Response to Intervention. Her challenge to her teachers is to provide the type of education for their students that they want for their own children! As a former elementary and middle school teacher, school administrator, and curriculum developer, Keffrelyn is keen to the everyday challenges of schooling. Wolfe is co-president of the Beta Rho chapter of Phi Delta Kappa, a professional group of educators who support local educational initiatives within the community. She is currently co-president of the Beta Rho chapter of Phi Delta Kappa, a professional group of educators who support local educational initiatives within the community. Her dissertation and area of research interest focuses on learning disabilities, especially around parent help-seeking. She continually seeks to produce scholarship that is theoretically robust, empirically rich and both responsive and relevant to practice in teaching, curriculum and teacher education.
He feels that the discussion of equitable access to education and disproportionality is necessary in order for race, poverty, and disability not to be a predictor of achievement.

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